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Assignment on cell , plants and Drosophila

2010-12-28T11:15:00.000-08:00

Assignment # 7 Chapter 11

Write the answers on paper. (10 pts each numbered question)

1. Give three genes responsible for cell differentiation in plants. Specify the function(s) of each gene

2. Describe the following plant cell communications

a) through cell walls

b)through receptors or ligands

3. What is the importance of polar auxin transport in plants?

4. Describe the roles of the following hormones in plant development (not growth):

a) abscisic acid

b) gibberellins

c) brassinosteroids

d) ethylene

e) cytokinnins

5. Describe the mechanism by which the following function in plants:

a) phytochromes

b) cryptochromes

------------------------------------------

Assignment 9. Chapter 15. Developmental Regulatory Networks 1

10 pts each.

How are nonequivalent cells in early development generated? What causes it?

What causes asymmetric division in the early C. elegans embryo? Describe the roles of each

What causes the asymmetric division in the embryonic ectoderm of Drosophila?

What are the genes involved in establishing the segments in Drosophila? State how they interact with each other.

What are the roles of homeotic genes in Drosophila.

Describe the cellular interactions in patterning the wing of Drosophila.

-------------------------------------------------

Chapter 3. Amniote development

1. What is common in development of reptiles, birds and mammals? (3pts)

2. Describe the changes of the ovulated egg as it passes through to each of the following regions of the bird’s reproductive tract: (12 pts)
a. infundibulum
b. magnum
c. isthmus
d. uterus

3. What are the layers of the bird blastodiscs? How is hypoblast formed? (5pts)

4. What are the adaptations in bird egg which make it adapted for development in terrestrial habitat? ( 3 pts)

5. What is delamination? (3pts)

6. Compare and contrast the early development of birds and mammals by presenting them in the tabular form as below: (20 pts)

7. What are the mammalian adaptations for the fertilized egg to survive in the mother’s body. (5 pts)

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Assignment # 6 Chapter 10. Reproduction in Plants

Write the answers on a sheet of paper

1. Where is id (indeterminate) gene in maize expressed? What is its role in flowering? (5 pts)

2. What are the genes responsible for switching from IM (inflorescence meristem) to floral meristem? Give the specific function(s) of each. (5 pts)

3. Describe the expression of floral identity genes designated as ABC genes during flower development. 5 pts

4. Plants alternate between diploid and haploid generations. What are these generations? 5pts

5. What do we call the female gametophyte? Describe its components. 5pts

6. What is the male gametophyte? Describe its components. 5pts

7. Differentiate sexual development with apomixis. What is the disadvantage of apomictic development? 5pts

10. What are some genes expressed in the embryo for shoot meristem development? Give the function of each. 5pts

Saving internet bookmarks on Yahoo messenger

2010-09-24T10:01:00.000-07:00

Saving internet bookmarks on yahoo messenger

As a frequent user of yahoo messenger I found there is space in my friends profiles to save   data    about 24 lines on Each profile which sufficient to save   things like notes   ,   important websites I use them frequenly or saving info about them like work   , contact details , birthdays etc

I used yahoo and google bookmarks    which needs the one to log in to his gmail or yahoo mail    to access them , while I found it is much easier and flexible to have them saved on yahoo messenger   .

So I decided to save all my bookmarks on my yahoo messenger To do so    I designated some of the contacts for this purpose by adding new contacts      . And to make locating   the urls easier   I prefixed certain repeated letters       like     xxx or ttt or aaa , to the contacts to make finding them easier in contacts list

To show you a    case       how to do this

First   :
In the contacts menu There is an item
Add Address book contact As shown below

Between the two Green lines . or you Can use Add contacts I prefered   adding an Address book contact since you have only1000 contacts in yahoo messenger and also there would a person who have yahoo id same   as the contact     you want to add which causes embarressments.   So name   the new Address book   contact as TTT_search_engines

Second :
Now we want add entries to   the book marks
Since Additional menu in the contacts details does not have much space    we left it and may use when other entries are full and we use it for short stuff

So We go to Home and starts Adding adding enties in the home as shown in the photo below

As you see we used Home address and we added items   like google lycos.com yahoo.com msn .bing.com ,wikipedia   and guruji.com which an indian Search engine .

After filling most of the available space we move to work and fill the   available space in the company      and work address and after that we move to notes which has about 10 lines of space   which i put some of the video tutorials

like

http://www.youtube.com/watch?v=YhMwwfCtdW0
http://www.youtube.com/watch?v=x2V4invWWs4   Which i saw them in youtube and you can put other notes in the rest of the lines

As shown here

As    I you notices you can save between 20 and 30 internet bookmarks on yahoo messenger with much ease than saving them on google or yahoo bookmarks
I like this way    because when I,am online and my yahoo messenger is open there is no need to go yahoo or google and search for bookmarks.

In future versions I hope that I would be able to save whole paragraphs on yahoo messenger    maybe in version 11 there will be more space for notes and more bookmark items.

As you try to save important pics on flickr urls important English language websites , c++ , java French language or other things

You can get access to your website bookmarks either from yahoo messenger or from yahoo mail    and then go to contacts and search for TTT

I hope that I gave you practical solution for saving internet bookmarks    better than yahoo and google and    other social bookmarking sites

travel at Disneyland Paris letter

2010-08-28T01:07:00.000-07:00

Dear Nilo ,

I am very exciting with your idea of travel at Disneyland Paris, but I have dubs of some details.
Firstly, when do you prefer travel? I don_ any problem with the date.
Secondly, do you want to ask Simone, if she could go? I_ sure that she will really enjoy it and would be cheaper for us.
Finally, I ask you, if we can pay with your credit card because a booking by telephone only is accepted if we pay with credit card.
I wait your answer.
All the best,
Danni

Another letter

Dear Andrew,
I really am looking forward from hearing you soon.
Best wishes,
Xavier

HELP! THE WORLD IS DYING AND EVERYBODY IS THE KILLER

2010-08-27T12:46:00.000-07:00

HELP! THE WORLD IS DYING AND EVERYBODY IS THE KILLER‘
We live in a comfortable house, in a beautiful town or city, but something horrible is happening: the Planet Earth is ill, it is dying of… Pollution and You and I are guilt. What can we do? A lot of things, something essential is begin for our own town: you can promote the recycling of bottles and paper, of this manner, you are going to contribute to produce less rubbish, to refer it, I want to tell you that you must not throw away to river your rubbish, you are going to kill the fishes. If you need to travel in car, please! Use fuel less lead, if you do not it, you walking or go to in bicycle, you will do an excellent exercise, too. As far as I am concerned, use aerosols which do not injure the ozone layer. You make your town or city a place more pleasure to live, you decide the way.

Evaluation of Course Content of Course Clusters

2010-05-30T12:59:00.000-07:00

Evaluation of Course Content of Course Clusters

1. Review the lecture course content of thel isted subjects assigned to you

2. Determine if each subject complies the minimum competency standards.

3. Identify what contents are over and above the minimum requirements.

3. Look for redundancy or overlap of topics among the clustered subjects.

4. Give your evaluation, comments , and suggestions by filling –in Table 1.

5. Give a 3-minute oral report of your assessment.

6. Submit the filled –up Table 1

SPECIFIC ASSIGNMENTS:

CLUSTER	SUBJECTS^*	IN-CHARGE⁺	CLUSTER	SUBJECTS	IN-CHARGE
1	Bio 50 Gen Biology Bio 51 Gen Botany Bio 52 Plant Physiol Bio 55 Gen Biology		6	Bio 4 Invertebrates Bio 34 Systematics Bio 58 Entomology Bio 10 Anim Parasitology
2	Bio 17 Cell & Mol. Biol Bio 31 Fund. of Bio 1 Bio32 Fund. of Bio 2 Bio 012 AnimPhysio Bio 28 Dev. Biol		7	Bio 5 Comp Anatomy Bio 12 Anim Physiol Bio 11 Anim Histology
3	Bio 13 Phycology Bio 14 Planktonology Bio 33 Plant Morpho Bio 52 Plant Physiol		8	Biol 17 Cell & Mol. Biol Bio 10 Anim Parasitol Bio 22 Microbiology Bio 39 Genetics
4	Bio 6 Gen Ecology Bio 19 Evolution Bio 23 Limnology Bio 28 Dev. Biol Bio 39 Genetics		9	Bio 15 Ichthyology Bio 21 Aquaculture Bio 18 Coast Res Mngt Bio 27 Envi. Science Ocean 1 Ocean 2
5	Bio 7 Mar Ecology Bio 19 Evolution Bio 35 Fund. of Marine Biology Bio 39 Genetics		10	NS 1 Earth Science NS2 Biological Science Bio 16 Gen Biology

*Basis of cluster: order in the curriculum; Course Program; some similarities or possible overlap of topics

+Basis of assignment: expertise and/or teaching experience in one or two of the clustered subjects

Cluster No. ____________

Members: _______________________

_______________________

Table 1. Assessment of lecture topics of each subject and the cluster

SUBJECTS

CHED MINIMUM COMPETENCY STANDARDS MET

(YES or NO)

OVER AND ABOVE MINIMUM REQUIREMENT

(Please specify)

ANY REDUNDANCY OR OVERLAP OF TOPICS

(If there are, please specify)

SUGGESTION FOR IMPROVEMENT OF COURSE OUTLINE

(consider the time, scope and student –centered approach)

ESCUELA TÉCNICA SUPERIOR DE INGENIEROS INDUSTRIALES

2010-02-12T13:29:00.000-08:00

ESCUELA TÉCNICA SUPERIOR DE INGENIEROS INDUSTRIALES

Álgebra, 29/Enero/2009

Seleccione, marcando con una X la respuesta correcta:
1.- Sean A, B y C tres conjuntos no disjuntos y no vacíos y sea la
familia de partes:

Entonces:

a) F es un recubrimiento de I .
b) F es una partición de I .
c) Las dos anteriores son ciertas.
d) Ninguna de las anteriores es cierta.

2.- Se establece en el conjunto de los números reales R dos aplicaciones dadas por:

c) Las dos anteriores son ciertas.
d) Ninguna de las anteriores es cierta.

3.- Sean A y B dos matrices n-cuadradas. Entonces, la condición
necesaria y suficiente para que dichas matrices conmuten es que:

c) Las dos anteriores son ciertas.
d) Ninguna de las anteriores es cierta.

4.- Sean A y B dos matrices n-cuadradas. Entonces, la forma canónica
de hermite de dichas matrices es la misma si y solo si:
a) Las matrices A y B son equivalentes.
b) Las matrices A y B son regulares.
c) Las dos anteriores son ciertas.
d) Ninguna de las anteriores es cierta.

c) Las dos anteriores son ciertas.
d) Ninguna de las anteriores es cierta.

6.- Sea la aplicación lineal entre dos espacios vectoriales no nulos:

c) Las dos anteriores son ciertas.
d) Ninguna de las anteriores es cierta.

c) Las dos anteriores son ciertas.
d) Ninguna de las anteriores es cierta.

c) Las dos anteriores son ciertas.
d) Ninguna de las anteriores es cierta.

NOTAS:
1.⎯ Cada cuestión acertada se califica con 0,5 ptos; cada cuestión fallada
se califica con -0,15 puntos y las cuestiones no contestadas tienen
calificación nula.
2.⎯ El tiempo máximo de duración de esta parte del examen es de 1 hora.

phrasal verb handout

2010-02-10T12:32:00.000-08:00

phrasal verb handout \\

Fill in the blanks with the appropriate phrasal verb from the list

Cut down on/look up / apply for/ take up/ turn down/long for/to keep up with

1-I decided to ………………………………...karate in a special club.
2-I’m really tired , I ………………………………..the next holiday to take a rest.
3-you should ……………………………….junk food , it’s really harmful .
4-If you haven’t understood the meaning of this word, …………………….it…………………..in the dictionary.
5-I have .............……………..that job , but my request was……………………………….because of lack of qualifications.
6-Every evening , I watch the cnn newsdesk, to …………………………………….the latest world events

Replace the underlined verb by an equivalent phrasal verb

1-I ‘d like you to write down the information in your notebook.
2-If you come for a visit in ouarzazate, I’ will accommodate you .
3-Parents have to educate their children appropriately and correctly.
4-The teacher distributed some work sheets to his students.
5-The match was postponed due to bad weather.
6-The association was established in 2001.

Exorcising rural witchcraft

2010-01-31T13:24:00.000-08:00

EXORCISING RURAL WITCHCRAFT

under the influence of a fortune teller, a peasant woman in Shandong province tried to drive the evil spirits from a tumor on her mother’s back. She hit her mother on the head with a shovel, and the unfortunate woman was killed. In a small town in southern Guangdong province, peasants beat a girl to death because they believed she was possessed by a spirit that was making “the penises of young men grow smaller”.

Superstition is still very much a part of rural life in the People’s Republic of China. Much to the consternation of Peking officials and despite 36 years of Communist rule, occult practices continue to have a powerful influence in far-flung and isolated communities. Now the government is making yet another attempt to exorcise the problem through education and propaganda. “Superstition is a product of backward science and culture”, reads a poster in Peking’s Ditan Park. “There are no ghosts in this world. Ignorance
breeds superstitions”.

Many villagers believe otherwise. Peasants sometimes turn to wupos,
or witches, to cure common illnesses through expensive, and occasionally extreme, measures. A wupo may charge as much as $5, about a week’s earnings for an average peasant, to exorcise evil spirits and may even prescribe death: every year a few people follow such advice and commit ritual suicide to hasten their passage to heaven. Says Liu Anyi, a Peking intellectual, “It’s ironic. Our forefathers invented the printing press, and we have sent satellites into space. Yet many people remain ignorant”.

To “eradicate superstitions and popularise science”, the government last month issued 1,300 copies of a film called “The Tricks of Witch Doctors”. The press, meanwhile, is discrediting the continuing existence of superstition because it hinders the regime’s current modernisation programs. The provincial Guangming Daily recently declared that offering sacrifices to ancestors was a “feudal and patriarchal activity not permitted under the socialist system”.
As a warning to practitioners of the occult arts, the Ditan Park posters offer ‘confessions’ of reformed wupos. The secret, reveals one, “is feeling out the general situation by encouraging the customer to do the talking first, and by making equivocal and scary predictions”.

Economic improvement may be one of Communism’s best weapons against wupos and the demons they hope to exorcise, according to Peking Religion Scholar Ren Jiyu. Says he: “If people’s livelihood is improved and people-to-people relations are established on the basis of mutual concern and affection, there will no longer be the phenomenon of people oppressing and exploiting people”.

A BALM FOR STAGE FRIGHT

2010-01-30T09:18:00.001-08:00

For many entertainers, stage fright is an enemy that only willpower and experience can conquer. But those who are severely afflicted often rely on alcohol or tranquillizes to suppress stage fright’s most severe symptoms, which include extreme nervousness, shortness of breath, a pounding heart and uncontrollably trembling hands.

Now, many entertainers have turned to an alternative. Called propranolol, it is a drug that doctors have prescribed since the 1960s for high blood pressure, heart conditions and migraine headaches. But its success in combatting stage fright has made it extremely popular among musicians. Said one member of the Toronto Symphony Orchestra, who asked not to be identified: “If you have a solo performance to play, it can be very helpful”.

Marketed as INDERAL by Ayerst Laboratories of Montreal, propranolol works by preventing adrenalin, which the body produces naturally in frightening situations, from affecting the heart. Musicians say it is popular because it is non-addicting and, unlike either alcohol or tranquillizers, it does not impair judgment or co-ordination. But many are concerned that it could lead to psychological dependence. Declared another Toronto performer who said he uses it only in emergencies: “It is a powerful medicine. Students are beginning to use it, and that is unfortunate”.

Still, propranolol has proved so popular among musicians that its use
is spreading to other professionals who work under heavy stress. Some U.S. doctors have acknowledged using it during public speaking engagements. Said Michael Sole, a cardiologist at Toronto General Hospital who prescribes it legitimately for two surgeons with high blood pressure: “These surgeons have told me they feel more confidant in the operating room during difficult operations, but every drug has a price”.

For those with asthma, that price can include even more severe attacks.And long-term use by healthy people can lead to elevations in blood cholesterol, vivid nightmares and impotence. But most performers who had been occasionally incapacitated by stage fright remain unmoved by the drawbacks. For them, a dose of propranolol can be a professional lifesaver.

Reading Comprehension n. 7

1. Answer the following comprehension questions.
· What is the passage about?…………………………………………………………………………….
…………………………………………………………………………………………………………
· How does stage fright manifest itself in many performers?……………………………………………
……………………………………………………………………………………………………………
· What were the original intended purposes of the drug propranolol?………………………………..
………………………………………………………………………………………………………….
· Why would the quoted speaker in line 10 ask not to be identified?……………………………………..
……………………………………………………………………………………………………………
· What are the supposed advantages of propranolol over the traditional remedies to fight stage fright?
……………………………………………………………………………………………………………

· What are the possible negative side-effects of the extended use of propranolol?……………………..
………………………………………………………………………………………………………….
· What is the implicit warning/criticism in the expression “every drug has its price”? (26)…………….
…………………………………………………………………………………………………………..

· Explain the meaning of the following words or phrases as they are used in the passage.
a) balm (title)………………………………………………………………
b) stage fright (1)…………………………………………………………..
c) will-power (1)…………………………………………………………..
d) it is non-addicting (15)………………………………………………….
e) it does not impair judgement (15)…………………………………………
f) psychological dependence (17)…………………………………………
g) its use is spreading (20)…………………………………………………
h) doctors have acknowledged (22)………………………………………..
i) unmoved by the drawbacks (30)…………………………………………
j) a professional lifesaver (31)…………………………………………….

2. What do the following words refer to? 34
that (1)…………………………………………… those (2)……………………………………..
which (3)………………………………………… it (7)…………………………………………..
its (8)…………………………………………….. who (10)………………………………………
which (13)……………………………………….. he (18)…………………………………………
that (19)…………………………………………... me (25)………………………………………..
they (25)………………………………………….. those (27)…………………………………….
them (30)………………………………………….

3. Translate the following linking words as they are used in the text. State the function of each linking word.
· but (2)…………………………………………………………..
· now (6)…………………………………………………………
· if (10)………………………………………………………….
· because (15)…………………………………………………..
· either….or (15)……………………………………………….
· still (20)………………………………………………………..

4. IRREGULAR VERBS …write the infinitive, past simple, past participle and translation of the following verbs.

INFINITIVE PAST SIMPLE PAST PARTICIPLE TRANSLATION

……………………………………………………………………made (9)……………………………………
…………………………………said (9)………………………………………………………………………..
have (10)………………………………………………………………………………………………………..
begin (19)………………………………………………………………………………………………………..
spread (21)………………………………………………………………………………………………………
…………………………………………………………………….told (25)……………………………………
feel (25)………………………………………………………………………………………………………….
lead (28)………………………………………………………………………………………………………….

35
5. MODALS ….translate each of the following modal constructions and state what each modal expresses,
e.g., ability, possibility, obligation, advice etc.

· only will-power and experience can conquer (1)………………………………………………………
· it can be very helpful (11)………………………………………………………………………………
· it could lead to psychological dependence (16)………………………………………………………..
· that price can include (27)…………………………………………………………………………….
· use by healthy people can lead to (28)………………………………………………………………..
· propranolol can be a professional lifesaver (31)………………………………………………………

6. “-ING-forms”…..note the use of the following ‘ing-forms’, and decide if they function as adjectives, or nouns
or as present participles with the verb ‘to be’. Translate these phrases.

· a pounding heart (4)……………………………………………………………………………
· uncontrollably trembling hands (5)……………………………………………………………..
· in combatting stage fright (8)…………………………………………………………………….
· it works by preventing adrenalin (13)…………………………………………………………….
· in frightening situations (14)………………………………………………………………………
· from affecting the heart (14)………………………………………………………………………
· it is non-addicting (15)…………………………………………………………………………….
· students are beginning (18)………………………………………………………………………..
· its use is spreading (20)……………………………………………………………………………..
· doctors have acknowledged using it (22)…………………………………………………………..
· public speaking engagements (22)…………………………………………………………………..
· in the operating room (25)……………………………………………………………………………

7. CLOZE ….fill each of the numbered spaces with an appropriate word taken from the box.

although basic around mind same
civilisations to have dating the
axle was surface were undoubtedly

The first invention of human beings was the wheel. ___________________(1) no wheel forms
are found in nature, __________________(2) the earliest ‘wheels’ were smooth logs which
_______________(3) used for moving weights over the earth’s ________________(4). No one
recorded who he or she ______________(5) or when it happened, but when _______________(6)
‘first inventor’ placed a wheel on an _______________(7), people began to roll from one place
_______________(8) another. Records of this type of wheel ________________(9) been found among
Egyptian relics _______________(10) back to 2000 B.C., and earlier Chinese ________________(11)
are credited with an independent invention of the __________________(12) mechanism. The wheel
so fascinated the human _______________(13) that people have spent centuries building machines
_________________(14) it. Yet, in over 40000 years, its _______________(15) design has remained
unchanged.

8. VOCABULARY….fill in the spaces with an appropriate Noun, Verb, Adjective or Adverb.

Entertainer
Fright
Afflicted
Rely
Shortness
Prescribe
Prevent
Psychological
Legitimately
Popular

Romantic love

2010-01-29T14:00:00.000-08:00

Romantic love
Romantic love is a matter of intense concern to millions of people in the Western world at some time in their lives and, yet, to most of them it is as inexplicable as a religious experience. Love happens to you, it comes like a bolt from the blue, unbidden and unintended, and it is an area of life which, like your health, you cannot completely control.

Sociology has done little to change this way of thinking about what is, after all, a social phenomenon. Custom and socialization dictate the way in which love, hate and even grief and laughter are expressed, but they also dictate the situations which provoke such emotions, and for how long and how intensely they are to be experienced.

For the individual, however, deeply felt emotions are experienced as uniquely personal events, originating from within, as if in the grip of feelings beyond the realm of ideas or of conscious control. The very idea that social forces, rather than one’s uniquely personal needs and desires, might have shaped the form of one’s love seems like an infringement of personal liberty, an intrusion into that mysterious, private world, the irrational splendor of one’s finer feelings.

With such a mystical aura about it, it is not surprising that in former centuries love was a focus of magical activities. In the Middle Ages, love charms, philtres and aphrodisiacs were the stock in trade of ‘cunning’ men and women whose magical services were much in demand. Love was considered sufficiently important and unpredictable to attract the labours of not only English village wizards but, in the 16th and 17th centuries, also astrologers and even witch-hunters, since practicing witchcraft was a felony punishable by death. Astrologers could expect an incessant stream of servant girls asking about their future husbands, or wanting to know how to handle their current boy-friends, not to mention help in deciding whether to accept a proposal or not.

In a non-magical era, love still retains this elusive, irrational quality, still occupies the women’s magazine astrologer, but more importantly, still absorbs people who would otherwise declare themselves practical and scientific in their out-look, with little time for metaphysics.

Love belongs to public and private worlds: it is big business. Love
is the bread and butter of film scripts, paperbacks and popular newspapers;women’s magazines thrive on it; pop songs improvise on the eternaltheme; television commercials wrap cosmetics and chocolates, hair sprayand deodorants in its all-pervading image. Industry and advertising stalk the customer with love’s honeyed breath. Battered wives persist in violent marriages in the name of it, and the crime of passion still attracts the full force of the media. Love is a force in society; it is not to be ignored.

Reading Comprehension n. 11

1. Answer the following comprehension questions.
a) What is the passage about?…………………………………………………………………………………..
………………………………………………………………………………………………………………..
b) What is the author’s attitude towards love?………………………………………………………………….
………………………………………………………………………………………………………………..
c) Do most people think of love as a social force?……………………………………………………………..
………………………………………………………………………………………………………………..
d) What is the connection between love and commerce?……………………………………………………….
…………….…………………………………………………………………………………………………..
e) How does love feature in the media?…………………………………………………………………………
…………………………………………………………………………………………………………………
f) Give at least three spheres of interest, activity or thoughts mentioned in the passage in which
love plays, or has played, an important role.
……………..……………………………………………………………………………………………………

g) Explain in your own words the meaning of the following words or phrases as used in the text:
· it comes like a bolt from the blue (4)………………………………………………………………….
· an incessant stream of servant girls (26)…………………………………………………………….
· in a non-magical era (30)……………………………………………………………………………..
· in their outlook (33)……………………………………………………………………………………
· the bread and butter (35)………………………………………………………………………………
· thrive on it (36)……………………………………………………………………………………….

2. What do the following words refer to?
their (2) ………………………………… it (3)……………………………………………….
which (5)…………………………………. this (6)……………………………………………..
which (8)………………………………….. they (9)…………………………………………….
which (9)……………………………………. such (9)…………………………………………….
they (10)……………………………………. it (18)……………………………………………
it (18)……………………………………… whose (21)…………………………………………
their (26)…………………………………. this (30)…………………………………………….
who (32)……………………………………. themselves (32)……………………………………
it (34)………………………………………. its (38)……………………………………………….

3. Translate the following linking words and state their function in the text.
· yet (2)………………………………………………………………………………………….
· as…..as (3)……………………………………………………………………………………..
· after all (7)………………………………………………………………………………………
· however (11)………………………………………………………………………………………
· as if (12)………………………………………………………………………………………..
· rather than (14)……………………………………………………………………………………
· not only…..but also (23)…………………………………………………………………………..
· since (24)………………………………………………………………………………………
· not to mention (28)……………………………………………………………………………….
· whether…..or not (28)………………………………………………………………………………..
· but more importantly (31)…………………………………………………………………………..
· otherwise (32)……………………………………………………………………………………………

4. MODALS…..translate the following modal constructions and state what each modal expresses, e.g. ability,
probability, advice, obligation etc.
a) you cannot completely control (5)……………………………………………………………………..
b) social forces might have shaped (15)………………………………………………………………….
c) astrologers could expect (25)………………………………………………………………………….

5. IRREGULAR VERBS…write the infinitive, past simple, past participle and translation of the following verbs.
Infinitive Past Simple Past Participle Translation
comes (4)………………………………………………………………………………………………………
……………………………………………………………(un)bidden(4)……………………………………….
……………………………………………………………..done (6)……………………………………………
think (6)………………………………………………………………………………………………………….
………………………………………………………………felt(11)……………………………………………
know(27)………………………………………………………………………………………………………….
thrive(36)…………………………………………………………………………………………………………...

6. PASSIVES…….translate the following passive constructions.
a) (which is) unbidden and unintended (4)………………………………………………………….(note the
ellipsis)
b) love, hate, grief and laughter are expressed (8)…………………………………………………………………
c) they are to be experienced (10)………………………………………………………………………………..
d) deeply felt emotions are experienced (11)…………………………………………………………………….
e) love was considered (22)……………………………………………………………………………………..
f) it is not to be ignored(41)………………………………………………………………………………………

7. “-ING-forms” …note the following ‘ing-forms’ and decide if they function as Adjectives, or Nouns or as 58
Present Participles with the verb ‘to be’. Translate these phrases.

a) this way of thinking (6)………………………………………………………………………………………
b) originating from within (12)………………………………………………………………………………….
c) in the grip of feelings (12)…………………………………………………………………………………….
d) it is not surprising (18)………………………………………………………………………………………..
e) cunning men and women (21)………………………………………………………………………………..
f) since practising witchcraft (24)………………………………………………………………………………..
g) servant girls asking about (26)……………………………………………………………………………….
h) or wanting to know (27)………………………………………………………………………………………
i) help in deciding (28)………………………………………………………………………………………….
j) its all-pervading image (38)…………………………………………………………………………………..
k) industry and advertising (38)……………………………………………………………………………………

8. ELLIPSIS…..write in the implied pronoun and a form of the verb ‘to be’
a) a bolt from the blue (………………) unbidden and unintended (4)
b) (……………….) originating from within (12)
c) as if (……………………..) in the grip of feelings (12)
d) feelings (……………………..) beyond the realm (13)
e) a felony (………………………..) punishable by death (25)
f) girls (………………….) asking about their husbands or ( ………………..) wanting to know
9. CLOZE……..fill in the numbered spaces with an appropriate word taken from the box.

since Portugal anyone the
disease
officials and that may new

E.U. officials appealed to consumers not to panic as new evidence revealed that the bovine
spongiform encephalopathy (BSE), or ‘mad cow’ disease, _________________(1) be more widespread
than previously thought. _______________(2) cases of BSE emerged in Spain, Germany ___________(3)
Belgium, as well as in an Italian slaughterhouse ______________(4) supplies McDonald’s restaurants.
Meanwhile, U.S. _____________(5) moved to prevent new variant Creutzfeldt-Jakob _______________(6),
the human form of BSE, from entering _____________(7) blood supply. A government panel urged that
________________(8) who has lived or travelled in France, ________________(9) or Ireland
for an extended time ___________(10) 1980 be banned from donating blood.

59
10. VOCABULARY……fill in the spaces with a NOUN, VERB, ADJECTIVE or ADVERB
NOUN VERB ADJECTIVE ADVERB

TRADE IN HONG KONG

2010-01-28T11:37:00.000-08:00

TRADE IN HONG KONG

It is well known that trade in Hong Kong has flourished considerably during recent years, despite problems at home and abroad. While the influx of refugees has brought the government severe problems in housing, education and other fields, it has made available a large number of relatively inexpensive but very hard-working employees. However, the availability of cheap labour has also brought problems which affect the export trade.

Some foreign countries have objected to the unrestricted import of Hong Kong goods, particularly textiles, and have imposed tariff barriers or other restrictions. In a number of importing countries, allegations have been made that Hong Kong manufacturers have been ‘dumping’ goods at unfairly low prices. In some cases, reasonable restrictions have been imposed to protect industries in the importing countries. The cumulative effect has been to curtail exports from Hong Kongto some areas, especially to newly-developing countries trying to develop pioneer industries of their own.

Hong Kong is conveniently near the large potential markets of China, Japan and South East Asia, and trade with these areas has shown a steady improvement. But if Hong Kong is conveniently placed for Asian markets, she is at a disadvantage when trading with Africa, Europe and America. The cost of freight and insurance is another problem which industrialists have to face when they try to increase their exports to distant markets.

Within Hong Kong, a number of factors help the development of trade. The average employee works harder than his counterpart in some other countries, is highly adaptable and technically very skillful. There are highly developed banking, insurance and shipping systems which help the local manufacturer and exporter. These systems have evolved to maintain Hong Kong’s position as a basically tariff-free port, and they are easily able to deal with the complexities of modern trade. Income tax, too, is more favorable than in some of the countries with which Hong Kong must compete in the search for overseas markets. The incentive for worker, manufacturer and overseas investor is higher than in many other parts of the world.

A particular obstacle which local industrialists have to overcome or learn to live with is the shortage of land and the high price which must be paid for suitable manufacturing sites. The Government has carried out a systematic policy of land reclamation but this is an expensive and lengthy process. It cannot be expected to keep pace with the rapid development of industry, particularly when land is urgently needed for housing and other purposes.

Reading Comprehension n. 3 TRADE IN HONG KONG
1. Answer the following comprehension questions.
· What’s the passage about?……………………………………………………………………………
………………………………………………………………………………………………………..
· What are 2 benefits and 2 problems which the flow of refugees has brought to Hong Kong?
………………………………………………………………………………………………………..
…………………………………………………………………………………………………………
· What actions have some countries taken to protect their industries from Hong Kong imports?
……………………………………………………………………………………………………………
· What effect would Hong Kong’s geographical position have on her trade with
a) Indonesia…………………………………………………………………………………………….
b) Germany…………………………………………………………………………………………….
· What 2 problems do exporters in Hong Kong have when trading with distant markets?
………………………………………………………………………………………………………….
· List 3 advantages within Hong Kong that help foreign trade………………………………………..
…………………………………………………………………………………………………………..
· What are 2 disadvantages of working in Hong Kong?…………………………………………………
…………………………………………………………………………………………………………..
· Explain the meaning of the following words or phrases as they are used in the text.
a) influx of refugees (2)…………………………………………………………………
b) textiles (8)……………………………………………………………………………
c) allegations have been made (9)………………………………………………………
d) dumping (10)…………………………………………………………………………
e) pioneer industries (13)………………………………………………………………
f) have to face (19)…………………………………………………………………….
g) counterpart (22)…………………………………………………………………….
h) have to overcome (31)……………………………………………………………….
i) learn to live with (31)………………………………………………………………..
j) to keep pace (35)………………………………………………………………………

2. What do the following words refer to?
it (1)…………………………………………….. it (4)………………………………………………
their (14)………………………………………. she (17)…………………………………………..
they (19)………………………………………. his (22)………………………………………….
they (26)………………………………………. which (27)………………………………………
this (34)………………………………………… it (34)…………………………………………..

3. Translate the following linking words as they are used in the text. State the function of each linking word,
e.g., to add information, to contrast, time, place, result etc.
· despite (2)……………………………………………………………
· while (2)……………………………………………………………..
· however (5)…………………………………………………………..
· when (19)……………………………………………………………..
· too (27)……………………………………………………………….

3a In paragraph 4, write an appropriate linking word to join the ideas expressed between
sentences 1 and 2………………………………. sentences 4 and 5……………………..
sentences 2 and 3………………………………. sentences 5 and 6……………………..
sentences 3 and 4

4. IRREGULAR VERBS …..write the infinitive, past simple, past participle and translation of the following verbs.
INFINITIVE PAST SIMPLE PAST PARTICIPLE TRANSLATION
……………………………………………………………..known (1)……………………………………
……………………………………………………………...brought (3)………………………………….
………………………………………………………………made (4)……………………………………
………………………………………………………………been (9)…………………………………….
………………………………………………………………shown (16)………………………………….
……………………………………………………………..overcome (31)……………………………….
…………………………………………………………………paid (32)……………………………………
keep (35)…………………………………………………………………………………………………….

5. MODALS…..translate the following modal constructions and state what each modal expresses,
e.g., ability, obligation, permission, advice, possibility etc.
· industrialists have to face (19)…………………………………………………………….
· they are able to (26) = can ………………………………………………………………
· Hong Kong must compete (28)…………………………………………………………….
· the high price which must be paid (32)……………………………………………………
· it cannot be expected (34)………………………………………………………………….

6. PASSIVES …..translate the following passive constructions.
· allegations have been made (9)…………………………………………………………..
· restrictions have been imposed (11)……………………………………………………….
· the high price which must be paid (32)…………………………………………………..
· it cannot be expected (34)…………………………………………………………………
· land is urgently needed (35)………………………………………………………………

7. CLOZE…..fill each of the numbered spaces with an appropriate word taken from the box.

needed but has the obstacle
cannot with suitable learn

A particular ______________(1) which local industrialists have to overcome or ___________(2)
to live with is the shortage of land and __________(3) high price which must be paid for
____________(4) manufacturing sites. The government _____________(5) carried out a systematic
policy of land reclamation _____________(6) this is an expensive and lengthy process. It __________(7)
be expected to keep pace _____________(8) the rapid development of industry, particularly when
land is urgently ______________(9) for housing and other projects.

CLOZE 2

there always an earned but
In not greatest England wrote

Charles Dickens is one of the ______________(1) novelists in the English language.
He _____________(2) about the real world of Victorian ________________(3) and many of his
characters were ______________(4) rich, middle-class ladies and gentlemen, ______________(5)
poor and hungry people. His family lived ___________(6) London. His father was a clerk in
____________(7) office. It was a good job, but he ____________(8) spent more money than he
_______________(9) and he was often in debt. _____________(10) were eight children in the
family, so life was hard.

CONSERVATION IN ANTARCTICA

2010-01-26T13:15:00.000-08:00

Conservationists have launched a campaign to save Antarctica, the last
unspoilt wilderness on earth, from the potentially disastrous effects of drilling for oil. An international alliance of more than 30 groups in Britain, the United States, Australia and New Zealand, including Friends of the Earth and Greenpeace, plan a campaign of publicity, political lobbying and demonstrations to try to stop any exploitation of the continent.

Fourteen signatories of the 1959 Antarctic Treaty, including Britain,
Argentina, the U.S.A. and the Soviet Union, are currently trying to divide up exploration rights at a series of secret meetings. They hope to complete agreement by next year. It is believed that there are very rich oil deposits in the Weddell and Ross seas. Although conditions there are the most hostile on earth, there are no insuperable barriers to extracting the oil. The “club of 14” are drawing up conventions to protect wildlife, but there is no chance that these will satisfy the conservationists who want Antarctica declared a permanent wilderness area. This, they say, is the only certain way to prevent catastrophic damage to its delicate environment from an oil spill.

Despite its intense cold and dark nine-month winter, Antarctica supports an abundant wildlife. Although there are relatively few species, they occur in huge numbers. Its waters support the largest mammal on earth, the blue whale, as well as the threatened fin and humpback whales. Among its seals
are the Weddell seal, unique to the area, and the leopard seal, which eats penguins. The water’s edge teems with birds, including the world’s furthest- travelling migrant, the arctic tern. Antarctica’s bird and mammal life is especially vulnerable to oil damage because it is so dependant on one species – krill, a minute shrimp-like creature which lives in the sea. Because of its position at the bottom of the food chain, any serious damage to krill would threaten birds and larger animals.

As an unspoiled area, Antarctica is also an invaluable base for judging
the effects of pollution elsewhere in the world. Dr R.B. Heywood of the British Antarctic Survey, who has spent 22 years in the region, says: “The area is pristine. If you drive a vehicle over the lichen, the track will be there for hundreds of years because everything is so slow-moving.”

Dr Heywood believes that it is unrealistic to ask for Antarctica to be declared a wilderness area. “But we need firm international agreement that,however the area is to be exploited, it should be done with very careful management schemes”.

Reading Comprehension n. 6 CONSERVATION IN ANTARCTICA

1. Answer the following comprehension questions.
· What is the passage about?…………………………………………………………………………..
………………………………………………………………………………………………………..
· How is the international alliance trying to stop any exploitation of Antarctica?……………………….
………………………………………………………………………………………………………..
· Are there a lot of different varieties of animals and birds living in Antarctica?………………………
…………………………………………………………………………………………………………
· Why is krill important to the survival of wildlife in Antarctica?………………………………………
………………………………………………………………………………………………………….
· Give at least 3 reasons stated in the passage for the importance of Antarctica………………………..
……………………………………………………………………………………………………………

· Translate the following words or phrases respecting their word class as used in the text.
a) have launched (1)………………………………………………….
b) drilling (3)…………………………………………………………
c) demonstrations (6)…………………………………………………
d) exploitation (6)……………………………………………………..
e) signatories (7)………………………………………………………
f) currently (8)………………………………………………………….
g) exploration rights (9)………………………………………………..
h) hostile (11)…………………………………………………………..
i) extracting the oil (12)………………………………………………..
j) drawing up conventions (13)…………………………………………
k) wildlife (13)………………………………………………………….
l) there is no chance (13)……………………………………………….
m) oil spill (16)…………………………………………………………
n) threatened (20)…………………………………………………………
o) teems with birds (22)………………………………………………….
p) The bottom of the food chain (26)……………………………………..

2. Complete the following sentences with the phrase which fits best. Circle the letter A, B, or C. 29
· Conservationists want to save Antarctica because
a) oil companies have already caused enough damage there.
b) they want to exploit it for their own purposes.
c) they fear that oil companies might cause future damage.
· The policy of the “club of 14” towards conservation in Antarctica is
a) to sign a formal agreement on the matter.
b) to promise not to have an oil spill.
c) to work in harmony with the conservationists.
· Antarctica’s wildlife is at risk because
a) it is so cold and dark there.
b) there are so few species.
c) krill is its only source of food
· Wildlife in Antarctica
a) is composed of many different kinds of animals.
b) is small in number but large in variety.
c) is large in number but small in variety
· Dr Heywood
a) wants an international agreement to exploit Antarctica.
b) wants Antarctica designated as a wilderness area.
c) accepts oil exploration only if there are controls to protect the environment.

3. What do the following words refer to?
they (9)………………………………………… it (10)……………………………………………
there (11)………………………………………. these (14)……………………………………….
this (15)………………………………………… its (16)…………………………………………..
they (18)……………………………………….. it (24)…………………………………………….
which (25)……………………………………… its (26)……………………………………………
it (33)…………………………………………… it (35)……………………………………………

4. Translate the following linking words as they are used in the text. State the function of each linking word,
e.g., to add information, to contrast, concession, result, reason etc.
· although (11)…………………………………………………………………
· despite (17)…………………………………………………………………..
· as well as (20)……………………………………………………………….
· because (24)………………………………………………………………….
· because of (25)………………………………………………………………
· however (35)…………………………………………………………………

4(a) In paragraph 3, choose an appropriate linking word to join the ideas expressed between 30
sentences 1 and 2 …………………………. sentences 2 and 3……………………
sentences 3 and 4………………………….. sentences 4 and 5……………………
sentences 5 and 6………………………….. sentences 6 and 7...............

5. CLOZE ….fill each of the numbered spaces with an appropriate word taken from the box.

torture relate dictator the abuses after not court
charges extradition ruled detractors request under

Britain’s highest _______________(1) has ruled that former Chilean ______________(2) General
Augusto Pinochet is ____________(3) entitled to blanket immunity from prosecution for human rights
______________(4). By a 6 – 1 vote, a House of Lords tribunal _______________(5) that Pinochet can be
prosecuted for three of the 32 ________________(6) contained in a Spanish arrest warrant seeking his
_________________(7) from the U.K. These three charges ______________(8) to alleged torture and
conspiracy to torture committed _____________(9) 1988, when Britain signed an international
_____________(10) convention which made it a crime ______________(11) British law to commit
torture anywhere. The Law Lords recommended that the British Government reconsider whether to
proceed with the extradition _______________(12) in light of ______________(13) diminished charges.
Pinochet supporters and _________________(14) both claimed the ruling was a victory.

Earth try of and
The for than save

Conservationists have launched a campaign to _________________(1) Antarctica, the last
unspoilt wilderness on _________________(2), from the potentially disastrous effects of drilling
________________(3) oil. An international alliance of more ______________(4) 30 groups in Britain,
the United States, Australia ________________(5) New Zealand, including Friends of ____________(6)
Earth and Greenpeace, plan a campaign ______________(7) publicity, political lobbying and demonstrations
to _________________(8) to stop any exploitation of the continent.

SIBERIA.

2010-01-24T03:17:00.000-08:00

More than 3,500 miles from Moscow, between the Arctic Circle and Mongolia,lies Siberia, a frozen land more than ten times the size of Italy but with only halfa million inhabitants. There the temperature can fall as low as seventy degrees centigrade below zero. The intense cold makes life immensely difficult and dangerous for anyone unaccustomed to it.

But Siberia is not a permanently frozen waste. Though parts of the region are colder than the North Pole itself, the temperature in summer may reach 40°C.When this happens, the topsoil thaws to a depth of about two meters and can support rich vegetation, though none of the trees grows to any great height as the roots have to spread sideways. The summer days are so long that the earth stores enough heat to bear a variety of flowers which blossom between the trees. It is almost impossible for anyone to enter the forests during this season because of the clouds of insects, especially mosquitoes.

A deep, permanently frozen layer of earth has acted as a natural refrigerator for millions of years, and the bodies of prehistoric animals are sometimes dug up and eaten by the wild dogs. In 1901, an expedition went to search for the remains of a prehistoric mammoth, reported to have been found in the area. The men found the mammoth frozen into the side of a mountain. Part of the head had been exposed by a fall of frozen rock, and bears and wolves had managed to tear off some of the flesh. Most of the frozen mammoth was in excellent condition, complete with flesh, skin and a thick covering of coarse hairs. The men were able to study the prehistoric food found on the creature’s tongue and teeth and in its stomach. Eventually the whole body was excavated and taken away for preservation and study.

It may be, too, that there are still living dinosaurs to be found. Far up in the mountains is the Lake of Labankur. No one has ever had the courage to take a boat out on it. Some time ago, a group of men made an expedition to examine it. They pushed in a reindeer, forced it to swim out towards the centre of the lake and saw it disappear abruptly. Then they sent a dog, which was also swallowed up. Suddenly a black monster emerged from the still waters of the lake, blew threateningly and
plunged back into the depths.

Reading Comprehension n.

1. Answer the following comprehension questions.
· Why is Siberia so sparsely populated?………………………………………………………………………
· Why do the roots of the trees spread sideways instead of going down

into the soil?
………………………………………………………………………………………………………………

· What difficulties does one face when entering the forests during a)

the summer, b) the winter?
……………………………………………………………………………………………………………..
· How did wolves manage to get at the head of the mammoth?

……………………………………………..
………………………………………………………………………………………………………………
· Explain why the mammoth’s flesh had not decomposed…………………………………………………
· What was the purpose of the experiments with the reindeer and the

dog?………………………………..

· Why was it necessary for the author to insert the word ‘natural’

before ‘refrigerator’ in line 14?
……………………………………………………………………………………………………………
· What evidence, if any, is there in the text concerning the existence

of dinosaurs in Siberia?
…………………………………………………………………………………………………………..

· Explain the meaning of the following words as they are used in the

passage.
a) unaccustomed (5)…………………………………………………………
b) support (9)……………………………………………………………….
c) rich (9)………………………………………………………………….
d) prehistoric (17)…………………………………………………………..
e) flesh (20)………………………………………………………………..
f) coarse (21)………………………………………………………………
g) abruptly (29)……………………………………………………………
h) swallowed up (29)……………………………………………………..
i) threateningly (30)………………………………………………………

18
2. What do the following words refer to?
there (5)………………………………………….. it (5)………………………………………….
itself (7)…………………………………………… which (11)…………………………………..
it (12)……………………………………………… this (12)………………………………………
its (22)……………………………………………. it (25)………………………………………..
it (27)………………………………………………. they (27)………………………………………
it (28)……………………………………………… which (29)…………………………………….

3. Translate the following linking words as they are used in the text.

State the function of each linking word,
e.g., to add information, to contrast, concession, reason etc.
· though (6)…………………………………………………………………………..
· when (8)……………………………………………………………………………
· because of (13)…………………………………………………………………….
· eventually (23)………………………………………………………………………
· too (25)……………………………………………………………………………..
· then (29)……………………………………………………………………………

4. MODALS …..translate each of the following modal constructions and

state what each modal expresses,
e.g., ability, possibility, obligation, permission, advice etc.
· the temperature can fall (3)…………………………………………………………………
· the temperature in summer may reach 40° (7)……………………………………………….
· the topsoil can support rich vegetation (8)……………………………………………………
· the roots have to spread sideways (10)………………………………………………………..
· ** bears and wolves had managed to tear off (19)……………………………………………..
· **the men were able to study (21)………………………………………………………………
· it may be (25)…………………………………………………………………………………..

5. IRREGULAR VERBS….write the infinitive, past simple, past participle

and translation of the following verbs.
INFINITIVE PAST SIMPLE PAST PARTICIPLE TRANSLATION
lie (2)………………………………………………………………………………………………………………
fall (3)……………………………………………………………………………………………………………..
make (4)……………………………………………………………………………………………………………
……………………………………………………………………frozen (6)…………………………………………
grow (9)…………………………………………………………………………………………………………….
spread (10)………………………………………………………………………………………………………….
bear (11)…………………………………………………………………………………………………………….
……………………………………………………………………….dug (15)…………………………………….
……………………………………………………………………..eaten (16)…………………………………
………………………………………………………………………found (17)…………………………………
tear (19)……………………………………………………………………………………………………………
swim (28)…………………………………………………………………………………………………………
……………………………………………………………………….taken (23)…………………………………
……………………………..saw (28)…………………………………………………………………………….
…………………………….sent (29)…………………………………………………………………………….
…………………………….blew (30)……………………………………………………………………………

6. PASSIVES ….translate the following passive constructions.
· animals are sometimes dug up and eaten (15)………………………………………………………………
· a mammoth (which was) reported to have been found (17)

…………………………………………………
……………………………………………………………………………………………………………….
· the head had been exposed (18)………………………………………………………………………………
· the body was excavated and taken away (23)………………………………………………………………..
………………………………………………………………………………………………………………..
· there are living dinosaurs to be found (25)

…………………………………………………………………..
· a dog, which was also swallowed up (29)……………………………………………………………………

7. CLOZE ….fill each of the numbered spaces with an appropriate word

taken from the box.

warning predict severe prepare obsolete
percentage late lower eyewitness characteristic

Modern weather technology can detect strong winds and rain, which are

_______________(1)
of severe thunderstorms and tornadoes. In the past, an _______________

(2) radar system was used
to predict such storms. Under this old system, warnings often depended

on ________________(3) reports.
These reports gave people only about three minutes to ________________

(4) for the tornado. Today, more
than 100 new detection centres are in place in the United States. By

the ________________(5) 1990’s,
a total of 152 systems will be working throughout the country. In the

past, many ______________(6)
thunderstorms and tornadoes struck without ________________(7). Weather

forecasters could not
__________________(8) all of them. In fact, they did not predict 33

percent of all the storms. As a result
of the new technology, this __________________(9) has decreased to 13

percent. When all the new systems
are in place, this percentage will be even _________________(10).

7(a) CLOZE 2

by the it to decisions
will that maintain citizens shown

With the rejection of the Euro, Denmark has _______________(1) the true

value of democracy.
Its ______________(2) decided via a referendum that they preferred to

________________(3) their own
currency rather than adopt _______________(4) of the European Union.

Their vote _____________(5)
influence the long-awaited _______________(6) of Britain and Sweden and

contribute ______________(7)
reduced confidence in a number of Euro countries. _______________(8)

will also show all participating
nations _______________(9) value of a true referendum ________________

(10) the people, as opposed
to the decisions made by a bunch of international politicians.

8. VOCABULARY…fill in the spaces with an appropriate Noun, Verb,

Adjective and Adverb.

NOUN VERB ADJECTIVE ADVERB

INHABITANT
WASTE
HAPPEN
SUPPORT
HEIGHT
ENTER
CLOUD
EXPEDITION
REMAINS
HEAD
MANAGE
COVERING
CREATURE
EXPOSED
EXCAVATED
PRESERVATION
COURAGE
EMERGE

Sleep difficulties and recommendations

2010-01-22T13:44:00.000-08:00

Sleep difficulties and recommendations

There have been times when, if you could put sleep in a cup, I would
have drunk it. If you too crave sleep the way some people crave chocolate,the chances are that you share your nights with a small child. According to a study by Naomi Richman, Consultant Psychiatrist at Great Ormond Street Hospital, up to 20% of 1-and 2-year olds wake regularly every night. The children themselves rarely suffer. They spring cheerfully to life each morning while their exhausted parents devise ruses to snatch a few more
moments rest.

The traditional child-care experts breed confusion rather than offer comfort. All are dogmatic and all have different advice: Hugh Jolly
recommends taking your baby into bed with you; Dr. Spock warns, “I think it is a sensible rule not to take the child into the parents’ bed for any reason”; Penelope Leach sides with Spock and suggests: “move the baby out of your room as soon as possible”. If the little horror cries at night, Spock says you should leave him to it; Leach recommends that you “go to him immediately”, and Jolly sits on the fence with the advice that it is all right to leave your baby crying at times.

It is hard to imagine another situation in which a problem causing such
a high level of stress is dismissed in so cavalier a fashion. However, there is one blessed exception to the “grin and bear it” school of child care. For some years now, the Department of Psychological Medicine at Great Ormond Street Hospital has been helping parents whose children have particularly bad sleep problems. Carol and John Warren were early beneficiaries of the compassionate guidance of psychologists working there. Their 2-year-old son Will had never slept for longer than three hours at a stretch. What’s more,
he would only go back to sleep if he was breast-fed, so Carol had to take the whole burden of night waking. “I was like a zombie by day”, she recalls.

They were asked to keep a detailed sleep chart for a few weeks. Then,
on the basis of their chart, specific suggestions were made to break the pattern: Will was to be moved into a separate room; Carol should stop breast-feeding altogether; John should take over completely at night, rocking him back to sleep to start with and then gradually phasing out the amount of attention given each time Will woke up and started to cry.

It took three months to complete the different steps they had set
themselves. The final break-through came when John went in and told
Will firmly to go back to sleep. After three nights of this, he stopped
bothering to wake up any more.

Reading Comprehension n. 12 SLEEP 61
1. Answer the following comprehension questions.
a) What is the passage about?………………………………………………………………………………………
………………………………………………………………………………………………………………….
b) Why do you think the author says “if you could put sleep in a cup, I

would have drunk it”?………………..
…………………………………………………………………………………………………………………

c) Are the following statements TRUE or FALSE?
· The majority of children do not sleep all night. T / F
· Child-care experts don’t offer much help to sleepy parents. T / F
· Dr Spock believes that children should not sleep in their parents’

bed. T / F
· All three doctors agree on letting the baby cry at night. T / F
· Psychologists were not able to help the Warren family. T / F

d) Why did Carol and John ask for help?…………………………………………………………….……….
e) Give at least three things which the anxious parents were asked to

do…………………………………….
……………………………………………………………………………………………………………...
f)Explain the meaning of the following words or phrases as used in the

text.

· up to 20% (5)………………………………………………………
· they spring cheerfully to life (6)……………………………………………….
· child-care experts breed confusion (10)………………………………………………
· Leach sides with Spock (13)……………………………………………………
· the little horror (14)……………………………………………………..
· Jolly sits on the fence (16)…………………………………………………….
· ‘grin and bear it’ (20)……………………………………………………..
· at a stretch (25)……………………………………………………..
· Carol had to take the whole burden (26)…………………………………………….
· gradually phasing out (32)………………………………………………
· the final breakthrough (35)………………………………………………
2. What do the following words refer to? 62
it (2)………………………………………….. they (6)……………………………………………..
their (7)……………………………………… all (10)………………………………………………
I (11)…………………………………………. it (12)………………………………………………….
him (15)…………………………………….. it (15)……………………………………………….
it (16)…………………………………………. it (18)…………………………………………….
which (18)…………………………………… whose (22)……………………………………………
there (24)……………………………………. he (26)……………………………………………..
I (27)………………………………………… they (28)………………………………………………
it (34)……………………………………….. this (36)……………………………………………….

3. Translate the following linking words and state their function in

the text.
if (1)…………………………………………………………………….
too (2)…………………………………………………………………..
while (7)…………………………………………………………………
rather than (9)……………………………………………………………
as….as (14)……………………………………………………………….
however (19)…………………………………………………………….
what’s more (25)………………………………………………………….
so (26)……………………………………………………………………..
then (28)…………………………………………………………………..

4. MODALS…..translate the following modal constructions and state what

each modal expresses, e.g. ability,
probability, obligation, advice etc.
· if you could put sleep in a cup (1)………………………………………………………………..
· you should leave him to it (15)………………………………………………………………….
· Carol had to take the whole burden (26)……………………………………………………….
· Carol should stop breast-feeding (30)………………………………………………………………
· John should take over completely at night (31)…………………………………………………….
· N.B……..Will was to be moved.(30) = Will had to be moved ( ‘BE + to’

expresses an order)
· N.B……..the chances are (3) …..expresses ‘probability’, i.e., it is

probable that….

5. Giving ADVICE…….note the following verbs from the text which express

ADVICE. 63
· Dr Spock warns (11)………..= he advises
· I think it is a sensible rule(11)……………… = it is my advice that
· Leach suggests (13)………………….= she advises
· Leach recommends (15)…………….= she advises
· They were asked to keep (28)……………..= they were advised to
· Specific suggestions were made(29)………..= they were given advice
· Carol should stop (30)………………= she was advised to stop
· John should take over (31)…………= he was advised to take over

6. IRREGULAR VERBS…….write the infinitive, past simple, past participle

and translation of the following verbs.
Infinitive Past Simple Past Participle Translation
wake (5)…………………………………………………………………………………………………………
spring (6)………………………………………………………………………………………………………….
breed (9)……………………………………………………………………………………………………………
think (11)………………………………………………………………………………………………………
take (12)…………………………………………………………………………………………………………..
say (14)……………………………………………………………………………………………………………..
leave (15)…………………………………………………………………………………………………………..
go (15)…………………………………………………………………………………………………………….
sit (16)…………………………………………………………………………………………………………….
have (22)………………………………………………………………………………………………………….
……………………………………………………………………..slept (25)……………………………………
………………………………………………………………………fed (26)……………………………………
keep (28)……………………………………………………………………………………………………………..
……………………………………………………………………….made(29)………………………………
break (29)……………………………………………………………………………………………………………
……………………………………………………………………….given (33)………………………………..
………………………………………………………………………..set (34)…………………………………..
…………………………..came (35)……………………………………………………………………………

7. CONDITIONALS ……translate the following conditional sentences and

state which conditional
each one is, i.e., zero, 1st, 2nd, or 3rd.
· If you could put sleep in a cup, I would have drunk it (1)

…………………………………………
…………………………………………………………………………………………………….
· If you too crave sleep, the chances are that you share your nights

with a small child (2)………..
……………………………………………………………………………………………………
· He would only go back to sleep if he was breast-fed (26)

…………………………………………
………………………………………………………………………………………………….…

8. “-ING-forms”…note the following ‘ing-forms’ and decide if they

function as Adjectives, or Nouns, or
as Present Participles with the verb ‘to be’. Translate these phrases.
a) Jolly recommends taking your baby (11)……………………………………………………………………
b) to leave your baby crying at times (17)………………………………………………………………………
c) a problem causing such a high level of stress (18)

…………………………………………………………..
d) the Department ….has been helping parents (22)

……………………………………………………………
e) guidance of psychologists working there (24)

……………………………………………………………….
f) Carol had to take the whole burden of night waking (26)

……………………………………………………
g) rocking him back to sleep (31)……………………………………………………………………………….
h) gradually phasing out (32)…………………………………………………………………………………….
i) he stopped bothering to wake up (37)…………………………………………………………………………

9. Passives……translate the following passive constructions.
a) a problem is dismissed in so cavalier a fashion (19)

……………………………………………………
b) they were asked to keep (28)……………………………………………………………………………
c) suggestions were made (29)……………………………………………………………………………..
d) Will was to be moved (30)……………………………………………………………………………….

10. VOCABULARY ……match a word in column ‘A’ with its synonym in column

‘B’ 65
‘A’ ‘B’
times (1) thoughtless
crave (2) assisting
chances (3) advice
rarely(6) moments
devise (7) weight
ruse (7) agree
sensible (12) difficult
to side with (13) not often
sit on the fence (16) probability
hard (18) strongly desire
cavalier (19) invent
helping (22) trick
guidance (24) intelligent
burden (27) is undecided

CLOZE…..fill in the numbered spaces with an appropriate word taken from

the box.
former than when demand fired the to
thousands appear allegations scandals mired by

Protests broke out in Indonesia’s capital after President Abdurrahman

Wahid declined to
____________(1) before a parliamentary committee investigating

corruption _______________(2)
against him. Wahid, whose administration has been ____________(3) in a

series of financial and
political ____________(4), described the request as outrageous and

countered ______________(5)
inviting some members of the committee ____________(6) question him at

the presidential palace.
Police ______________(7) tear gas and warning shots against the

______________(8) of students who
converged on parliament to __________(9) Wahid’s resignation. A Muslim

cleric and _____________(10)
country’s first democratically elected leader in more ____________(11)

50 years, Wahid came to power
__________(12) student-led protests helped to topple the regime of

__________(13) dictator Suharto in 1998.

THE GRAND MARCH TO LUXOR and excercises

2010-01-19T13:23:00.000-08:00

Verdi would have loved the idea. In the ruins of the Temple of Luxor,
near the ancient city of Thebes where the pharaohs ruled, stages for a grand opera are being put into shape.There, in early May, a $10 million productionof “AIDA” will take place in the open air. Colossal figures of Ramses II will look down on Verdi’s monumental drama of love, war and betrayal. The background will be the river Nile. It will also be a fantastic spectacle – or a spectacular fiasco.

The impresario is Fawzi Mitwali, a wealthy Egyptian-born mineral-oil
wholesaler,who sees the show as sort of a Woodstock for the very rich. “I want to bring all people together, all opera lovers, into one big nation during the opera performance,”performance,” he says. About 40,000 tickets, at prices from $250 to $550, are being sold worldwide for a run that will last only 10 performances.King Hussein of Jordan, King Juan Carlos of Spain and, of course, the Prince and Princess of Wales have been invited. Six of the eight Concorde supersonic
15 jets currently in service are supposed to fly in to Luxor airport, and most of the Nile’s luxury cruise boats will be tied up along the banks to offer accommodations.

But this opera fan’s dream could turn into an archaeologist’s nightmare. Lanny Bell, director of an archaeological project in Luxor, shudders at the impact that thousands of opera fans,not to mention hundreds of lance carriers recruited 20 from the Egyptian army, might have on fragile structures already eroded by rising ground water and corrosive salt. Merely the vibrations of so many stamping feet could be a problem, he warns. “General damage can be anticipated,” he says
gloomily, “like from an earthquake.”

Then there are the logistical horrors. Luxor has only about half the first-class hotel rooms it needs to house the nightly audience of 4,000, and cruise boats may not be able to take up the slack. The Muslim holy month of Ramadan will have just begun, a period when all-day fasting and all-night feasting often bring Egypt to a virtual standstill. Luxor residents doubt there will be enough food, enough clean sheets, even enough jet fuel at the airport.

Mitwali scoffs at the sceptics. “I know it is difficult,” he says. “I only do difficult things.” He stresses that Egyptian officials are watching closely to make sure the monuments are not damaged. The Egyptians hope that the Luxor “AIDA” can restore an aura of glamour and confidence to their country after the terrorist incidents of recent years – notably the Achille Lauro hijacking – that scared rich foreigners away. So grand a project certainly deserves success, but it may be well to remember that “AIDA” itself ends tragically, with the Ethiopian princess and her Egyptian lover sealed in a cold, dark tomb.

1. Answer the following comprehension questions.
· What is the passage about?……………………………………………………………………………
…………………………………………………………………………………………………………
· Explain what is meant by “who sees the show as a sort of Woodstock for the very rich”. (19)
…………………………………………………………………………………………………………
· What is the central concern of archaeologist Lenny Bell?…………………………………………..
……………………………………………………………………………………………………….
· What natural causes have already damaged the archaeological sites?………………………………
……………………………………………………………………………………………………….
· What problems can guests arriving in Luxor anticipate?…………………………………………….
………………………………………………………………………………………………………
· Why is it so important to the Egyptians that the show is a huge success?…………………………..
………………………………………………………………………………………………………..
· What is the author implying in the last sentence of the passage? “So grand a project…..dark tomb.” (35-37)
…………………………………………………………………………………………………………
· What is the main idea in paragraph 3?
a) potential archaeological damage
b) the problem of using the Egyptian army
c) earthquake damage

What is the main idea in paragraph 4
a) logistical problems
b) the shortage of hotels
c) the problem of the holy month of Ramadan
· Explain the meaning of the following words or phrases as they are used in the passage.
a) for a run (12)…………………………………………………………………………..
b) shudders (18)…………………………………………………………………………..
c) gloomily (23)………………………………………………………………………….
d) logistical (24)……………………………………………………………………………
e) to take up the slack (26)………………………………………………………………
f) all-day fasting (27)…………………………………………………………………..
g) a virtual standstill (28)………………………………………………………………..
h) scoffs at the sceptics (30)……………………………………………………………..
i) an aura of glamour (33)

What do the following words refer to?
there (3)…………………………………………… it (6)………………………………………………
who (9)……………………………………………. he (11)……………………………………………
it (25)……………………………………………… it (30)…………………………………………….
their (33)………………………………………….. it (35)…………………………………………….
itself (36)…………………………………………… her (37)…………………………………………..

In paragraph 4, there are no linking words joining the ideas in each of the sentences. Choose the most
appropriate linking word to join the following sentences.
a) between sentence 1 & 2 ----- but, for example, first, if
b) between sentence 2 & 3 ----- in addition, therefore, still, of course
c) between sentence 3 & 4 ----- however, finally, briefly, then

4. IRREGULAR VERBS …..write the infinitive, past simple, past participle and translation of the following verbs.
INFINITIVE PAST SIMPLE PAST PARTICIPLE TRANSLATION
……………………………………………………………….put (3)………………………………………
take (4)……………………………………………………………………………………………………….
see (9)………………………………………………………………………………………………………….
say (11)………………………………………………………………………………………………………..
………………………………………………………………..sold (12)………………………………………
fly (15)…………………………………………………………………………………………………………
take (26)………………………………………………………………………………………………………….
…………………………………………………………………begun (27)……………………………………..
bring (27)…………………………………………………………………………………………………………
know (30)…………………………………………………………………………………………………………...
do (30)……………………………………………………………………………………………………………….
make (31)…………………………………………………………………………………………………………..

MODALS ….translate each of the following modal constructions and state what each modal expresses,
e.g., ability, possibility, obligation, permission, advice etc.
· the dream could turn into a nightmare (17)……………………………………………………………….
· the impact that fans might have on fragile structures (20)………………………………………………..
……………………………………………………………………………………………………………..
· vibrations could be a problem (22)………………………………………………………………………
· damage can be anticipated (22)………………………………………………………………………….
· cruise boats may not be able to take up the slack (25)…………………………………………………..
…………………………………………………………………………………………………………….
· AIDA can restore an aura of glamour (33)…………………………………………………………………
· it may be well to remember (35)………………………………………………………………………….

6. PASSIVES….re-write the following passive voice constructions using the active voice.
· stages are being put into shape (3)………………………………………………………………………
· tickets are being sold (12)………………………………………………………………………………
· the Prince and Princess of Wales have been invited (14)……………………………………………….
· cruise boats will be tied up (16)………………………………………………………………………….
· structures (which have been) eroded by water and salt (20)………………………………………………
· to make sure the monuments are not damaged (32)………………………………………………………

CLOZE ….fill each of the numbered spaces with an appropriate word taken from the box.
Verdi would have loved the idea. In _____________(1) ruins of the Temple of Luxor, ___________(2)
the ancient city of Thebes where the ______________(3) ruled, stages for a grand opera _____________(4)
being put into shape. There, in ____________(5) May, a $10 million production of Aida ______________(6)
take place in the open air. _______________(7) figures of Ramses II will look down ______________(8)
Verdi’s monumental drama of love, war ___________(9) betrayal. The background will be the river Nile.
It will also _____________(10) a fantastic spectacle – or a spectacular fiasco.
be and are near the on
colossal will early pharaohs

GRUPOS SUBGRUPOS ANILLOS CUESTIONES TEÓRICO-PRÁCTICAS

2009-11-29T07:43:00.000-08:00

Spanish math tests
By a teacher from spain

GRUPOS:

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Sea un conjunto dotado de una operación interna (G, ∗) . Se dice que la
estructura es de grupo si cumple las propiedades asociativa,
existencia de elemento neutro y existencia de elemento simétrico. Si
además se verifica la propiedad conmutativa se dice que (G,∗ )es un grupo

abeliano o conmutativo.

Propiedades:

SUBGRUPOS:

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Un subconjunto S no vacío de un grupo ( G,∗) , es un subgrupo si
(S,∗) tiene estructura de grupo. Esto es:

1. ∀ a,b ∈ S, a *b ∈ S ,
2. El elemento neutro e de ( G,∗) pertenece a S
3. ∀ a∈ S , a′ ∈ S ,

CARACTERIZACIÓN DE SUBGRUPOS: Un subconjunto S
no vacío de un grupo ( G,∗) , es un subgrupo si y solo si:

ANILLOS:

Sea un conjunto A dotado de dos operaciónes internas, + y . Se
dice que la estructura ( A ,+,*) es de anillo si es un grupo conmutativo para
la ley + y la ley * cumple las propiedades asociativa y distributiva
respecto de + . Si además se verifica la propiedad conmutativa para esta
última, se dice que (A ,+,*) es un anillo abeliano o conmutativo. Si para la
ley x existe elemento neutro, entonces es un anillo unitario.

Propiedades:

• ∀a ∈A, a × 0 = 0× a= 0 (0 es el elemento neutro de +)

ELEMENTOS NOTABLES:

ANILLOS DE INTEGRIDAD:

Es un anillo sin divisores de cero. Si un anillo de integridad es
unitario y conmutativo se le llama DOMINIO DE INTEGRIDAD.

SUBANILLOS:
Un subconjunto S no vacío de un anillo ( A, +, ×) es un subanillo si
(S, +, ×) tiene estructura de anillo. Esto es:

1. ( S,+)es subgrupo conmutativo.
2. La ley × es cerrada en S . Esto es, ∀a,b ∈ S , a* b∈ S

CARACTERIZACIÓN DE SUBANILLOS: Un subconjunto S
no vacío de un anillo ( A , + ,×) es un subanillo si solo si:

CUESTIONES TEÓRICO-PRÁCTICAS:

Seleccione la respuesta correcta:

1.- Sean A y B dos conjuntos no disjuntos y no vacíos. Entonces la
solución de

2.- Sean A y dos conjuntos no disjuntos y no vacíos. Entonces la solución de

3.- Sean A y B dos conjuntos no disjuntos y no vacíos. Entonces la
solución de

4.- Sean A,B y C tres conjuntos no disjuntos y no vacíos. Entonces la
solución de

5.- Sean A, B y C tres conjuntos no disjuntos y no vacíos. Entonces la
solución de

6.- Sean A,B y C tres conjuntos no disjuntos y no vacíos. Entonces:

7.- Sean A, dos conjuntos no disjuntos y no vacíos. Entonces:

8.- Se establece en el conjunto de los números enteros una relación
binaria dada por:

xR y ⇔ x |Y|, x,y,z < ∈ Z

Entonces:

a) R es de equivalencia.
b) R es de orden.
c) Las dos anteriores son ciertas.
d) Ninguna de las anteriores es cierta.

9.- Se establece en el conjunto de los números complejos una relación
binaria dada por:

Entonces:
a) R es una relación de orden total.
b) R es una relación de orden parcial.
c) Las dos anteriores son ciertas.
d) Ninguna de las anteriores es cierta.

10.- Se establece en el conjunto de los números enteros una relación
binaria dada por:

Entonces:

a) R es simétrica.
b) es de equivalencia. R
c) Las dos anteriores son ciertas.
d) Ninguna de las anteriores es cierta.

entonces la aplicación es:

a) Sobreyectiva.
b) Biyectiva.
c) Las dos anteriores son ciertas.
d) Ninguna de las anteriores es cierta.

a) Sobreyectiva.
b) Inyectiva.
c) Las dos anteriores son ciertas.
d) Ninguna de las anteriores es cierta

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PROBLEMAS PROPUESTOS:

1.- Demostrar:

3.- Sabiendo que a los exámenes de Física y Matemáticas se han
presentado 100 alumnos, de los cuales 54 han aprobado Matemáticas, 75
Física y 40 las dos asignaturas. ¿Cuántos alumnos no han aprobado
ninguna de las dos asignaturas?

4.- En una encuesta realizada sobre 100 personas se han dado los
siguientes resultados: hay 20 personas que practican algún deporte, hay
30 que toman algún tipo de bebida alcohólica y hay 8 personas que hacen
ambas cosas. Se pide:
a) ¿Cuántas personas no practican ningún deporte pero si
consumen bebidas alcohólicas?
b) ¿Cuántas personas practican algún deporte pero no consumen
bebidas alcohólicas?
c) ¿Cuántas no practican algún deporte o no consumen bebidas
alcohólicas?

5.- Sobre 100 estudiantes se hace una encuesta con el fin de conocer su
dominio de los idiomas Inglés, Francés, Alemán y Ruso. Se obtienen los
siguientes resultados: 27 hablan Inglés, 22 Francés, 12 Ruso, 10 hablan
Inglés y Francés, 9 Francés y Alemán, 5 Alemán y Ruso, 6 hablan Inglés,
Francés y Alemán y 19 hablan Inglés pero no Alemán. Además se sabe
que el número de los estudiantes que hablan Alemán es el triple de los
que sólo hablan Francés y que ninguno de los que habla Ruso habla
Francés ni Inglés. ¿Cuántos estudiantes hay que no hablen ninguno de
los cuatro idiomas referidos?

6.- En una convocatoria de examen al que concurrieron 100 alumnos se
sabe que aprobaron Cálculo 73, Álgebra 82, Física 77 y Química 89.
¿Cuántos alumnos “por lo menos” han aprobado las cuatro asignaturas?

7.- Sobre el conjunto de pares ordenados de números naturales se
establece la siguiente relación binaria:

( m ,n) R (r, s)⇔ m+ n = (n+ r) m, n, r, s ∈ N

Demostrar que dicha relación es de equivalencia.

8.- En el conjunto de los números enteros , se define la relación:

x Ry ⇔ x^2 −y^2 =x -y , x ,y ∈Z

Demostrar que es de equivalencia y hallar , cl( a) ∀a ∈ Z

9- En el conjunto de los número complejos C se define la relación
binaria:
( a+ bi )R (c+ di) ⇔ a y b a,b,c,d ∈ R

Demostrar que es una relación de orden y decir de que tipo.

10.- En el conjunto de los número naturales N se define la siguiente

Demostrar que es una relación de orden y decir de que tipo.

11 -En el conjunto de los número reales R se definen las siguiente aplicaciones:
a) y = 2x -3 .
b) x +2y = 12.

Hallar en cada caso , dominio e imagen de la aplicación y decir de que tipo es cada una.

12.- En el conjunto de los número reales se definen dos aplicaciones,
f y g dadas por:

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ÁLGEBRA BÁSICA

2009-11-27T10:16:00.000-08:00

ÁLGEBRA BÁSICA
Tutorial Downloads in Word doc

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0.1.- NOCIONES DE LÓGICA

PROPOSICIÓN:

Es cualquier enunciado del cual se puede decir si es verdadero o
falso, pero no ambas cosas a la vez. Si una proposición es verdadera se le
asigna la letra V (o el valor 1) y si es falsa, la letra F (o el valor 0).
TAUTOLOGÍA: Es una proposición que siempre es verdadera.
ABSURDO: Es una proposición que siempre es falsa.

• Disyunción: p o q (p ∨ q).
• Conjunción: p y q (p ∧ q).
• Implicación: p ⇒ q (p → q). Se lee: Si p entonces q.
• Doble implicación: p ⇔ q (p ↔ q). Se lee: p si y sólo si q.Los

resultados de operar lógicamente con proposiciones quedan
determinados por los valores de verdad que se les asigna, los cuales
dependerán de los que tengan las proposiciones de partida. Éstos, se suelen
representar en las llamadas “tablas de verdad”. Las tablas de verdad de las
proposiciones definidas anteriormente son las siguientes:

PAnorama

FUNCIÓN PROPOSICIONAL:
Si p(x) es una expresión que se convierte en proposición al sustituir x
por un objeto matemático, entonces se dice que p es una función
proposicional. También hay funciones proposicionales con más de un
objeto matemático (p(x,y), p(x,y,z), …).

CUANTIFICADORES:
• Universal: Si p(x) es una proposición verdadera para
cualquiera que se x, entonces se escribirá ∀ x, p(x), que se
lee “para todo x se verifica p”
• Existencial:
a) Si p(x) es alguna vez una proposición verdadera para
al menos un cierto x, entonces se escribirá x, p(x),
que se lee “existe al menós un x para el que se
verifica p”
∃
b) Si p(x) es una proposición verdadera para un único x,
entonces se escribirá ∃ x, p(x), que se lee “existe un
sólo x para el que se verifica p”

TEOREMAS:
En una teoría matemática, se llaman teoremas a las proposiciones
verdaderas relativas a los objetos matemáticos de la misma. Los teoremas
se suelen enunciar en forma de implicaciones, ya que por ser las
implicaciones proposiciones verdaderas son teoremas. Generalmente, los
términos teorema e implicación se consideran equivalentes.

DEMOSTRACIÓN: El proceso lógico que, a partir de una
proposición ya probada p, conduce a la veracidad de otra
proposición q, es la demostración del teorema p q. La
demostración de un teorema se puede hacer de varias formas:
⇒

• Directa: Si son ciertas p y p q, entonces también lo es q. ⇒
• Contrarrecíproca: Consiste en probar que (no q) (no p),
en lugar de probar p ⇒ q.
⇒
• Reducción al absurdo: Consiste en suponer que q es falsa,
con lo que la hipótesis pasa a ser p y (no q) y probar que de
ello se deduce alguna contradicción.'

REFUTACIÓN: Refutar un supuesto teorema p q, es
comprobar que es falso, lo que se indica poniendo p q. Para
ello, se puede suponer que p y q son ciertas y encontrar a partir de
ello una contradicción, o bien encontrando un contraejemplo, es
decir, dar algún caso concreto en el que p sea verdadera y q sea
falsa.

;'
0.2.- TEORÍA DE CONJUNTOS

CONJUNTO:
Se define un conjunto como una colección o reunión de elementos
bien definidos y diferenciables. Generalmente se utilizan letras mayúsculas
para designar un conjunto. Pueden expresarse de dos formas:
• Por extensión: Indicando todos y cada uno de sus elementos.
Normalmente se escriben los elementos del conjunto entre llaves
({...}).
• Por comprensión: Dando una propiedad que cumplan todos los
elementos del conjunto y sólo ellos.
Para indicar que un elemento “pertenece” a un conjunto se usa el
símbolo de pertenencia, ∈.

SUBCONJUNTO:
Un conjunto S es subconjunto de otro conjunto C , si todos los
elementos de S son elementos de C . En este caso al conjunto S también se
denomina “parte” de C . Para indicarlo se usa el símbolo de inclusión,
⊂ ⊃ ; ( S C ⊂ ; C S ⊃ ). La inclusión de conjuntos se puede entender de dos
formas:
• En sentido amplio: S C ⊆ .
• En sentido estricto: S C ⊂ .
CONJUNTO VACIO: Es el conjunto que no tiene ningún
elemento. Se denota por ∅ .

NJUNTO UNIVERSAL O REFERENCIAL: Es el conjunto
al que pertenece “todo” elemento y del cual todos los conjuntos
son subconjuntos. Se denota por I (o por U ).
Nota: Se trata de un referencial al que pertenecen todos los
elementos de los conjuntos surgidos en una situación o problema
determinado. Si a un conjunto se le considera universal también lo
serán todos los conjuntos que lo contienen.

DIAGRAMAS DE VENN:
Son la representación en el plano de los conjuntos.

OPERACIONES CON CONJUNTOS:

CONJUNTOS DISJUNTOS Y COMPLEMENTARIOS:

CARDINAL DE UN CONJUNTO FINITO:

0.3.- APLICACIONES

PRODUCTO CARTESIANO:

Las aplicaciones, también llamadas “funciones” se suelen
representar por las letras letras , y se representan por:

DOMINIO DE LA APLICACIÓN: Es el subconjunto de
elementos del conjunto origen para los cuales existe imagen:

IMAGEN DE LA APLICACIÓN: Es el subconjunto de
elementos del conjunto imagen que tienen origen:

TIPOS DE APLICACIONES:
SOBREYECTIVA: Todo elemento del conjunto imagen tiene “al menos” un origen:

COMPOSICIÓN DE APLICACIONES:

APLICACIÓN INVERSA:

0.4.- RELACIONES BINARIAS

RELACIONES DE EQUIVALENCIA:
Una relación binaria se dice de equivalencia, si cumple las
propiedades reflexiva, simétrica y transitiva

Propiedades:
• Ninguna clase es vacía; a cl a ∈ ( )
• Los elementos pertenecientes a la misma clase están
relacionados entre sí.
• Las clases son disjuntas, ya que si dos clases tienen un
elemento común es porque son la misma clase. Por tanto,
una clase de equivalencia es definida por “cualquiera” de
sus elementos.

Conclusión: Cuando se define una relación de equivalencia sobre
un conjunto, todo elemento del conjunto pertenece a una clase y sólo
a una.

CONJUNTO COCIENTE: Toda relación de equivalencia
definida sobre un conjunto, origina en él una partición en clases
de equivalencia. Al conjunto formado por todas las clases de
equivalencia se denomina conjunto cociente. Se designa porA/R.

RELACIONES DE ORDEN:

Pueden ser de dos tipos:

EN SENTIDO AMPLIO: Si cumple las propiedades reflexiva,
antisimétrica y transitiva.
EN SENTIDO ESTRICTO: Si cumple las propiedades
antisimétrica y transitiva.

Además, si cumple la propiedad conexa se dice que es un ORDEN
TOTAL, en caso contrario será un ORDEN PARCIAL.

CONJUNTOS ACOTADOS:

Sea un conjunto ordenado por la relación R A ≡≤ y sea S A ⊂ ,
entonces:

El subconjunto S se dice que está acotado superior y/o
inferiormente si tienen alguna cota superior y/o inferior respectivamente.

EXTREMOS: Sea un conjunto ordenado y sea A S A ⊂ un
conjunto acotado, entonces se llama:

• Extremo superior: La menor de todas las cotas superiores.
• Extremo inferior: La mayor de todas las cotas inferiores.

MÁXIMOS Y MÍNIMOS:

APLICACIÓN MONÓTONA:

FUNCIÓN ACOTADA:

0.5.- ESTRUCTURAS ALGEBRAICAS

LEY DE COMPOSICIÓN INTERNA:

Dado un conjunto no vacío , se llama ley de composición interna u
“operación interna” a la aplicación:

Generalmente, estas leyes de composición u operaciones suelen
denotarse con los símbolos ∗ ⊥ + ⋅ , , , ,, ∆ … y se escribiría por ejemplo,
c= f(a,b) = a*b

LEY DE COMPOSICIÓN EXTERNA:

Dados tres conjuntos cualesquiera no vacíos A B , y C , se llama ley
de composición externa u “operación externa” a la aplicación:

ESTRUCTURA ALGEBRAICA:
Es un conjunto dotado de una o varias leyes de composición internas
y/o externas.

MORFISMOS ENTRE ESTRUCTURAS:
HOMOMORFISMOS:

Propiedades:

Dependiendo del tipo de aplicación y de las estructuras, los
homomorfismos pueden clasificarse en:

MONOMORFISMO: Si es inyectiva. f
EPIMORFISMO: Si es sobreyectiva. f
ISOMORFISMO: Si es biyectiva. f
ENDOMORFISMO: Si ( ) E,∗ ≡ ( F, ∆) .
AUTOMORFISMO: Si ( E,∗) ≡ ( F, ∆) y f es biyectiva

http://www.4shared.com/file/XW9nNxf0/MAth_in_Spanish_.html

Examples of Multimedia Applications

2009-11-08T11:23:00.000-08:00

Examples of Multimedia Applications
The internet carries a large variety of exciting multimedia applications. There are three broad classes of multimedia applications: streaming stored audio/video, streaming live audio/video, and real-time interactive audio/video.

Streaming Stored Audio and Video

Document

In this class of applications, clients request on-demand compressed audio or video files that are stored on servers. Stored audio files might contain audio from a professor’s lecture, rock songs, symphonies, archives of famous radio broadcasts, or archived historical recordings. Stored video files might contain video of a professor’s lecture, full-length movies, prerecorded television shows, documentaries, video archives of historical events, cartoons, or music video clips. This class of applications has three key distinguishing features.

* Stored media. The multimedia content has been prerecorded and is stored at the server. As a result, a user may pause, rewind, fast-forward, or index through the multimedia content. The time from when a client makes such a request until the action manifests itself at the client should be on the order of one to ten seconds for acceptable responsiveness.
* Streaming. In a streaming stored audio/video application, a client typically begins playout of the audio/video a few seconds after it begins receiving the file from the server. This means that the client will be playing out audio/video from one location in the file while it is receiving later parts of the file from the server. This technique, known as streaming, avoids having to download the entire file (and incurring a potentially long delay) before beginning playout. There are many streaming multimedia products, including RealPlayer from RealNetworks [RealNetworks 2004], Apple’s Quicktime [Quicktime 2004], and Microsoft’s Windows Media [Microsoft Media Player 2004].
* Continuous playout. Once playout of the multimedia content begins, it should proceed according to the original timing of the recording. This places critical delay constraints on data delivery. Data must be received from the server in time for its playout at the client. Although stored media applications have continuous playout requirements, their end-to-end delay constraints are nevertheless less stringent than those for live, interactive applications such as Internet telephony and video conferencing.

DownLoad

Streaming Live Audio and Video

This class of applications is similar to traditional broadcast radio and television, except that transmission takes place over the internet. These applications allow a user to receive a live radio or television transmission emitted from any corner of the world. (For example, one of the authors of this book often listens to his favorite Philadelphia radio stations when traveling. The other author regularly listened to live broadcasts of his university’s beloved basketball team while he was living in France for a year.)

Since streaming live audio/video is not stored, a client cannot fast-forward through the media. However, with local storage of received data, other interactive operations, such as pausing and rewinding through live multimedia transmissions are possible in some applications. Live, broadcast-like applications often have many clients who are receiving the same audio/video program. Distribution of live audio/video to many receivers can be efficiently accomplished using the IP multicasting techniques. At the time of this writing, however, live audio/video distribution is more often accomplished through multiple separate unicast streams. As with streaming stored multimedia, continuous playout is required, although the timing constraints are less stringent than for real-time interactive applications. Delays of up to tens of seconds from when the user requests the delivery/playout of a live transmission to when playout begins can be tolerated.

Real-time Interactive Audio and Video

This class of applications allows people to use audio/video to communicate with each other in real-time. Real-time interactive audio over the Internet is often referred to as Internet phone, since, from the user’s perspective, it is similar to the traditional circuit-switched telephone service. Internet phone can potentially provide private branch exchange (PBX), local, and long-distance telephone service at very low cost. It can also facilitate the deployment of new services that are not easily supported by the traditional circuit-switched networks, including Web-phone integration, group real-time communication, directory services, caller filtering, and more. There are hundreds of Internet telephone products currently available [VON 2004]. For example, users of Microsoft’s Instant Messenger can make PC-to-phone and PC-to-PC voice calls. With real-time interactive video, also called video conferencing, individuals communicate visually as well as orally. There are also many real-time interactive video products currently available for the Internet, including Microsoft’s NetMeeting. Note that in real-time interactive audio/video application, a user can speak or move at any time. For a conversation with interaction among multiple speakers, the delay from when a user speaks or moves until the action is manifested at the receiving hosts should be less than a few hundred milliseconds. For voice, delays smaller than 150 milliseconds are not perceived by a human listener, delays between 150 and 400 milliseconds can be acceptable, and delays exceeding 400 milliseconds can result in frustrating, if not completely unintelligible, voice conversations.

DownLoads

End of Examples of Multimedia Applications

This is from http://olivnet.com

Qué es la literatura Evaluación

2009-10-20T04:39:00.000-07:00

Qué es la literatura Evaluación

1. Elegí la opción correcta: (4p.)

1. La definición del diccionario no es útil para explicar qué es la literatura porque :

o Depende de lo que a cada uno le gusta y no todas las personas coinciden en ello.
o El concepto de belleza cambia de una época a otra.
o No todos los productos realizados exclusivamente con palabras y que son bellos, son literatura.
o Todas son correctas.
o Ninguna es correcta.

2. Algunos consideran que lo que caracteriza a la literatura es :

o Su pertenencia al campo de la ficción.
o Su pertenencia al campo de lo real.
o Su pertenencia al campo del Arte.
o Todas son correctas.
o Ninguna es correcta.

3. El lenguaje literario se caracteriza porque:

o Es denotativo.
o Se ocupa del qué se dice.
o Se vale de la función apelativa.
o Todas son correctas.
o Ninguna es correcta.

4. Los especialistas coinciden en que los géneros literarios:

o Tienen carácter estable.
o Tienen carácter convencional.
o Tienen carácter permanente.
o Todas son correctas.
o Ninguna es correcta.

2. Indicá V o F y justificá las F . Toda opción mal justificada o no justificada, valdrá 0 p. (6p)

( ) Los que adoptan el método de análisis inmanente de una obra, opinan que debe tenerse en cuenta lo “anexo” al texto.

( ) La finalidad del análisis literario es descubrir las características de una obra.

( ) Los estudiantes de literatura usan el análisis literario para establecer relaciones entre ellas.

( ) El género dramático, como su nombre lo indica, incluye las obras pensadas para hacer sufrir a los lectores.

( ) La finalidad estética propia de las obras literarias es que todo lo que se lee como literatura es literatura.

( ) El lector y el escritor usan la literatura para comunicarse entre sï.

Segundo parcial de Historia IV

2009-10-18T02:27:00.000-07:00

Segundo parcial de Historia IV

Alumno:

Fecha:

'
Indicá V o F y fundamentá las proposiciones que sean F: (5p)

) La crisis económica y social se denuncia en la literatura barroca .

( ) El Barroco sigue una tendencia más liberal y gozadora de los sentidos, que el Manierismo.

( ) El arte barroco, es frío, complicado e intelectualista .

( ) El Romanticismo se agotó rápidamente ya que postulaba un individualismo extremo

( ) El Barroco flamenco fue más libre que el arte cortesano en Francia.

( ) Durante el Barroco el academicismo dominó la vida artística.

( ) La estética barroca propone un juego de claroscuros, equilibrios y desequilibrios.

( )El Barroco emplea los primeros planos demasiado grandes para lograr profundidad espacial.

( ) En el Barroco, la obra de arte, pasa a ser símbolo del Universo.

( )El Naturalismo, pretenderá mostrar a toda la sociedad en movimiento, a diferencia del Romanticismo.

2. Señalá la opción correcta: (5 p )

La novela victoriana presenta un cuadro de la vida cotidiana:

o del campesinado
o de los burgueses ricos
o del hombre medio
o Todas son correctas
o Ninguna es correcta

En la Francia napoleónica, la obra literaria :

* Se convierte en mercancía
* Se convierte en un servicio personal
* Se convierte en objeto de lujo
* Todas son correctas
* Ninguna es correcta

El siglo XIX comporta:

* El avance del industrialismo
* El predominio económico de los núcleos urbanos
* La conciencia de nación
* Todas son correctas
* Ninguna es correcta

Durante el período clasicista, en Francia:

* Se exacerbó la sensibilidad de los escritores
* Se exacerbó la imaginación de los escritores
* Se exacerbó la mirada histórica de los escritores
* Todas son correctas
* Ninguna es correcta

El teatro después de Sófocles

2009-09-26T07:36:00.000-07:00

El teatro después de Sófocles

Evaluación Tema 1

A Señalá la opción correcta (3 p. )

1. Algunas características del teatro isabelino son:

( ) La ambivalencia de los personajes , las reflexiones sobre la legitimidad del rey, la ruptura de la regla de lastres unidades y el cuidado formal del parlamento de los personajes. ( ) La ambivalencia de los personajes,la introspección de los personajes, la ausencia de escenografía y las reflexiones sobre la legitimidad del rey.( ) La libertad formal en lo creativo, la mezcla de géneros y el uso del monólogo.( ) Todas son correctas. ( )Ninguna es correcta.

2. El teatro renacentista desarrolló formas teatrales de los siguientes tipos:

( ) Fue culto o popular ( )Fue culto y popular ( ) Fue religioso, culto y popular ( ) Ninguna es correcta ( ) Todas son correctas.

3. Hamlet es:

( ) La historia real del rey de Escocia del siglo XI ( ) La historia real del rey de Noruega ( ) La historia real del rey de Dinamarca ( ) Ninguna es correcta ( ) Todas son correctas

B) Estas afirmaciones son falsas. Fundamentá ( 3 )

El teatro del siglo XVIII postula la libertad creativa absoluta

El teatro del siglo XX o teatro del absurdo plantea el tema de la incomunicación

El teatro naturalista sigue la regla de las tres unidades y muestra a los sectores marginales de la sociedad.

C) Ordená secuencias teniendo en cuenta el tiempo de la historia ( 4 )

Hamlet esconde el cadáver de Polonio

Bernardo y Marcelo ven la sombra del rey muerto

Polonio sostiene que Hamlet sufre por el amor de Ofelia.

La reina bebe el veneno

Se pone en escena “ La ratonera”

Se descubre el cuerpo de Ofelia

El rey convence a Laertes para que pelee contra Hamlet

Hamlet trata groseramente a Ofelia

Part 2 parte 2
El teatro después de Sófocles Tema 2

1. Señalá la opción correcta (3p)

1.1 Las tres unidades son propias : a) del teatro isabelino b) del teatro moderno c) del teatro latino d) Ninguna es correcta e) Todas son correctas.

1.2 Son características del teatro de Shakespeare: a) la libertad formal y la reflexión de los personajes sobre temas de la época b) la libertad formal y la separación estricta de géneros y estilos c) la libertad formal y la relación de patronazgo d) Ninguna es correcta e) Todas son correctas.

1.3 Para los autores románticos, el teatro se usó como instrumento de: a) cambio social b) análisis de la realidad social c) análisis de las inquietudes de los hombres de la época d) Ninguna es correcta e) Todas son correctas.

B . Estas proposiciones son falsas. Justificá. ( 2,50p)

* Las convenciones generales del teatro se refieren a un espectáculo dado y sólo se las entiende en relación con él.
* El teatro del siglo XX o teatro del absurdo plantea el tema de la incomunicación
* El naturalismo utiliza el teatro como instrumento de denuncia de los males de la sociedad.
* En el siglo XVII, el teatro de raíces clásicas, tiene finalidad didáctica.
* En el teatro del siglo XX la obras entretienen al público y lo instruyen sobre los valores morales.

3. Ordená secuencias, siguiendo el hilo de la historia (4,50p.)

Hamlet esconde el cadáver de Polonio

Bernardo y Marcelo ven la sombra del rey muerto

Polonio sostiene que Hamlet sufre por el amor de Ofelia.

La reina bebe el veneno

Se pone en escena “ La ratonera”

Se descubre el cuerpo de Ofelia

El rey convence a Laertes para que pelee contra Hamlet

Hamlet trata groseramente a Ofelia

Hamlet va al cementerio

Evaluación de “1984” de George Orwell

2009-09-25T11:26:00.000-07:00

Evaluación de “1984” de George Orwell

A Completá los espacios en blanco con la información faltante: ( 5 p)
La novela comienza en el mes de abril, cuando Winston Smith llega a su departamento. Allí vive la familia Parsons , cuyo padre trabaja, como el protagonista, en el Ministerio de la Verdad.

Los otros tres ministerios eran: el Ministerio de la Paz, que se ocupaba de la guerra; el Ministerio del Amor, que se hacía cargo de mantener el orden y la legalidad y el de la Abundancia, que se hacía cargo de los asuntos económicos.

En Neohabla, los ministerios se denominaban Miniver, Minipax, Miniamor y Miniabunda.

La historia se desarrolla en Londres, que es la capital de la Pista de aterrizaje Uno y la tercera ciudad de las provincias de Oceanía debido a su población. Allí, el protagonista, decide empezar a escribir un diario íntimo, pero debe hacerlo a escondidas, porque de ser sorprendido, sería condenado a veinticinco años de trabajos forzados en un campo de concentración o a la pena capital.

B Ordená secuencias ateniéndote al hilo de la historia : ( 5p)

Syme cuenta a Winston sobre la undécima edición del diccionario de Neohabla.

El protagonista cuenta a Julia que ha soñado el episodio en que pedía más ración a su madre.

Desaparece el padre del protagonista.

El protagonista y su esposa deciden separarse

El protagonista descubre que la verdad se tergiversa

El protagonista ve a Rutherford, Jones y Aaronson en un café

O’ Brien tortura al protagonista para que admita que Oceanía está en guerra con Estasia.

Julia y el protagonista se encuentran en el campo por primera vez.

Melody of the Millionaire Slumdog analysis

2009-09-11T10:55:00.000-07:00

Melody of the Millionaire Slumdog analysis

Slumdog Millionaire is a trailblazer of sorts, scooping up awards in every felicitation of motion pictures this year. The movie opened its account at the Golden Globe Awards ceremony, continued its victory run through the BAFTA and the SAG Awards and is now poised to win Oscars too.
Much has been written about the movie’s brilliant screenplay, its exquisite cinematography, the superb casting and the endearing performances of the children.
There has been a lot of controversy too, about the theme of the movie - with a section of Indians feeling that the movie showcases Mumbai’s slums in a stereotyped fashion, for a Western audience.
But there is one aspect of this exceptional movie that has been appreciated globally and unanimously and that is its music. The composer AR Rehman has created magic in his melodies.
Deservedly, he picked up the Golden Globe award for Best Original Score for the beautiful and riveting tunes that helped make the movie reign the box office for several weeks.
AR Rehman won the Oscars yet again. He was awarded the black statuette for best original score for the movie and for the song, Jay Ho.
The background score of Slumdog Millionaire ably matches the pulsating tempo of the rags to riches story, permeating each frame with the melody of the mood depicted. The songs too are beautifully composed.
You just have to listen to the joyful and energetic melody of Jaya Ho to get to know AR Rehman’s potential. This musician first captured the heart of Indians in the early 90s whne he created the music for the movie “Roja”. Since then, his every album has been popular, beautiful and unique.
This young musician has consistently created superlative music, never disappointing his millions of fans. It does not matter which CD of Rehman’s you pick up, because every one is an enchanting musical feast, from start to finish.

End of Melody of the Millionaire Slumdog analysis

leave comments below for this analysis

basic whole number tutorial

2009-09-11T07:03:00.000-07:00

Basic Whole number tutorial

Modul pengajaran dan pembelajaran

Mathematics form 1

Subject : Mathematics Form 1

Learning Objective : Whole Number

Learning Outcomes :
1. Read and write whole numbers.
2. Understand the place value and the value of digits.
3. Round off a whole numbers.
4. Perform addition, subtraction, multiplication and division of whole numbers.
5. Perform computations of combined operations including the use of brackets.
6. Solve problems involving whole numbers.
1.1 Whole Numbers
Definition : Whole numbers are any number made from the ten digits numbering system of 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.

Write the following numbers in words.
1. 97 = ninety - seven
2. 342 = three hundred and forty - two
3. 1 512 = one thousand five hundred and twelve
4. 70 678 = seventy thousand six hundred and seventy - eight
5. 200 924 = two hundred thousand nine hundred and twenty - four

Write the following numbers in figures.
1. fifty - nine = 59
2. seven hundred and ten = 710
3. eight thousand six hundred and fourteen = 8 614
4. eleven thousand three hundred and twenty - five = 11 325
5. four hundred and sixty – one thousand three hundred and ninety - two= 461 392

State the place value and the value of underlined digit
1. 9 056 place value = thousands value of digit = 9 000
2. 236 890 place value = ten thousands value of digit = 30 000
3. 47 802 place value = hundreds value of digit = 800
4. 1 279 603 place value = millions value of digit = 1 000 000

Rounding off whole numbers
- If the digit to the right of the rounded off number is
a) less than 5, retain the digit, replace all the right digits with zero
b) 5 or greater than 5, add 1 to the digit, replace the right digits with zero

1. Round off 6 572 to the nearest
a) tens = 6 572 = 6 570
b) hundreds = 6 572 = 6 600
c) thousands = 6 572 = 7 000

2. Round off the followings to the correct place values

1.2 Addition and Subtraction of Whole Numbers
Addition of whole numbers
- The process of finding the total of numbers.
- Keywords – sum, add, plus, total
- Symbol “ + ”

Find the sum of the followings
1. 147 + 297 = 444
2. 1 530 + 197 = 1 727
3. 67 915 + 206 + 38 = 68 159
4. 46 275 + 396 486 + 5 873 = 448 634
5. 17 308 + 891 + 45 + 176 401 = 194 645

Problem solving involving addition of whole numbers
1. Last Christmas, Mary Anne received RM 125 from her father, RM 87 from her mother and RM 62 from her sister. Find the total amount of money she received.
RM (125 + 87 + 62 ) = RM 274
Therefore the total amount of money Mary Anne received is RM 274

2. The table shows Ali’s marks for Maths test for Feb, March and April. What are his total marks for the three months?

89 + 64 + 97 = 250
Therefore the total marks for the three months are 250 marks

3. In a Maths quiz, Abu scores 85 points, Kumar scores 7 points more than Abu and Suzy gets 6 points less than Kumar. Find the total scores they get?
Abu = 85 points
Kumar = 85 + 7 = 92 points
Suzy = 92 – 6 = 86 points

85 + 92 + 86 = 236 points
Therefore the total scores they get is 236 points

Subtraction of whole numbers
- The process of finding difference between two numbers.
- Keywords – difference, minus, subtract
- Symbol “ - ”

Do the following subtraction.
1. 978 - 253 = 725
2. 4 130 – 1 572 = 2 558
3. 793 - 89 = 704
4. 132 012 – 6 718 – 56 137 = 125 294 – 56 137 = 69 157
5. 9 352 – 7 001 – 999 = 2 351 – 999 = 1 352

Problem solving involving subtraction of whole numbers
1. There are 2 957 students in SMK Berjaya and 1 379 of them are girls. Find the number of boys.
2 957 – 1 379 = 1 578
Therefore the number of boys in SMK Berjaya is 1 578 students

2. Mr. Tiong donated RM 121 365 to a school. The school used RM 76 450 to buy 20 computers. How much money is left?
RM ( 121 365 – 76 450) = RM 44 915
Therefore the money left is RM 44 915

3. There were 32 408 exercise books in the school bookshop in the beginning of the year. At the end of year only 3 729 books were unsold. Find the number of exercise books which were sold during the year.
32 408 – 3 729 = 28 679
Therefore the number of exercise books sold during the year were 28 679 books.

1.3 Multiplication and Division of Whole Numbers
Multiplication of whole numbers
- The process of repeated addition.
- Keywords – multiply, times, product
- Symbol “ × ”

Find the product of the followings.
1. 147 × 23 = 3 381
2. 69 × 82 = 5 658
3. 336 × 8 × 125 = 2 688 × 125 = 336 000
4. 72 × 11 × 49 = 792 x 49 = 38 808

Problem solving involving multiplication of whole numbers
1. Jamie can type 42 words in 1 minute. How many words can she type in 38 minutes?.
42 words x 38 minutes = 1 596 words
Therefore Jamie can type 1 596 words in 38 minutes.

2. Amy’s salary for a month is RM 1 355 and Muthu’s salary is 4 times more than Amy. Calculate Muthu’s salary.
RM 1 355 x 4 = RM 5 420
Therefore Muthu’s salary is RM 5 420

3. A basket contains 37 durians. Pak Mat bought 15 baskets of durians. If each durian costs RM 2, find the total cost of his purchase.
37 durians x 15 baskets X RM 2 = 555 x RM 2 = RM 1 110
Therefore the total cost of Pak M

at’s purchase is RM 1 110

Division of whole numbers
- The process of putting things into equal groups.
-
Keywords – divide, quotient

Do the followings divisions.
1. 2 292 ÷ 4 = 573
2. 986 ÷ 6 = 164 remainder 2
3. 3 868 ÷ 14 = 276 remainder 4
4. 11 648 ÷ 56 = 208
5. 10 076 ÷ 25 = 403 remainder 1

Problem solving involving division of whole numbers
1. 672 sweets are shared equally among 42 students. How many sweet does each student get?
672 ÷ 42 = 16 sweets
Therefore each student will get 16 sweets.

2. The donation of RM 21 100 is divided among 20 flood victims. How much money does each flood victims will get.
RM 21 100 ÷ 20 = RM 1 055
Therefore each flood victim will get RM 1 055

3. Mak Siti fried 650 pieces of pisang goring and puts 12 pieces of pisang goreng into each plastic bag.
a) How many plastic bag did she used?
b) How many pieces of pisang goring were left?
650 ÷ 12 = 54 remainder 2
Therefore a) Mak Siti used 54 pieces of plastic bags
b) There were 2 pieces of pisang goring left.

1.4 Combined Operations of Whole Numbers
- Involving more than one operation such as addition, subtraction, multiplication, division and the use of brackets.
Tips a) BODMAS Rule - B Bracket ( )
O
D Division ÷
M Multiplication x
A Addition +
S Subtraction -

b) for operation x and ÷, operation + and - , do from left to right

Calculate the followings
1. 572 + 200 – 99 = 772 – 99
= 673

2. 8 852 – 3 214 + 731 = 5638 + 731
= 6 369

3. 36 x 8 ÷ 4 = 288 ÷ 4
= 72

4. 119 ÷ 7 x 16 = 17 x 16
= 272

5. 83 + ( 12 – 7 ) x 5 = 83 + 5 x 5
= 83 + 25
= 108

6. 172 – 92 ÷ 4 + 36 = 172 – 23 + 36
= 149 + 36
= 185

7. 4 ( 72 – 28 ) + 253 = 4 ( 44 ) + 253
= 176 + 253
= 429

8. 136 + 64 ÷ 4 ( 9 – 7 ) = 136 + 64 ÷ 4 ( 2 )
= 136 + 64 ÷ 8
= 136 + 8
= 144

9. ( 40 + 56 ) x 3 ÷ ( 4 + 12 ) = 96 x 3 ÷ 16
= 288 ÷ 16
= 18

Problem solving involving combined operations of whole numbers
1. The bus fare from Bintulu to Sibu is RM 32 for an adult and RM 18 for a child. A family consist of 3 adults and 5 children wish to travel to Bintulu to Sibu by bus. Calculate the total fare paid by the family.
( RM 32 x 3 adults) + ( RM 18 x 5 children )
= RM 96 + RM 90
= RM 186
Therefore the total fare paid by the family is RM 186

2. Mr. Chua bought 16 story books and 19 colouring books for RM 242. If each story book costs RM 8, find the cost of one colouring book.
( RM 242 – 16 x RM 8 ) ÷ 19
= ( RM 242 – RM 128 ) ÷ 19
= RM 114 ÷ 19
= RM 6
Therefore the cost of one colouring book is RM 6

Summative Exercises : Chapter 1

1. 72 + 4 – 35 ÷ 5
2. 32 + 72 ÷ 9 x 3 – 12
3. 56 ÷ 8 + 6 x 7 – 34
4. 4 x ( 8 ÷ 2 ) – 3 + ( 12 – 8 )
5. 64 ÷ 4 x ( 2 + 6 )
6. ( 36 – 29 ) x ( 12 + 2 x 8 ) ÷ 4
7. 3 ( 8 + 4 – 9 ) + ( 24 ÷ 2 x 3 )
8. 220 – 52 ÷ 4 + 16
9. ( 12 + 6 ÷ 3 ) + 20 x 6 ( 19 – 3 )
10. 2 235 – 3 ( 645 ÷ 5 ) + 100

Problem Solving

1. The cost of 1 kg of anchovies and 1 kg of cuttlefish are RM3 and RM6 respectively. Mrs. Chong bought 4kg of anchovies and 3 kg of cuttlefish. Calculate the amount of money she has to pay.

2. A shopkeeper sold 38 shirts last month. He sold 4 times as many shirts this month compared to the number sold last month. How many shirts did he sell this month?

3. Zain had 37 sweets. After giving some to his two brothers, he had 25 sweets left. If each of his brother received the same number of sweets, how many sweets did each of his brother receive?

End of this Basic whole number tutorial

Fontes de Financiamento

2009-09-07T11:53:00.000-07:00

Fontes de Financiamento

Laffit Uires Barbosa
Wagner Fernando G. B. Melo

OBJETIVO GERAL
Levar informações sobre investimentos aos interessados no assunto, de modo a satisfação parcial, diante do processo contínuo de aprendizado

EMPRÉSTIMOS
É um tipo de dívida que acarreta a redistribuição de bens financeiros em um determinado tempo entre um devedor e um credor.
Exemplos: Cheque Especial, Cartão de Crédito, Crédito Pessoal, Penhor etc

Debêntures

São títulos de crédito negociáveis que uma companhia faz junto à terceiros e que assegura a seus detentores direito contra a emissora, nas condições descritas na escritura de emissão.
São emitidos com ou sem garantia, conforme descrição nas cláusulas da escritura.
Sua finalidade é promover satisfação econômica junto às necessidades financeiras das sociedades por ação.

Tipos de Debêntures

Debênture Subordinada;
Debênture Quirografária;
Debênture com Garantia Flutuante;
Debênture com Garantia Real;
Debênture com Garantia Fidejussória;
Poder Liberatório;
Compromissos de Proteção – Covenants;
Debêntures com Participação nos lucros;
Debêntures Permutáveis em Ações.

AÇÃO PREFERENCIAL

Sãos considerados como os donos

TEATRO GRIEGO EXAMEN

2009-09-05T04:06:00.000-07:00

EVALUACIÓN

A ) Seleccioná la opción correcta : (3 p. )

1 - “ Edipo rey” es una tragedia porque :

( ) El héroe tiene un final desgraciado ( ) El objetivo del autor fue producir catarsis ( ) Tiene párodo ,prólogo ,episodios ,estásimos y éxodo ( ) Edipo desafía la ley divina y es castigado por su soberbia ( ) Ninguna es verdadera ( ) Todas son verdaderas .

2 – Las tragedias se representaban en :

( ) Una plaza en Atenas ,donde estaba el altar del dios Dionisios ( ) Un escenario al aire libre ( ) Una sala con gradas y escenario ( ) Un escenario al aire libre con un teatrón a su alrededor ( ) Ninguna es verdadera ( ) Todas son verdaderas .

3_ La comedia griega tenía :

( ) Personajes comunes, lenguaje popular y tono satírico ( ) Personajes de la esfera pública ( ) Intención moralizante y personajes de alto nivel social ( ) Lenguaje grosero y tono humorìstico ( ) Ninguna es verdadera ( ) Todas son verdaderas .

B ) Completá los espacios en blanco : (4 p. )

---------------,al comienzo de la historia , le cuenta a ---------------los males que sufre la ciudad de ----------y le implora que averigüe la identidad del asesino de ----------------,antiguo rey del lugar.
El hermano de ----------,----------------,es enviado a ---------------para consultar el oráculo de ---------------. A su regreso ,trae consigo a un adivino para que --------------. ---------------------, el vidente , quiere ayudar a Edipo , pero éste lo -----------------de -----------junto con ------------------.
Finalmente , un ------------revela a Edipo la verdad .

C ) Indicá (V) o (F) y justificá las F ( 3p.)

( ) Los actores y actrices utilizaban máscaras y coturnos .
( ) La obra de Sófocles se inscribe en la plenitu del “ siglo de Pericles”
( ) Edipo no consigue escapar de su destino trágico debido a su testarudez.
( ) Los componentes de una tragedia son : error trágico , soberbia , padecimiento del héroe y peripecia.
( ) Las tragedias se usaban para convencer al público .
( ) En el “siglo de Pericles” los atenienses vencieron a los persas

Contact me for more
End of TEATRO GRIEGO EXAMEN

maths problems

2009-09-03T05:40:00.000-07:00

Answer the following in the Easy math problems

MATHEMATICS FORM 1

A1 ( ) x 9 = 45
A2 100 − ( ) = 84
A3 982 x 356 x 0 =
A4 1 x 1 =
A5 80 ÷ ( ) = 16
A6 200 000 ÷ 1 000
A7 99 + 99 =
A8 2 300 ÷ 100 =
A9 78 X 1 000
A10 15 X ( ) = 1 500
A11. 300 + 30 + 3 =
A12 999 – 99 – 9 =
A13 500 – ( ) = 250
A14 7000 + 500 + 40 + 9 =
A15 65 ÷ ( ) = 5
A16 11 X 8 =
A17 ( ) X 2 = 72
A18 222 + ( ) = 777

B1 The ______ of 12 and 12 is 144.
B2 The ______ of 72 and 28 is 100.
B3 If a baby was born on 29.02.2008.
When is he going to celebrate his
next birthday?
B4 A quarter of a year =____months.
Quotient

B6 The _____ of 111 and 55 is 56.
B7 List the first three multiples of 5
B8 3 weeks = ______ days

B10 Which is heavier 1 kg of cotton
wool or 1 kg of iron bar?

B11 List all the prime factors of 33
B12 500 m = _______ km

B15 2.18 kg = 2 kg ___ g

B16 An ________ fraction has a numerator equal to or greater than its denominator
B17 RM 1 500 = ____ pieces RM50

B18 Change 5 3/8 into improper fraction

D1 100 ÷ 2 − 100 ÷ 5 =
D2 25 + 25 x 4 =
D3 96 − 288 ÷ 3 =
D4 11 x 3 + 33 x 1 =
D5 88 + 88 ÷ 4 − 10 =
D6 Julie took 2 hours 35 minutes to make cookies. She started her work at 11.30 a.m. At what time will she finished her work?
D7 Find the sum of all the even numbers that are less than 9.
D8 List out the first two prime numbers that are greater than 30.
D9 List all the factors of 18

E1 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 =

E3 6 halves = _______ thirds
E4 How many legs do 4 cows and 8 chickens have?
E5 Determine whether 8 is a factor of 290.
Answer : YES or NO

E6 5 m = ________ mm
E7 Mike left home on the 4 May at 0530 hours. He came back on the 5 May at 1230 hours. How long did he leave home?
E8 A factory packs 2 000 pens in a box. How many pens are packed in 1 000 boxes?
E9 500 pieces RM100 + 80 pieces
RM 5 + 10 pieces RM1 = RM____

For answers and complete exam file see here

For tests and materials

medium math quizzes

2009-09-01T11:54:00.000-07:00

CONFIDENTIAL NAME : __________________________________
Mathematics
Form 1 FORM : __________________________________
Paper 2
1 hour 45 minutes

YEAR END EXAMINATION
OCTOBER 2006

Instruction:

1. This paper consists of 20 questions. Answer ALL the questions in the spaces provided.
2. All workings must be shown clearly. You might lose marks if important steps are not shown.
3. Students are NOT allowed to use calculator.

1. a) Round off 59 904 to the nearest thousands.
1. b) 27 + 9 ( 21 - 9 ) / 6
'2. a) List all the prime factors of 132.

3. b) Chess Club in a school has 62 members.
Each member paid RM4 as annual fees.
of the fees collected was used in a
competition. Find the amount of money left.

4. b) A box of chocolate costs RM 6.75. Janet
bought 23 such boxes and had RM 37
left. How much money did she has at first?

6. a) Mr. Hassan saved RM3 000 into a bank that
offers a simple interest of 4.2 % per annum.
Calculate the simple interest he will receive
after 5 years.

6. b) 40% of 2000 pupils in a school are boys. The
number of boys who wear spectacles is 275.
Find the number of boys who do not wear
spectacles.

7. b) Calculate -15 - (-6) + 7

c) Simplify -17 + [ 16 - (-24)]

8. In an experiment, the temperature of liquid in a
beaker is 27C. The liquid is heated until the
temperature rises by 55C. When some ice is
put into the beaker, the temperature of the liquid
decreases by 48C. What is the new temperature
of the liquid?

9. a) Write the number of terms of the following
expression.

9y-4 +5y+7-2y

10. Camelia ’s weight is (2x -5)kg and Maya ’s
weight is (3x - 8) kg. Find the total weight of
Camelia and Maya.

11. a 40 m +38 cm +24 m 57 cm

11. b) Calculate 83.025 kg / 3
Write your answer in kg and g.

12. Chang drove from Bintulu at 0935 and reached
Miri at 1310. Amir left Bintulu at 1050 and
took half an hour more than Chang to reach
Miri. What is the time, in 24-hour system, did
Amir reached Miri?

15. a) The figure below is drawn on grid lines.
Determine the number of symmetry lines
of the figure.

phrasal verb drills

2009-08-23T13:08:00.000-07:00

In the following phrasal verb drills choose the correct of the word only one answer of the 3 is valid

During the 2006 World Cup, Ronaldo___ __ the highest scorer in World Cup

A becomed B Became C Becomes

They enjoyed the dance because it ___the routine
A Breaked B Broken C Broke

Indonesia dam ________________ leaves 50 dead
A Burst B Bursted C Barst

In 2006, the leader _______________ parallels between
A drawn B Drew C Draws

Vietnam _____against the US for sixteen years
A fighted B fought C fited

parts of the structure were __________a quarter mile away
A flinged B flingged C flung

Mathew was not a young man when he ________ the apostle
A forsaked B forsake C forsook

was said to be _____by shortfalls
A offset B offsetted C offsat

CPS ____ its estimate again because of the slowing economy
A recasted B recast C recastted

One body was __________________up in the center of the town
A strung B stringged C strang

I have_____________ in the Red sea
A swim B swum C swam

Israel would _______Iran
A stroke B strike C strikes

Answers are marked in Blue

More exams and quizzes are in the blog see all

El héroe medieval y el héroe artúrico

2009-07-29T21:21:00.000-07:00

El héroe medieval y el héroe artúrico

Evaluación individual Tema 1

1. Seleccioná la opción correcta (2,50 p)

Se llama Alta Edad Media a la comprendida entre los siglos:

* IX a XII
* V a VIII
* XII a XIII
* Ninguna es verdadera

Durante la Baja Edad Media se dio:

* El auge del feudalismo
* La crisis del feudalismo
* El resurgimiento del feudalismo
* Ninguna es verdadera
* Todas son verdaderas

Durante el siglo XIII, se produjeron en Europa:

* Grandes innovaciones tecnológicas
* Grandes cambios en la oralidad
* La aparición de la imprenta
* Ninguna es verdadera
* Todas son verdaderas

En la poesía épica medieval se ve claramente:

* El espíritu de aventura
* El espíritu cortesano
* El espíritu guerrero
* Ninguna es verdadera
* Todas son verdaderas

La poesía artúrica pertenece a :

* La épica
* Los romances
* La narrativa cortesana
* Ninguna es verdadera

Indicá V o F y fundamentá las F : (2. 50 p)

( ) El Cantar de Mio Cid muestra al héroe asumiendo las injusticias de las que es víctima.

( ) Arturo es un héroe prudente y sensato que pelea por la honra y el honor.

( ) El amor cortés exigía al amante la misma entrega que el vasallo.

( ) El Cid es un héroe con dimensiones míticas

Ordená secuencias teniendo en cuenta el hilo de la historia: ( 5 p)

( ) Aragorn y Arwen van a la colina

( ) Aragorn regresa a Lothlorien

( ) Aragorn lucha contra Sauron

( ) Arwen dice a Aragorn que ella es inmortal.

( ) Arwen dice a Aragorn que renunciará a su inmortalidad por él.

Evaluación integradora de Lengua y Literatura Tema 4

2009-07-28T11:34:00.000-07:00

Evaluación integradora de Lengua y Literatura Tema 4

Nombre y apellido del alumno:

Curso: 1ª “C”

B) Área de literatura (5 P)

• Rodeá con un círculo la respuesta correcta

Durante el reinado de Felipe II:

a) El gobierno se corrompió fuertemente
b) España se dividió en “oficial” y “tradicional”
c) Comenzó la decadencia del imperio hispánico
d) Todas
e) Ninguna

En el siglo de Pericles las obras teatrales:

a) Se representaban en festivales en cualquier época del año
b) Se representaban solo en festivales, en cualquier época del año
c) Se representaban en festivales, en determinadas épocas del año
d) Se representaban en las Grandes Dionisias
e) Ninguna
f) Todas

La teoría monogenista sostiene que:

a) Los relatos provienen de mitos europeos
b) Los relatos son originarios de Europa y la India
c) Los relatos son herencia de los mitos de la India
d) Los relatos provienen de un pasado común indoeuropeo y se basan en mitos de la India
e) Ninguna es correcta

Las tres unidades son:

a) Propias del teatro moderno
b) Propias del teatro isabelino
c) Propias del teatro latino
d) Todas son correctas
e) Ninguna es correcta

Las tragedias se representaban en:

a) Una plaza de Atenas, donde estaba el altar del dios Dionisios
b) Un escenario al aire libre
c) Una sala con gradas y escenario
d) Un escenario al aire libre con un teatrón a su alrededor
e) Ninguna es correcta
f) Todas son correctas

Durante el Siglo de Pericles:

a) Tespis introdujo el solista en la tragedia
b) Hubo un gran triunfo contra los Persas
c) Atenas fue destruida
d) Los atenienses impusieron la democracia
e) Todas son correctas
f) Ninguna es correcta

El cuento de ciencia-ficción es:

a) Una obra distópica
b) Una obra menor
c) Una obra satírica
d) Todas son correctas
e) Ninguna es correcta

Creonte consulta al oráculo de :

a) Apolo
b) Dionisio
c) Delfos
d) ninguna es correcta
e) todas son correctas

• Indica v o f y justifica las falsas :

1. ( ) Tespis fue el primer solista en el teatro griego
2. ( ) Mientras Pericles gobernó Atenas, ésta fue una potencia cultural y comercial
3. ( ) Según Sófocles, hay tres subgéneros: comedia, tragedia y drama satírico
4. ( ) La peripecia siempre cambia la suerte del héroe de la tragedia
5. ( ) Quijote es un personaje que defiende sus ideales y eso lo transforma en un héroe

C) Área de la escritura : (2p)

Te damos cinco opciones de ordenamiento de los párrafos de este texto . Seleccioná la más adecuada

"Thomas Mann, un novelista pensador"

1. Montaña Mágica, de Thomas Mann, aparecida en 1924, una de las novelas cumbres del siglo XX.
2. En La Montaña Mágica, dos personajes-símbolo debaten la eterna polémica del racionalismo contra el irracionalismo.
3. Ortega y Gasset afirma, en La deshumanización del arte, que el género novelesco está agotado.
4. Su literatura profunda y trascendente le valió el Premio Nobel en 1929.
5. Poco después de La deshumanización del arte empiezan a aparecer novelistas geniales: Kafka, Joyce, Faulkner, Thomas Mann.
a) 1 – 2 – 3 – 4 – 5
b) 4 – 2 – 1 – 5 – 3
c) 4 – 1 – 5 – 3 – 2
d) 5 – 3 – 4 – 1 – 2
e) 3 – 5 – 1 – 2 – 4

AREA DE LITERATURA TEMA 1

2009-07-27T22:33:00.000-07:00

AREA DE LITERATURA TEMA 1

1) SELECCIONÁ LA OPCIÓN CORRECTA: (2 P )

LA LITERATURA GAUCHESCA SE CARACTERIZA PORQUE:
* ES ANÓNIMA
• PROVIENE DEL ROMANTICISMO SOCIAL
• SU PROTAGONISTA ES UN GAUCHO MATRERO
• NINGUNA ES CORRECTA
• TODAS SON CORRECTAS

SANTOS VEGA ES UNA OBRA QUE:
• TIENE COMO PROTAGONISTA A UN ADOLESCENTE QUE SE HACE ADULTO
• TIENE COMO PROTAGONISTA A UN GAUCHO CANTOR
• TIENE COMO PROTAGONISTA A UN GAUCHO QUE VIVIÓ EN EL SUR
• NINGUNA ES CORRECTA
• TODAS SON CORRECTAS

LA LITERATURA DE CORTÁZAR ES:

ES:
• SUS CUENTOS PARTEN DE LO SOBRENATURAL PERO VUELVEN A LO COTIDIANO
• SUS CUENTOS PARTEN DE LO SOBRENATURAL PERO NO HAY SERES FANTASMALES
• SUS CUENTOS PARTEN DE LO POLÍTICO HACIA LO IRREAL
• NINGUNA ES CORRECTA
• TODAS SON CORRECTAS

LA SEXTINA ES UNA ESTROFA :

• CREADA POR HIDALGO
• CREADA POR FIERRO
• CREADA POR ASCASUBI
• NINGUNA ES CORRECTA
• TODAS SON CORRECTAS

2) INDICÁ SI LAS OPCIONES SON V O F Y JUSTIFICÁ LAS FALSAS: ( 5,50)

A) ( ) EN “MARTÍN FIERRO”, LOS SOLDADOS TRABAJABAN PARA EL INMIGRANTE
B) ( ) RUBÉN DARÍO INTEGRA EL GRUPO DE LOS PARNASIANOS
C) ( ) LOS MODERNISTAS ERAN COSMOPOLITAS PORQUE RECHAZABAN LAS REGLAS DE LOS AUTORES CONTEMPORÁNEOS
D) ( ) LEOPOLDO LUGONES ES AUTOR DE “EL LIBRO DE LOS PAISAJES” QUE ESTA DEDICADO A SU MUJER
E) ( ) DURANTE EL PRECIOSISMO PREDOMINAN LOS TEMAS DE EVASIÓN
F) ( ) EL MUNDONOVISMO ES UNO DE LOS “ISMOS” DE LAS VANGUARDIAS DEL SIGLO XX
G) ( ) EN “CASA TOMADA “ EL NARRADOR ES SUPRACIENTE.
H) ( ) EL CREACIONISMO, INCORPORA A LA LITERATURA EL MUNDO DE LOS SUEÑOS Y EL INCONCIENTE.

J) ( ) EN LOS ORÍGENES DEL TANGO SE RECONOCEN ELEMENTOS AFRICANOS E ITALIANOS

TODA PROPOSICIÓN MAL JUSTIFICADA VALDRÁ 0 (CERO) PUNTOS

grammar practice drill

2009-07-27T13:32:00.000-07:00

In this grammar practice drill
Answer the following multiple choice test

101. You think that you have studied more books than me, but they know that I have studied ……… books than you and your friends.

A-many

B-many more

C-much

D-much more

102. What ……… on this page at the first time.

A-is written

B-will write

C-writes

D-was written

103. The police ……… the thief soon.

A-catches

B-will be caught

C-will catch

D-has caught

104. Sometimes, it ……… to the other place by him.

A-was replaced

B-is replaced

C-replaced

D-is replaceding

105. All of the food ……… by her last night.

A-has had

B-was had

C-will be had

D-have had

106. A very good film ……… on TV before long.

A-will show

B-will be shown

C-is shown

D-has shown

107. What language ……… in your country many years ago.

A-will be spoken

B-is spoken

C-was spoken

D-can be spoken

108. Nobody ……… anything about your problem.

A-is known

B-was known

C-knows

D-know

109. I and she ……… to answer these hard questions in a short time.

A-are asking

B-were asking

C-asked

D-was asked

110. What ……… in this school on Fridays?

A-is teaching

B-teach

C-is taught

D-was teaching

111. Lazy students ……… in this school very soon.

A-will punish

B-will be punished

C-was punished

D-are punished

112. I think it ……… sunny the next days.

A-will be

B-is

C-has been

D-was

113. Who ……… to the hospital after that bad accident?

A-took

B-was taken

C-will be taken

D-were taken

114. Capital letters ……… at the first of the sentences.

A-writes

B-wrote

C-was written

D-are written

115. The cage ……… and the birds flew away the day before.

A-opened

B-were open

C-was opened

D-were opened

116. These desks ……… tonight when we arrive home.

A-were fixed

B-will be fixed

C-fixes

D-will fix

117. Which sentence is correct?

A-What does causes waves?

B-What causes waves?

C-Which boy speaks Spanish?

D-Which book costs 222 rials.

118. Which sentence is correct?

A-When you come here?

B-Who went to Shiraz?

C-Where he went before?

D-How she goes to school?

119. How often do you travel to Tehran every year?

A-you’re welcome.

B-Thank you.

C-Three times a year.

D-All right.

120. Plants and trees ……… air for growing.

A-need

B-needs

C-is need

D-are need

121. Are they enemies? No, they ……… .

A-have grown up

B-have friend

C-are kind to each other

D-are happy

122. What happened for you today? I think you mean for being late to school, I ……… .

A-was lost the bus

B-miss the bus

C-get the bus

D-I missed the bus

123. Karim ……… his books two days ago.

A-loses

B-had lost

C-lost

D-was lost

124. How far is from Yazd to Isfahan? I guess ……… 300 kms.

A-this is

B-there is

C-it is

D-that is

125. Look! His glass is empty. He ……… all the coca.

A-ate

B-has drink

C-has drunk

D-has eaten

126. She is 15 years old. Ali is 15 years old. She is ……… .

A-older than Ali

B-younger than Ali

C-as old as Ali

D-as young as Ali

127. He is the girl ……… speaks English very well.

A-which

B-who

C-what

D-how

128. I have three sisters. The oldest one is ……… .

A-kinder

B-kind

C-the kinder

D-the kindest

129. He is angry. He behaves ……… .

A-bad

B-badly

C-worse

D-better

130. This the cat ……… sleeps under my desk every time.

A-who

B-which

C-whom

D-how

131. You are very clever. You ……… help me here.

A-had to

B-should

C-shall

D-could

132. After I changed my clothes you ……… me as a special guest.

A-have treated

B-treats

C-has treated

D-treated

133. The students ……… their homeworks carefully.

A-does

B-have done

C-has done

D-doing

134. He has watched a sad film, so he ……… .

A-was happy

B-is unhappy

C-was glad

D-is happy

135. Look there! ……… a lot of dirt on the desk.

A-It is

B-There is

C-That is

D-Here is

136. What is Mr. Javadi? He ……… .

A-worked in the post office near our home

B-works in the factory far from us

C-was ill yesterday

D-is from Abadan

137. He was very sick yesterday. Today he is ……… so he must be taken to the hospital soon.

A-bad

B-better

C-worse

D-badly

138. This is ……… friend that I have ever seen in my life.

A-kind

B-kinder

C-the kinder

D-the kindest

139. What ……… I have! You are always against me.

A-good luck

B-the best luck

C-a bad luck

D-a good luck

140. Which sentence is correct?

A-I always can see him here.

B-I can see always him here.

C-I can see him always here.

D-I can always see him here.

141. Someone who works in hospital and helps the doctors is ……… .

A-worker

B-a teacher

C-a nurse

D-a butcher

142. He has no money to pay ……… the shopkeeper.

A-in

B-for

C-at

D-on

143. We and our brothers work ……… our father’s farm in summer.

A-at

B-over

C-in

D-on

144. Look at that cat! It is going ……… the sitting room.

A-in

B-out

C-into

D-of

145. When you study hard you’ll be ……… in your life.

A-succeed

B-successful

C-successfully

D-success

146. He didn’t have any enemy in his city. So he ……… a happy man.

A-have to be

B-is

C-was

D-have been

147. When the sun ……… it is dark and shade.

A-sets

B-is setting

C-rises

D-rose

148. He got into the room and cried loudly. “got into” means:

A-sat into

B-go into

C-went into

D-come into

149. He ……… his work in this office in 1990.

A-start

B-was started

C-starts

D-started

150. Come ……… please. We have no time to leave.

A-quick

B-quickly

C-slow

D-slowly

151-200 Tests:

151. When I was a little boy, I ……… go to school with my father.

A-have to

B-had to

C-should

D-must

152. no one ……… anything about his life.

A-didn’t know

B-doesn’t know

C-knew

D-know

153. I’m sure, you ……… to the airport before the plane takes off.

A-could go

B-were able to go

C-can go

D-didn’t go

154. They ……… a good new house in the future.

A-built

B-build

C-was built

D-will build

155. I think he ……… his friend’s name and his address.

A-has forget

B-has forgotten

C-forget

D-forgotten

156. The boy ……… TV all day afternoon the day before.

A-has talked

B-has watched

C-watches

D-was watching

157. Winter is ……… season of the year.

A-hotter

B-the hottest

C-the coldest

D-colder than

158. She is very brave. You can ……… frighten her.

A-hard

B-harder

C-hardly

D-the hardest

159. Does he always get up late? Yes, he does. He is ……… late.

A-usually

B-often

C-sometimes

D-never

160. Helen has three books. I have seven books. Helen has ……… books than I have.

A-much more

B-much less

C-many more

D-the most

161. Mina usually drives ……… Mehri. So Mehri always has many bad accident.

A-as carefully as

B-more carelessly than

C-less carefully than

D-much more carefully than

162. They walked along the river and ……… a lot for him.

A-was talking

B-talks

C-has talked

D-talked

163. Which word is different?

A-hope

B-now

C-cow

D-how

164. Which word is pronounced as “cool”?

A-bowl

B-coal

C-moon

D-down

165. Which word is pronounced two syllables?

A-bags

B-benches

C-walls

D-hills

166. Which word has the “S” sound?

A-maps

B-chairs

C-dogs

D-legs

167. She is very talkative. She talks ……… about everything.

A-less

B-little

C-a lot

D-many

168. The sun ……… in the east.

A-sets

B-shines

C-setting

D-shining

169. That man is ……… one. But both of them mustn’t eat a lot.

A-fatter than this

B-fattest than

C-thinner than this

D-younger than this

170. When someone is stupid he or she acts ……… than a wise one.

A-wiser

B-more foolishly

C-more wisely

D-as wisely as

171. Long ago, people ……… stars as silver nails.

A-think

B-thought

C-taught

D-looks

172. My brother has a loud voice, so he talks ……… .

A-loudly

B-louder

C-more loudly

D-more loud

173. How are you today? “ I’m as ……… as yesterday.”

A-well

B-best

C-good

D-best

174. Wind ……… waves in the seas.

A-is caused

B-causing

C-causes

D-caused

175. Mina’s uncle ……… to the hospital last night.

A-took

B-is taken

C-was taken

D-will be taken

176. Mary ……… home soon, don’t worry about her.

A-gets

B-will get

C-is getting

D-got

177. You ……… get up early every morning.

A-had to

B-must

C-has to

D-don’t have to

178. Try hard if you want ……… your tests.

A-to pass

B-to test

C-testing

D-tested

179. What a heavy snow! I can not ……… to school now.

A-going

B-go

C-to go

D-goes

180. Don’t worry. I ……… him about you then.

A-told

B-tell

C-will tell

D-tells

181. Parvin and Reza are heaving their breakfast ......... home.

A-at

B-in

C-of

D-from

182. They are talking ......... their holidays.

A-from

B-about

C-of

D-with

183. ......... was the weather there?

A-Why

B-What

C-How

D-Who

184. Amir and Parvin ......... talking together.

A-is

B-have

C-be

D-are

185. My parents ......... there now.

A-are living

B-live

C-is living

D-living

186. Reza ......... in Tehran.

A-born

B-was born

C-is born

D-were born

187. Shiraz is a beautiful city with ......... gardens.

A-much

B-many

C-little

D-a little

188. Amir is not swimming ......... .

A-too

B-either

C-also

D-as well

189. Ardabil is famous ......... its hot mineral water.

A-with

B-by

C-for

D-in

190. Didn't you go ......... last summer?

A-anywhere

B-somewhere

C-nowhere

D-someplace

191. Let ......... ask him about his holidays.

A-we

B-they

C-I

D-us

192. I didn't do ......... in my exams.

A-good

B-nice

C-well

D-bad

193. Yesterday I did my exams and got ......... marks.

A-well

B-good

C-nicely

D-badly

194. Ali is weak ......... one or two subjects.

A-at

B-on

C-in

D-by

195. All of ......... know that you went to mashhad last summer.

A-us

B-we

C-they

D-ours

196. We must all go ......... home before seven o'clock.

A-to

B-...

C-on

D-at

197. There is a lion there, ......... .

A-too

B-either

C-still

D-neither

198. There is ......... in the bottle.

A-anything

B-not something

C-nothing

D-not nothing

199. ......... don't you tell us something about it?

A-How

B-What

C-Why

D-When

200. It ......... when I arrived.

A-raining

B-is raining

C-rains

D-was raining

For more exercises and tests see other pages in the website

Del placer y la búsqueda: un viaje hacia la escritura rebelde

2009-07-26T12:58:00.000-07:00

Del placer y la búsqueda: un viaje hacia la escritura rebelde

“Supongamos que hayas resuelto el enigma del Universo, ¿cuál es tu destino? Supongamos que hayas arrancado a la Verdad todos sus velos, ¿cuál es tu destino? Supongamos que hayas vivido feliz cien años y vayas a vivir aún cien años más, ¿cuál es tu destino?”
Omar Khayyam; Rubayat 17
Quizá, si hiciéramos un arduo ejercicio de reflexión podríamos intentar la búsqueda de algunos sentidos que se esconden entre los múltiples pliegues del vestido de la Verdad. O, al menos, curiosear, como si fuésemos “un pasante, un paseante, un divagador, un extra- vagante”(1) fisgoneando por los numerosos pasillos que convergen hacia el centro del laberinto que podría pensarse como el “enigma del Universo” del que habla Khayyam.
¿Qué sentido tendría esta búsqueda? ¿Para qué comprometerse en semejante viaje? ¿Qué nuevos horizontes podríamos avizorar si nos atreviésemos a realizarlo? ¿Hallaríamos, acaso, algunas certezas? ¿Sería posible que en el camino fuésemos arrancando algunos velos a la Verdad? ¿Qué velos te velan doña Verdad? ¿Será la palabra uno de esos velos? La opacidad de la palabra, la pluralidad del signo…
¡Tantas preguntas y tan pocas certezas! Quienes “habilitamos la palabra”, los educadores en general y, más precisamente los que cumplimos la tarea de formar a los futuros formadores, ¿hemos encontrado “nuestra” propia palabra, nuestro acento, nuestro estilo, nuestro modo personal y único de transformar el conocimiento
Si, como probadamente dan cuenta las diversas investigaciones y experiencias de escritura en el Nivel Superior, la comprensión de lo que se escribe se modifica y enriquece durante el proceso escriturario, tal vez sería interesante pensar qué propuestas de escritura que alienten a la duda, la reflexión y el hallazgo de los modos propios del decir, podríamos plantear a nuestros estudiantes desde las aulas de los Institutos Superiores, pensando que las identidades, como el pensamiento, se construyen en el uso de la palabra compartida y en el intercambio y la lectura entre pares.
¿Cuál es el “lector modelo”, como diría, Umberto Eco, que presupone en la actualidad la escritura académica? ¿Para quién escribe el escritor académico?
Oigamos a Jorge Larrosa : “… lo hace para la humanidad definida intemporalmente, en el caso del científico…” , o, “… para la propia comunidad académica en términos de actualidad…”(1)
¿Valdría la pena intentar alentar a nuestros futuros docentes en el ejercicio de ciertos formatos textuales que nos inquietan porque son libertarios, rebeldes, provocadores y, al mismo tiempo exigen una reflexión concienzuda y una búsqueda de precisiones y reescrituras preñadas de creatividad y belleza?¿Será este un desafío que valga la pena afrontar desde las aulas de los Institutos de Formación Docente?
II
“¿No comprendes que toda finalidad de Neohabla está en oponer barreras al pensamiento? Terminaremos por hacer literalmente imposible el delito de pensamiento”
George Orwell, “1984”
Como dice Michele Petit,”… quizá no hay peor sufrimiento que estar privado de palabras para darle sentido a lo que vivimos”(2).
En esa práctica social preñada de lucha, como sostiene Bajtín, que es la comunicación verbal, la palabra escrita se constituye en un instrumento capaz de fijar el pensamiento, el pasado y el presente, la tradición, el mundo…
Una ojeada rápida a la historia de la destrucción de las bibliotecas, que registra la humanidad, parece dar cuenta de cuán peligroso resulta para quienes hacen uso del “discurso absoluto” que los pueblos tengan el hábito de la lectura y el dominio de la palabra escrita. Es que, como bien dice George Steiner, “Los hombres que queman libros saben lo que hacen. Leer bien significa arriesgarse a mucho”(3)
¿De qué otro modo podríamos entender destrucciones como las de la biblioteca de Alejandría que albergaba el pensamiento platónico y aristotélico, o la de las bibliotecas mayas y aztecas que ordenara Fray Juan de Zumárraga, en nombre de la evangelización de los “bárbaros sin alma”?
¿Cómo explicar las “listas negras” de escritores y pensadores en la Argentina genocida del 76, o el hecho de que entre las primeras acciones de las tropas americanas de George Bush en Iraq, estuviera la del saqueo y quema de libros que atesoraban el mundo cultural del pueblo iraquí?
¿Será posible leer estas acciones como modos que utiliza el poder para modelar el pensamiento determinando estilos de lectura, estilos de escritura y, mediante ellos, estilos de vida? ¿Desde dónde nos cuestionan estos actos a quienes tenemos la responsabilidad de formar identidades docentes abiertas a las nuevas realidades áulicas en los Institutos Superiores?
Si aceptamos que cada vez que una nueva construcción simbólica, un nuevo discurso, se instala dentro la red de intercambios discursivos de una sociedad se produce un acto social que participa en la construcción atribuida al mundo por esa sociedad, me atrae fuertemente la idea de preguntarme, por qué, hemos instalado prioritariamente en nuestras comunidades educativas, un tipo de discurso académico fuertemente influenciado por los estilos universitarios anglosajones. ¿Responden estos estilos a nuestras identidades y a los nuevos perfiles docentes que nuestra realidad demanda hoy? ¿Qué relación guardan con los nuevos intentos de construir un paradigma latinoamericano de docentes que investigan desde la escuela y que proponen una investigación participativa? (Y cuando pienso este concepto, lo hago desde la creencia de que, como dice María Teresa Sirvent, “La participación no es un juego, implica la necesidad de ruptura de representaciones colectivas e ideologías cotidianas y significa un proceso de aprendizaje a través del cual se cuestione y se asuma una conciencia crítica de nuestro sentido común”)(4)

En el trabajoso intento por encontrar las sendas diversas del laberinto que me aproxima a la búsqueda de una verdad posible, o de un aspecto posible de la verdad (¿quién tiene todas las certezas?), observo a mi alrededor el territorio que comparto con mis alumnos y con otros compañeros docentes y allí percibo que suele establecerse una implícita valoración peyorativa entre lo que se considera “escritura académica prestigiosa” y otros modos de escritura considerados “menores” en este ámbito, tales como el ensayo.
El paper, la tesis, las ponencias, la monografía, el informe de investigación, el artículo científico, son algunos de los formatos más utilizados hoy en el mundo de la comunicación académica.
Y entonces, frente a esta evidencia, vuelvo a asociar ciertas características del academicismo que campea en nuestra Educación Superior, a las prácticas de transculturación y desdibujamiento de identidades que fueron las quemas de libros y manuscritos que registra la historia cultural de los pueblos.
¿Cuán sutil es el poder de los círculos académicos anglosajones que canonizan ciertos modos de escritura, que, como dice Jorge Larrosa, “conducen a escribir de un modo mecánico y estandarizado, sin estilo propio”?. (5)
De alguna manera, mientras divago en estas líneas, la imagen de Cenicienta me interpela. Condenada a ser “ignorada” frente a sus hermanastras que son consideradas dignas de ir al baile real, la pobre Cenicienta barre y barre la cocina hasta acabar con las lentejas que la madrastra tiró al piso para condenarla a quedarse en casa.
El ensayo, como Cenicienta, sólo aparece de soslayo en los proyectos áulicos de nuestros Institutos de Educación Superior.
A poco de leer qué trabajos finales se solicitan a los alumnos con mayor frecuencia, surge la evidencia de que la monografía es la favorita y el informe, la acompaña.(¿Las hermanas prestigiosas del cuento?)

Aunque aún hoy sigan discutiéndose los aspectos salientes de esta posmodernidad en la que vivimos y configuramos nuestras identidades profesionales, ya nadie pone en duda que en medio de la globalización y el predominio económico de los países centrales, nuevos modos de construir paradigmas y estilos de vida se imponen. La modernidad “líquida” de la que da cuenta Zygmunt Bauman, en la que el facilismo, el consumo desaforado y el utilitarismo, tienen un papel central, nos enfrenta a los formadores de docentes con nuevas preguntas y desafíos.
La Argentina De 2009 nos encuentra con una población estudiantil que llega a nuestros institutos con perfiles muy diferentes de aquellos que tenían quienes poblaban las aulas hace no más de diez o doce años.
En la mayoría de los casos, percibimos deficiencias estructurales en los modos de leer y escribir textos académicos, un alto consumo cultural mediático, falta de horas para dedicar al estudio debido a la necesidad de trabajar para sostenerse, hijos a los que deben atender o serias dificultades para acceder a la compra del material de lectura requerido. Características que ponen en cuestión no sólo las políticas sociales, sino también las educativas. Características que nos exigen repensar praxis áulicas e identidades profesionales en estos nuevos contextos de vaciamiento intelectual y desigualdades más que generalizadas.
La Argentina de 2009 nos interroga e interroga a nuestros alumnos acerca de qué educadores se necesitan en tiempos de exclusión en los que la escuela debería ser un vehículo importante al momento de incluir a los excluidos y habilitar la voz a los sin voz.
La realidad nos desafía a pensar en “Formas distintas de hacer escuela, de ser maestro, (…) para, «sacar de la soledad al maestro innovador», para romper, en general, con la insularidad a que han sido sometidas las prácticas de los maestros”.(5)
¿Qué respuestas damos desde la formación docente a estos imperativos?
Recorriendo viejos textos en un intento por ayudarme a pensar estas cuestiones, algunos ecos de la voz de Perla Zelmánovich regresan a mi memoria. Se refieren al valor del cultivo de la pregunta en la praxis docente. Una pregunta provocadora “… allí donde insiste un obstáculo en las lecturas y escrituras cotidianas, como una entre otras estrategias que nos permita abrirnos a otros puertos, a otros modos de convocar a nuestros jóvenes en las lecturas y las escrituras” (6)
Provocar, desnaturalizar lo naturalizado (como haría Brecht si estuviese en el aula hoy), para inquietar, para abrir un camino hacia el pensamiento propio, hacia la búsqueda del placer de pensar.
¿Utopía?¿Aventura? Me entretengo en la formulación de la pregunta. ¿Será el ensayo un viaje posible de emprender con nuestros alumnos hacia la tierra de la propia voz? (“¿Cuál será tu destino”?- se oye la inquietud de Khayyam otra vez).
¿Podremos considerarlo en nuestros proyectos áulicos en su verdadera dimensión de escritura que no sólo requiere de un trabajo previo de búsqueda y selección de datos, de planteos y replanteos constantes, de escrituras y reescrituras sino, que también alienta al intercambio de ideas y a las narrativas del “yo”?
Explorar, ensayar, lanzar al aire el hueso, como en el final de “2001, odisea del espacio” , para intercambiar propuestas y debatir ideas con los otros en un espacio, el de la formación docente, en que se configura un modo de ser y hacer que marcarán fuertemente no sólo prácticas áulicas, sino también estilos participativos de investigar y generar conocimientos.
Del mismo modo que Sísifo nunca es el mismo cuando llega a la cima empujando trabajosamente la piedra que eterna, vuelve a caer, el conocimiento se va creando y recreando y, es el territorio de la escritura académica el campo de batalla donde las ideas pugnan, se reconocen deudoras de otras o sus encarnizadas enemigas. Es en ese territorio donde el pensamiento crítico agudo se asienta y se desnuda.
(¿Seremos capaces los docentes de Institutos Superiores, de confiar en nuestros Sísifos y ayudar los a arrastrar la piedra hasta la cima, sabiendo que, esa piedra ya no será la misma que les entregamos?)
Todavía me inquieta Cenicienta – Ensayo. Me parece verla como una variante a través de la cual se aúnan el mundo de la ciencia y el de la originalidad no sólo del pensamiento, sino también del estilo. Por eso me inquieta. No es fácil etiquetarla. Me molesta. Me cuestiona. Desafía mi creatividad. Me obliga a asumir MI palabra.
Escribir se parece al acto de iniciar una caminata. Nos predisponemos a disfrutar del ejercicio. Sobre la hoja, bailotean los renglones que ofician de vereda y el blanco de la página, se abre ante nosotros como una ancha avenida por la que transitaremos
Y en esa metáfora del hombre que camina por el pensamiento y las emociones aferrado a la birome o al lápiz, Cenicienta _ Ensayo cobra la forma de quien , elige recorrer esa avenida en compañía de la belleza del lenguaje.
Entre los brillos que deslumbran al príncipe entreveo cómo despliega ideas y enfrenta obstáculos usando como brújula la reflexión, sin desechar la guía de las estrellas. Cenicienta - Ensayo asume, a veces, la magnificencia de la idea bellamente plasmada. Y esto la transforma en singular y la preña de posibilidades, le da un “estilo vivo” y la dota de una personalidad misteriosa y atractiva.
IV
“Iniciamos esta aventura en la que jugamos a ser escritoras y nos sentimos con la libertad de expresarnos sobre aquellos pasajes y citas que nos han provocado sensaciones sublimes e inspiraron esta creación ensayística que nos hemos propuesto”
“Doña verdad de Ars: esbozo de un recorrido por la literatura”. Ángela Scorza y Cecilia Zampatti, alumnas de 4to. año del Profesorado en Lengua y Literatura del ISFD Nº 22.

Releo los trabajos de mis estudiantes y me entusiasma comprobar que en los intercambios que hemos hecho durante todo el año a través de los grupos de yahoo que hemos creado, ellos han logrado enriquecerse y buscarse sin dejar de lado el placer de jugar.
Han podido “ explorar un dominio del saber y hacer una aproximación crítica sobre una cuestión particular, han creado argumentos fundamentados en criterios racionales de evidencia y experiencia estética y han desarrollado ideas complejas, interesantes y coherentes” (7)
Pero, y esto es lo que más me impresiona, han percibido una dimensión lúdica en el ensayo que les permitió vivirlo como una aventura en que la libertad de expresar ideas y sensaciones se hacen una. Una aventura en la que el placer se manifestó como un desafío cuya esencia era que no se esperaba de ellos que fueran repetidores de ideas, sino navegantes que podían arrojarse del barco cuando así lo desearan, por el simple placer de bucear en las profundidades y ver, con ojos propios el fondo del mar.
“Nada que no se ame con pasión se podrá enseñar. Uno no puede transmitir el placer del conocimiento, si no lo siente.”, nos decía nuestra profesora de pedagogía cuando éramos estudiantes del profesorado de letras.
Me arriesgo a pensar que si no podemos transmitir a nuestros futuros formadores la pasión y el placer que genera el conocimiento, ellos serán, meros reproductores de prácticas ya probadas por otros y, difícilmente se lanzarán a la aventura de buscar nuevos estilos de intercambio y producción de saberes

Arrojo la piedra al estanque. Me siento a observar los círculos que produce sobre la superficie y espero, pacientemente, que la piedra llegue al fondo. Tal vez, tirar la piedra y esperar, sea mi destino.
María L. Echeverría

(2) Petit, Michele. Lecturas del espacio íntimo al espacio público. FCE, Méjico, 2001.
(3) Steiner, George. Lenguaje y silencio. Ensayos sobre la literatura, el lenguaje y lo inhumano. Gedisa, Barcelona, 2000.
(4) Sirvent, Marìa Teresa en La participación no es un juego. Citada por Díaz, Ana María en Tercer encuentro del colectivo argentino de investigación participativa desde la escuela.
(5) Larrosa, Jorge. Op cit.
(6) Zelmánovich, Perla. Diploma superior en lectura escritura y educación en http://virtual.flacso.org.ar
(7) E. Ochoa y otros. El ensayo: herramienta pedagógica del trabajo del estudiante. Morelia, Méjico en: http://dieumsnh.qfb.umich.mx/gesinfo/ensayo.htm
(8) Kovadloff, Santiago. Sentido y riesgo de la vida cotidiana. Emecé, Buenos Aires, 2004.
(9) Letras de sombra y viento ,filosofía, historia y arte hoy en: http://letrasdesombrayviento.wordpress.com/2008/03/07/%E2%80%9Cel-ensayo-como-forma%E2%80%9D-de-theodor-w-adorno/

beginner grammar questions

2009-07-25T22:57:00.000-07:00

In those beginner grammar questions chose the right answer

50 Tests

1. There are many ……….

A-words in the words B-worlds in the word

C-words in the world D-word in the words

2. He is unhappy because ……….

A-he is tall B-he is clever C-he is alone D-he is success

3. Our enemy doesn’t ……… us.

A-love B-hate C-turn against D-fight to

4. For buying everything we must ……….

A-pay attention to it B-pay for it C-return it D-pay for money

5. Harold was fifteen last year, he is sixteen now, we find out that he has ……… since last year.

A-become fat B-grew up C-grown up D-called up

6. We know Friedrich Froebel as a kindergarten man means:

A-He is a gardener.

B-He is a kind gardener.

C-He is a man that made a garden for people.

D-He is the man who made kindergarten for children.

7. Who is speaking please? ………

A-He is Mr. Amini. B-I am Amini.

C-This is Mr. Amini. D-Mr. Amini I am.

8. The monkey ……… the coconut tree and dropped two brown ones.

A-went down B-go up C-climbed up D-picked up

9. He always gets good marks. He is much ……….

A-foolish B-clever C-ripe D-funny

10. My aunt wanted to make us laugh so she did many ……….

A-bad things B-funny things C-many jokes D-so talks

11. Who can be called a farmhand?

A-a monkey B-a monkey and a man C-only a man

D-none of them

12. Can you ……… this bike or not?

A-get up

B-ride

C-sign

D-wide

13. Some ……… are called vowel sounds.

A-plants

B-alphabets

C-addresses

D-policemen

14. A field can have some ……… and plants.

A-workers

B-farmers

C-grass

D-planes

15. That boy is not stupid. He is ……….

A-foolish

B-clever

C-wise

D-B & C

16. We mustn’t pick the ……… coconuts.

A-green

B-ripe

C-brown

D-large

17. The farmers raise vegetables and flowers. “Raise” means:

A-go up

B-grow

C-pick up

D-cut

18. A monkey can do ……… to make us laugh.

A-puzzle right

B-funny things

C-bad works

D-wise things

19. Monkeys can ……… many things.

A-teach

B-ride

C-learn

D-climb

20. A simple problem is not very ……… .

A-small

B-little

C-important

D-unusual

21. When someone is thirsty and hungry he needs ……… .

A-only food

B-only water

C-food & water

D-nothing

22. We haven’t his ……… so we can’t call up him now.

A-address

B-code number

C-telephone number

D-notebook

23. My shoes were ………, so I left them outside.

A-clean

B-old

C-big

D-dirty

24. We could solve it easily. It was so ……… .

A-hard

B-easy

C-difficult

D-complete

25. The servant left the room to move the desk. She was so ……… and we were afraid that she couldn’t do that.

A-strong

B-heavy

C-long

D-weak

26. Newton was not forgetful about everything but he forgot ……… .

A-everything

B-some small things

C-so many things

D-nothing

27. I am a poor man. I live in a ……… family. I have five children.

A-large

B-big

C-happy

D-A & B

28. She is one of your relatives. She is the mother of your cousin. She is your ……… .

A-uncle

B-aunt

C-sister

D-ant

29. A snowplow can ……… the snow to the sides of the road.

A-put

B-push

C-give

D-make

30. I ……… now can he talk about his enemy!

A-know

B-find

C-wonder

D-think

31. I have an English friend. You see that he is a ……… but he is nice.

A-hometown

B-classmate

C-foreign

D-roommate

32. A boot is something for ……… .

A-eating

B-wearing

C-skating

D-watching

33. Tea is ready ……… .

A-you’re welcome

B-help yourself

C-not at all

D-very well

34. He sat at the table in the restaurant, Thought for a while and ordered a ……… .

A-a waiter

B-sandwich

C-sofa

D-powder

35. From a cow we can get ……… .

A-milk

B-cream and butter

C-wool and milk

D-A & B

36. Look at that man. You can see some flour on his clothes. I guess he is a ……… .

A-butcher

B-teacher

C-baker

D-shoe maker

37. Bullfight is fighting between a ……… .

A-cow and a horse

B-a man and his enemy

C-a cow and a man

D-two cows

38. He speaks English but he doesn’t ……… English, I think he is German.

A-look for

B-look at

C-look over

D-look like

39. When we put together the word “over” and “coat” we have something that we can …… .

A-eat

B-drink

C-wear

D-read

40. A butcher can have ……… for lunch in the ……… .

A-chicken - kitchen

B-meat - shop

C-meat - kitchen

D-all of them

41. Fire is ……… .

A-always our friend

B-never our friend

C-sometimes our enemy

D-our friend and our enemy

42. ……… can rise from fire.

A-Steam

B-Smoke

C-Heat

D-C & B

43. When someone is too weak, he can not walk ……… .

A-hardly

B-easily

C-loudly

D-warmly

44. When we move something, in fact we have ……… .

A-watched it

B-replaced it

C-changed the place of it

D-B & C

45. Water can ……… ice when it is very cold.

A-build up

B-turn into

C-put out

D-make up

46. We can sit ……… a fireplace in a ……… .

A-in - kitchen

B-by - hall

C-over – dining room

D-into – hall

47. James Watt wanted to make steam engines and at last he ……… .

A-left

B-wanted

C-succeeded

D-wrote

48. What color is Babak’s hair?

A-He has brown hair.

B-His hair is brown.

C-He’s got brown hair.

D-He take brown hair.

49. The sun ……… at 6 o’clock in the evening in our city.

A-sets

B-rises

C-moves

D-raises

50. If I had a long ………, I could go to the seaside.

A-trip

B-vacation

C-ticket

D-accident

51-100 Tests

51. When the child watched the lion play with the mouse he cried happily, ………!

A-how nice B-how big

C-how odd D-how dark

52. When you can hardly see things far from here you must wear ……… .

A-sun glasses B-sun hat

C-wear glasses D-dark glasses

53. When you have a guidance, you won’t ……… at all in a new place.

A-get into B-get lost

C-get away D-get out

54. When I saw him ……… I left his room and turned the lights off.

A-sleep B-sick

C-asleep D-happy

55. Great numbers of birds ……… at night.

A-sleep B-migrate

C-fly D-feed

56. When no one knows anything about something we say that it is ……… .

A-hard thing B-easy thing

C-mysterious thing D-painful thing

57. When do you return sir? I’ll ……… soon.

A-get lost B-come back

C-give back D-come on

58. Will you turn down the TV please? ……… .

A-Not at all B-Of course

C-You’re welcome D-Thanks a lot

59. Someone who is invited is called ……… .

A-an invention B-a host

C-a guest D-an inventor

60. Those people are very ……… and can’t spend a lot.

A-happy B-rich

C-old D-poor

61. Linda is in front of Lida and Sara is behind Linda. Sara is ……… .

A-by Lida B-in front of Lida

C-at the back of Lida D-A & B

62. You should treat him kindly because he is ……… .

A-strong B-young

C-old D-rich

63. She puts clothes on her baby and ……… him every time.

A-learns B-feeds

C-teaches D-cures

64. She walked so ……… that fell down and broke her leg.

A-carefully B-slowly

C-silently D-carelessly

65. What is her nationality? He is ……… .

A-a student B-ten years old

C-American D-driver

66. People usually wears their ……… when they work.

A-warm coats B-uniforms

C-work clothes D-new dresses

67. A strong storm can make a ……… .

A-big boat B-small ship

C-giant wave D-short wave

68. Someone who believes in God worships ……… .

A-the one idol B-all idols

C-Mecca city D-the one God

69. She ……… the table and asked us to have lunch soon.

A-took B-put

C-set D-left

70. When the sun ……… at the east we will travel to the west.

A-set B-rises

C-sets D-sinks

71. They ……… our voice and went away soon.

A-watched B-tasted

C-heard D-felt

72. Take this money and give her ……… soon.

A-bag B-share

C-chair D-fag

73. Our holy ……… guided us to be good and honest.

A-God B-idol

C-waiter D-teacher

74. When someone is honest, he or she always ……… .

A-tells lie B-tells stories

C-tells the truth D-tells news

75. Sound waves travel ……… .

A-slower than light waves B-as fast as lighter waves

C-more slowly than our voice D-more quickly than light waves

76. Strong ……… can build giant waves.

A-rains B-storms

C-colds D-snows

77. Boats are ……… than ships.

A-bigger B-stronger

C-larger D-smaller

78. How much ……… do you have in your bag now?

A-pens B-money

C-coins D-rulers

79. How often do you go to school every week? ……… .

A-Every days B-On Fridays

C-Six times a week D-Not any time

80. Can he teach you English?

A-No, he didn’t. B-No, he can.

C-No, he can’t. D-No, he doesn’t.

81. Whose book is this? It’s ……… .

A-Ali’book B-Alis book

C-Ali’s book D-Ali’books

82. I usually see him ……… Monday.

A-in B-at

C-on D-of

83. James has been ……… cars in the parking.

A-much B-little

C-a lot of D-a little

84. The man can open the door and I ……… too.

A-should B-am able

C-will D-must

85. He had no cars. He ……… walk to school.

A-must B-should

C-has to D-had to

86. II World war ……… be finished sooner than that.

A-have to B-has to

C-should D-had to

87. It is raining and we ……… take our umbrella.

A-must B-has to

C-had to D-mustn’t

88. How is the weather here? ……… hot and wet.

A-there is B-it is

C-this is D-that is

89. He has cold. He ……… .

A-had to rest B-has to rest

C-could rest D-have to rest

90. My friend drives as ……… as his sister, I’m worry about them.

A-slow B-quick

C-slowly D-fast

91. Miss Kim is as ……… as her mother.

A-lovely B-love

C-kinder D-slowly

92. Our city is ……… than yours.

A-expensive B-more expensive

C-more cheap D-nice more

93. This is ……… day of my life beside you.

A-good B-better

C-well D-the best

94. The old are ……… their young boys.

A-younger than B-weaker than

C-the older D-stronger than

95. Albert can’t reach the top shelf. John can reach there. You see that ……… .

A-John is shorter than Albert B-Albert is bigger than John

C-Albert is fatter than John D-John is taller than Albert

96. A cat is ……… than a horse.

A-wilder B-stronger

C-faster D-tinier

97. They work hardly but their brothers are not like them. Their brothers ……… .

A-work more than them B-work less than them

C-work hardly D-don’t work at all

98. It is in the sky and the earth. It is not wet. It can fly but hasn’t any eyes. It is ……… .

A-a bird B-a fly

C-a plane D-a rain drop

99. They are ……… boys that I have ever seen in my life.

A-better B-bad

C-the best D-kindest

100. Today I visited three of my friends. The first was good. The second was much better but the last was ……… of all.

A-the worst B-the best

C-more better D-worse than

I hoped that you enjoyed these Beginner grammar questions and help you in improving grammar

For more other stuff see the blog and leave comments below

gre verbal prep question

2009-07-25T13:16:00.000-07:00

In this Gre verbal prep question

it contains 2 types of question sentence completion and synonyms quiz

Part one Sentence completion

It is effective in treating fever,______, joint pains
A jaunt B jaundice C jargon D jollity

going on _____around Europe
A jest B jeopardize C jab D jaunts

especially its verification process which would __________________the
efficiency and credibility of the Agency

A jeopardize B jest C juxtapose D jibe

liberals be willing to ___________ their dreams of free market

A jibe B jostle C juncture D jettison

to ________the hot with the cold. I wanted to start with extreme heat,
A jaunt B juxtapose C jaundiced D jaunt

Now synonyms quiz the word in bold means?

Thanks andds kudos to PressTV for their excellent work

A disdain B acclamation C hate D dishonor

how can you ignores thats jocose personality? jocose means?

A complicated B serious C morose D funny

Sweat almond oil is extracted from the dried kernel of the plant.

Kernels means ?

A leaf B core C root , D flower

the city saw the zenith of developments and prasperity during the Buyid Dynasty (945-1055) Zenith means ?

A middle B end C Start D summit
'
Guenean officials yield to ruling junta yield means?

A resist B defer C agree with D complain

Liposuction yield similar results when performed on other parts of the body yield means?

A produce B prevent C hurdle D shape '

The answers are marked with pink

I hope that u enjoyed these GRE verbal prep question
For more tests exercises and other useful resources see the rest of the blog

Also do not forget to download the full list from the link below and leave ur comments below

Apuntes sobre la escritura académica

2009-07-24T23:03:00.000-07:00

Apuntes sobre la escritura académica

“La escritura académica es alérgica a la risa, porque es alérgica a la subjetividad y a la pasión”
Jorge Larrosa, El ensayo y la escritura académica

Me pareció provocativo iniciar estos apuntes con la frase del filósofo español que, en su trabajo El ensayo y la escritura académica, hace una reivindicación del ensayo y señala, al mismo tiempo, los cambios que registra hoy la escritura académica, fuertemente influenciada por los estilos universitarios anglosajones.
Sostiene Larrosa, que en estos ámbitos académicos, los estudiantes de grado y de posgrado, son sometidos a la acción de una “estricta socialización de la escritura académica que conduce a escribir de un modo mecánico y estandarizado, sin estilo propio”. (Larrosa, Jorge. El ensayo y la escritura académica, en Propuesta educativa. Año 12, nº 26. B.A. Flacso, julio 2003).
Sin embargo, cabe preguntarse, si es posible que el hombre produzca un texto en el cual, de ninguna manera su subjetividad y sus propios estilos escriturarios estén, de alguna manera, presentes?
¿Es en el ámbito de la escritura científica donde estos discursos objetivos y despojados de estilos propios circulan? ¿Deberían ser los niveles de Educación Superior espacios donde se dé exclusivamente el aprendizaje de estos discursos?¿O, deberían ampliar la perspectiva y apuntar, esencialmente, a incentivar la producción una escritura que no se meramente reproductiva de ideas y formatos, sino, por el contrario, generadora de nuevos pensamientos, criterios e ideas?
¿ Qué textos circulan con mayor frecuencia hoy en estos ámbitos? Y, consecuentemente, ¿qué herramientas debería proveer la Educación Superior a los estudiantes y graduados a fin de que se transformen en escritores competentes de estos géneros discursivos?
La respuesta de Carlos Sabino, al primer interrogante nos conduce a pensar en una peculiaridad del discurso científico - académico.

En su trabajo Cómo hacer una tesis, sostiene : ” … un trabajo científico se propone siempre comunicar algo concreto, algunos determinados conocimientos, y no estados de ánimo, opiniones o sensaciones subjetivas

Intentando desbrozar el camino

Sin lugar a dudas, el hombre piensa en signos, vive y sueña inmerso en el mundo de la cultura que es una construcción sígnica.
De los sistemas sígnicos existentes, es la lengua el más complejo y abarcativo. Y, precisamente esta condición de complejidad de la lengua, hace que, al momento de ajustar el pensamiento a su expresión escrita, las dificultades se multipliquen.
Es que el texto escrito no sólo entabla una comunicación diferida, sino, también, descontextualizada y, por lo tanto, es necesario que el enunciador produzca discursos lo más autónomos posibles.
A diferencia de la oralidad, la escritura requiere el uso del código lingûìstico de manera particular, ya que obra in absentia del lector y de allí la condición plural del texto.
Retomando a Sabino, es rasgo distintivo del texto escrito, frente a la oralidad, que “Lo que se escribe permanece, se mantiene en el tiempo mientras dura el soporte material que se ha utilizado, y puede copiarse indefinidamente

Ahora bien, veamos ahora qué relación guarda la escritura con la lectura.
Como es sabido, las prácticas de lectura y escritura, se hallan indisolublemente ligadas entre sí. Qué se lee y cómo se lee, son cuestiones que se traducen en el cómo se escribe. Qué se da a leer a los estudiantes y cómo se les da a leer, se transforma, de este modo, en una cuestión central en el ámbito educativo. Porque también, los modos de leer y escribir son habilidades de adquisición progresiva que guardan estrecha relación con la construcción de los aprendizajes y la modificación de los esquemas de razonamiento.
La lectura y su correlato directo, la escritura, adquieren así entendidas, el carácter de “actividades peligrosas”, preñadas de posibilidades, frente a lo estatuido, en tanto son generadoras de pensamiento. Los estudiantes deben llegar a dominarlas para desarrollar un pensamiento autónomo y transformador

Particularidades de la escritura académica

Cuál es el “lector modelo”, como diría, Umberto Eco, que presupone la escritura académica? ¿Para quién escribe el escritor académico?

Es un desafío que debe asumir el Nivel Superior, el de la realización de prácticas lectoras y escriturarias cada vez más complejas a medida que se avanza en los diferentes estamentos del mismo.
En el ámbito académico, los estudiantes se enfrentan a dos tipos de textos : los que se utilizan para enseñar (apuntes de cátedra, capítulos de libros, etc) y los textos científicos, que entrañan una mayor complejidad al momento de ser comprendidos debido a las características que les son propias.
Pero, al mismo tiempo, para pertenecer a la comunidad académica, los estudiantes, deben ser capaces de producir eficazmente cierto tipo de discursos específicos.
Esta actividad intelectual del orden superior , requiere que el estudiante renueve, revise y adapte en forma continua sus esquemas cognitivos , por lo cual se transforma en un verdadero desafío que, muchas veces desalienta a los protagonistas y los conduce a la deserción de los claustros.
Tratemos ahora ,de determinar qué alcances debe tener esta “alfabetización académica”, qué textos circulan con mayor frecuencia y cuáles son las características esenciales que ellos tienen hoy.
En su libro Escribir, leer y aprender en la universidad. Una introducción a la alfabetización académica., Paula Carlino señala que este concepto “apunta a las prácticas del lenguaje y pensamiento propias del ámbito académico superior; así como al proceso por el cual se pertenece a una comunidad científica y /o profesional gracias a la apropiación que se hace de sus modos de razonar instituidos a través de ciertas convenciones del discurso”. (Carlino, Paula. Escribir, leer y aprender en la Universidad.Una introducción a la alfabetización académica. Fondo de Cultura Económica. Bs.As. 2005).
Pensar en estas “convenciones del discurso” implica tener claro que los géneros discursivos se inscriben en una cadena discursiva histórica que los conforma en su actualidad y, por tanto, los “marca”, como sostiene Carlino, con determinados supuestos, lugares comunes, cuestiones “claves “ que son compartidos por quienes pertenecen a esa comunidad discursiva. En esto radica preci -samente , según la investigadora, la complejidad propia de la “cultura académica” : en que no es homogénea y, por lo tanto, no es posible pensar en único modo del discurso académico ya que la especialización en cada campo de estudio, implica que diferentes esquemas de pensamiento deben tomar forma a través de lo escrito

Para ordenar las ideas, sería importante tener en cuenta, a esta altura del trabajo, que órdenes de lo discursivo son, esenciales al momento de pensar en la redacción de estos textos académicos.
Creo que los dos primeros aspectos a tener en cuenta, se relacionan con el orden de lo retórico y de lo semántico, respectivamente.
Los objetivos discursivos se cumplirán en tanto el escritor tenga claras las relaciones entre el contenido y la comunicación efectiva con el lector, que se representa antes de escribir el texto, pero que, termina de construirse en el propio proceso de escritura.
A este respecto, en su trabajo Bajar es lo peor, dice Diego Golombek refiriéndose a las caracte-
rísticas centrales de la comunicación científica en la actualidad, que en el orden de lo retórico y de lo semántico, son esenciales a estos textos, “… la simpleza ( entendida como el uso de textos y fórmulas sin adjetivaciones o vueltas innecesarias) , la elegancia (forma más directa e inapelable de demostrar un hecho), la claridad (más allá del idioma los conceptos deben ser comprensibles para cualquier lector del tema) y los conceptos unívocos” (Golombek, D. Bajar es lo peor, en Wolowesky, A. , Vara, A.M. , Hurtado, D. , Golombek, D. , Palma, H. Certezas y controversias. Reflexiones sobre la divulgación científica. Bs.As. Libros del Rojas. 2004.).
El tercer aspecto, toda vez que resulta claro el qué transmitir y el para quién, se refiere a la superestructura textual que el escritor deberá elegir en función de los objetivos del trabajo.
Saber con exactitud qué se desea comunicar, implica encontrar la forma más adecuada a los fines perseguidos.
El paper, la tesis, las ponencias, la monografía, el informe de investigación, el artículo científico, son algunos de los formatos disponibles hoy en el mundo de la comunicación académica.
Siguiendo a Sabino, podemos encontrar algunas precisiones “ Cada una de estas denominaciones se refiere a un tipo particular de trabajo aunque, como decíamos, no se trata de una

Para seguir pensando

Estos apuntes, sólo tienen la pretensión de formular algunos planteos y mover a quienes trabajamos en el ámbito académico, a reflexionar respecto de las nuevas exigencias que como docentes y /o alumnos de posgrado, debemos cumplimentar al momento de comunicarnos por escrito en nuestro ámbito profesional.
Dos ideas, entonces, para cerrar el capítulo.
La primera, está referida a la desmitificación de un concepto que ha hecho mucho daño a las pedagogías de la escritura.
Se trata de una concepción errónea y es la que sostiene que existen “escritores expertos”. Casi entendiendo que, “pueden escribir cualquier cosa eficazmente”.
La verdad es que no existe este tipo de escritores.
Se es experto en la escritura de algunos géneros discursivos. Y, esta calidad de “experto en “ se adquiere, como sostiene Ruth Alazraki, a través de una amplia experiencia de lectura de esos géneros, del reconocimiento de temas, estructura, estilo apropiado y convenciones del discurso en cuestión. Nadie se vuelve experto en escritura sin lectura y sin entrenamiento de escritura. (Nogueira, Silvia y otros. Manual de lectura y escritura universitarias. Prácticas de taller. Biblos. Bs.As. 2005).
Qué dar a leer a nuestros alumnos y cómo dar a leer, se transforman, de este modo, en ejes centrales de las prácticas del Nivel Superior.
La segunda cuestión, se relaciona estrechamente con la primera ya que es en la mediación entre el conocimiento disciplinar específico, la puesta en texto de ese conocimiento y la posibilidad de abrir al avance del pensamiento donde adquiere verdadera trascendencia la intervención docente.
¿Quién sino el docente, el especialista en cada área de la Educación Superior, está en condiciones de brindar a sus alumnos las herramientas disciplinares fundamentales y los espacios de lectura y escritura suficientes para que ellos adquieran estas habilidades que conllevan a la producción de pensamiento?
Creo que este es, hoy, uno de los mayores desafíos que debemos asumir quienes trabajamos en los ámbitos de la Educación Superior.

María L. Echeverría

Bibliografía de consulta

Carlino, Paula. Escribir, leer y aprender en la Universidad. Una introducción a la alfabetización académica. Fondo de Cultura Económica. Bs.As. 2005.
Golombek, D. Bajar es lo peor, en Wolowesky, A. , Vara, A.M. , Hurtado, D. , Golombek, D. , Palma, H. Certezas y controversias. Reflexiones sobre la divulgación científica. Libros del Rojas. Bs.As. 2004.

Larrosa, Jorge. El ensayo y la escritura académica, en Propuesta educativa. Año 12, nº 26. B.A. Flacso, julio 2003

Nogueira, Silvia y otros. Manual de lectura y escritura universitarias. Prácticas de taller. Biblos. Bs.As. 2005.

Prattico, Franco. Los malentendidos de la divulgación científica. Ponencia presentada en el Coloquio Internacional “ L ´ ècrit de la science “. Niza. Marzo de 2008.

Sabino, Carlos. Cómo hacer una tesis. Lumen – Humanitas. Bs.As. 1988.

Sabino, Carlos. Los caminos de la ciencia. Edit. Panamericana. Bogotá. 1996.

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phrasal verb exams

2009-07-22T12:26:00.000-07:00

In this phrasal verb exams fill in the space with correct one of the phrasal verbs

spared no effort to___________any energy resources available

A tap out B tap down C tap into D tap with

he ____________ his friend for his bad behavior

A teared about B teared into C teared from D teared through

it is difficult to ________________- the two shapes

A tell on B tell out C tell off D tell apart

Just ________________ a name for my new baby

A thought off B thought by C thought up D thought along

currently factories __________- production costs

A save out B save for C save around D save on

A rental program was ___________- April because of lack of interest

A scrapped out B scrapped up C scrapped into D scrapped through

I might just ______________- the outpouring of sadness over Uncle Walter's passing

A shrug off B shrug by C shrug into D shrug up

french firms are being ______________ from lucrative contracts in the US

A shut into B shut out C shut away D shut in

poverty forced youngsters to _________________- garbage piles

A sift by B sift into C sift through D sift up

The answers are marked in blue

for more exams and other useful stuff see the rest of the blog

phrasal verbs quizzes

2009-07-18T12:14:00.000-07:00

fill in the space with the correct form of the phrasal verb

The four story factory was ______________ 9 different flats

A made over B made for C made over D made into

___________ the idea
A catch up B catch off C catch with D catch on

Kazmierczak had _____________ Travelodge Hotel
A checked off B checked into C checked over D checked for

suspects have been ______________ stealing

A charged up B charged with C charged by D charged on

____________ the western doctrine

A buy out B buy up C buy into D buy with

Spain to _____________ border defenses

A beef-out B beef-for C beef-in D beef-up

The Japanese company ______________ it is competitor

A beat on B beat down C beat out D beat over

could _____________- a new wave economical problems

A touch down B touch up C touch off D touch on

the world ______________this endless confict .

A tires in B tires off C tires of D tires over

The answers of phrasal verbs quizzes is the orange $#$

for addition tests and exams see the rest of the blog pages'

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prepositions test

2009-07-17T13:44:00.000-07:00

In the following prepositions test fill the blank space with the correct prepositon

it would expand federal spending __________healthcare

A about B over C on D in

Finance Committee is also looking ____________ ways

A at B after C for D along

that chamber hope to bring a bill before the full Senate ______ August 8.

A by B along C into D in

won the 13th stage ________the Tour de France

A into B of C By D over

___________ for additional money

A into B_ while C As D with

also looking for ways _____ pay for the expanded healthcare

A into B in C to D every

terminate its exclusive deal _________Samsung

A with B hence C at D in

do the whole job ________ one call

A at B over C along D in

English idioms test

2009-07-15T09:41:00.000-07:00

In this English idioms tests

Fill in the phrase with the proper idiom and make useful sentence

1___You meet him and he's ___________________________. He's got nothing left, no job, no wife,
A Ace in the hole B at the end of his rope C A slice off a cut loaf is never missed D About face

Based on http://www.usingenglish.com/reference/idioms/

2__Google and Microsoft have long been in _______________ the fight for dominance

A Alive and kicking B Against the clock C at each other's throats D Alter ego

3__Denied that the two were ________________ personally and suggested it was not impossible that they might continue to work together

A Agony aunts B Above par C At a drop of a dime D at daggers

4__If something is in it is very neat and organized
A At a loss B All mod cons C Away with the fairies D apple-pie order

5___Iran is ___________________ with the United States and certain European states over its peaceful nuclear program.

A at loggerheads B Ahead of the pack C Alike as two peas D All over the place

7____A legitimate, __________________ legal, acts

A At full tilt B All over the show C above-board D As cold as stone

for most tests and quizzes see the rest of the blog

The answers are marked with blue

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sentence completion test

2009-07-12T13:49:00.000-07:00

In this sentence completion test

fill in the blank with the correct answer

1 unleashing a political hurricane and a social ___________that would have opened the door to extremism.
A miniature B malaise C milieu D misanthrope

to prevent the___________ political power from depriving our nation of development
A migratory B meticulous C malevolent D mawkish

__________ objectives of certain countries.
A martinet B maladroit C malodorous D malicious

bury its matriarch’s _________ decaying corpse.
A murky B malodorously C monastic D modish

First Aid Training Now __________ for Bus Drivers
A Mandatory B moldy C missive D minatory

Due to their maternal and ___________duties , bout 30-35 percent of women fail to work the minimum number of years required to be eligible for the pension guarantee
A marital B meteoric C meretricious D marital

The ___________of the poet and politician of the time of Constitutional Movement Seyed Alikhan Dargazi
A metaphor B mausoleum C menagerie D mayhem

The homeless and wandering birds are_________ for homeless man
A mauve B masochist C metaphors D manifesto

individuals with ________vision
A mandate B myopic C mangle D macerate

symphony is a ____ artwork
A macabre B maleficent C monumental D mendacious

Answers are blue
for more synonyms tests see the blog

synonyms quiz

2009-07-10T05:19:00.000-07:00

In the following synonyms quiz chose the right answer for the word in bold

1 “Alphabet of Dreams” tells the story of Mitra and her younger brother, Babak, who are living in a labyrinth of caves in ancient Persia, scraping by with the food they can steal in the nearby marketplace

A maze B mountain C hell D_ collection

a rebellion against lassitude in the self and corruption in society.
A Sadness B illness , C inactivity D temperance

rather than the lavish lifestyle of the ruling elite,
A ancient B stylish C weird D exuberant ,

quake with a magnitude of 6.3 degrees on the open-ended Richter scale, the world's most lethal one in at least 10 years,
A damaging B deathly C unexpected D unrepresented

------------------------------------------------------------------------
I had carried out laborious research

A easy B hard C idle, D short

Masuleh is situated in a mountainous area of great natural beauty covered with lush vegetation and luxuriant forests.
A dangling B dark , C populated D profuse

Asgari drummed up media headlines with his lustrous performance in 2007 events
A sparkling B dull C regular D risky

“Such a plan seems to be very ludicrous. It is actually not practical.”

A detailed B absurd C weird D complicated

will familiarize the world’s nations with the lofty name of our country,

new ancient short

Answers in Red

for more see other papers in the blog

Waterdance review article

2009-07-09T11:38:00.000-07:00

waterdance

The title of this movie is The Waterdance। This movie is a 1992 drama that was written by and directed by Neal Jimenez with the help of Michael Steinberg. This movies tag line is, Imagine being trapped inside your own body. Imagine being set free.

Review

The disability that is portrayed in this movie is spinal cord injury. The character Joel becomes injured in an accident and becomes paraplegic. He has to go to receive rehab to learn to adjust to this impairment. He has trouble dealing with his disability. The tries to find a way to explore his new life and relationships. The movie really is centered around Joel because it looks at his injury and the way he interacts with all of the other people at the hospital. It also centers around Joel's relationship with Anna, his lover who is already married. Throughout the movie, different attitudes were shown from the patients in the hospital. For example there is an understanding and sympathetic nurse who's name is Elizabeth. Another person is Bloss. He is a racist man towards people. Bloss is also a biker who is a patient in the hospital. Another character is Raymond who is considered a ladies man. He is friends with Joel and Bloss and is also a patient. The title of the movie relates to the fact that Raymond had a dream where he must learn to dance on the water or else he will drown. I believe the disability was portrayed in a positive way because a group of people come together and lean how to survive. Also because there are situations in the movie where the characters do things like sneak out of the hospital to go to a strip club. At this point I think they have come to realize that they have accepted their disability because they almost have an accident but their remarks are, "That was very close, luckily we're already paralyzed!"

here were a few obstacles that Joel faced. For example, his friends wanted to make sure he could have a sexual relationship. He has to learn how to do that again both physically and mentally. Here he has to re-evaluate his love affair with Anna. I think Joel was portrayed as a normal person even though he felt he should not be pitied or treated differently.

reference
http://www.nytimes.com/1994/09/18/movies/film-en-route-to-becoming-a-genuine-heartthrob.हटमल
Works Cited

"The Waterdance ." Videocassette. Dir. Neal Jimenez. Sony Video. 1992.

Amazon. 12 Oct. 2006.

Pagenation. 7 Oct. 2006.

CD Universe. 14 Oct. 2006.

A Relevância dos Custos na Formação dos Preços de Vendas

2009-07-09T06:32:00.000-07:00

INTRODUÇÃO
Na competição do mercado globalizado, as empresas são compelidas a desenvolver aspectos estratégicos do processo gerencial, para garantir sua sobrevivência.
O processo de formação de preço, se fundamenta por meio da adoção de sistema de custos.
O conhecimento dos custos e das despesas são ferramentas estratégicas para a empresa se posicionar no mercado.
Assim a empresa pode acompanhar o preço da concorrência e, às vezes, até superá-लोस

A analise dos custos permite competitividade, no ambiente “briga de preços”.
Quando existe duas empresas com a mesma estrutura física e recursos financeiros, praticando preços muito diferentes.
O custo pode ser o principal elemento que impacta a formação do preço de वेंडा

Qual a diferença entre preço e valor?

Preço: é o montante de dinheiro pago em troca do uso de um benefício proporcionado por um produto ou serviço.
Valor: é quanto valem os benefícios técnicos econômicos, de serviços sociais de um produto ou serviço para determinado cliente.
Valor para o cliente: é a diferença entre os benefícios obtidos e os custos incorridos pelo cliente.
Natureza dos valor: Alguns cuidados precisam ser tomados quando se procura mensurar o valor percebido de um produto ou serviço.

A Relevância dos Custos na Formação dos Preços de Vendas

Quando uma pessoa adquire um produto ou serviço, ela espera um benefício de valor, ou seja, uma recompensa pelo valor dispendido na compra.

Quando o valor excede a sua expectativa, ele é mágico; quando está aquém, é trágico

Perguntas:

Uma refeição é cara?
O que significa uma corda para quem está se afogando?
Qual é o valor de um óculos para o cego?

Objetivos do preço:

Sustentar a estratégia de posicionamento;
Atingir os objetivos financeiros propostos, como geração de caixa e criação de valor para o acionista;
Ajustar a oferta à realidade de mercado.