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Most children at the tender age of six or so are full of the most impractical schemes for becoming policemen, firemen or train drivers when they grow up. When I was that age, however, I could not be bothered with such mundane ambitions, I knew exactly what I wanted to do. I was going to have my own zoo. At the time, this did not seem to me, and still does not seem, a very unreasonable idea. My friends and relatives, who had long found me strange because I showed little interest in anything that did not have fur or feathers, accepted this as just another manifestation of my strangeness. They felt that, if they ignored my often-repeated remarks about owning my own zoo. I would eventually grow out of it. As the years passed, however, to the bewilderment of my friends and relatives, my resolve to have my own zoo grew increasingly stronger, and eventually, after going on a number of expeditions to bring back animals for other zoos, I felt the time was ripe to acquire my own. From my latest trip to West Africa, I had brought back a considerable collection of animals which were living, temporarily I assured her, in my sister’s suburban garden in Bouruemouth. After a number of unsuccessful attempts to convince local councils in various areas to support my plans, I began to investigate the possibility of starting my zoo on the island of Jersey in the English Channel. I was given all introduction to a man named Hugh Fraser who, I was told, was a broad-minded, kindly soul. He would show me around the island and point out suitable sites. So, I flew to Jersey and was met by Hugh Fraser who drove us to his family home, probably one of the most beautiful old houses on the island. There was a huge walled garden with lots of outbuildings all built in the beautiful local stone which was the colour of autumn leaves glowing in the sunshine. Turning to my wife, I said, "What a marvelous place for a zoo!" If my host had promptly fainted on the spot, I could not have blamed him. The thought of creating the average person’s idea of a zoo, with all the grey cement and iron bars, in such a lovely spot was horrible. To my astonishment, however, Hugh Fraser did not faint, but merely cocked an enquiring eyebrow at me and asked whether I really meant what I said. Slightly embarrassed, I replied that I had meant it, but added hastily that I realized that it was impossible. Hugh said he did not think it was as impossible as all that. He went on to explain that the house and grounds were too big for him to keep up as a private individual, and so he wanted to move to a smaller place in England. Would I care to consider renting the property for the purpose of establishing my zoo I could not imagine more attractive surroundings for my purpose, and by the time lunch was over, the bargain had been sealed. The alarm displayed by all who knew me when this was announced can only be imagined. The only exception to the general chorus of disapproval was my sister. Although she thought it a mad scheme, at least it would rid her back garden of the assorted jungle creatures who were beginning to put great strain on her relationship with her neighbours. Answer the questions in maximum of fifteen words. How did the writer’s sister feel about the establishment of the zoo in Jersey
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As a result of all these factors, when the recession eases and people find more confidence, there will be an explosion of employees seeking new opportunities to escape their current jobs. This will be led by younger, less-experienced employees and the hard-headed young graduates. "Headhunters" confirm that older staff are still cautious, having seen so many good companies"go to the wall", and are reluctant to jeopardize their redundancy entitlements. Past experience, however, suggests that, once triggered, the expansion in recruitment will be very rapid. The problem which faces many organizations is one of strategic planning; of not knowing who will leave and who will stay. Often it is the best personnel who move on whilst the worst cling to the little security they have. This is clearly a problem for companies, who need a stable core on which to build strategies for future growth. Whilst this expansion in the recruitment market is likely to happen soon in Britain, most employers are simply not prepared. With the loss of middle management, in a static marketplace, personnel management and recruitment are often conducted by junior personnel. They have only known recession and lack the experience to plan ahead and to implement strategies for growth. This is true of many other functions, leaving companies without the skills, ability or vision to structure themselves for long-term growth. Without this ability to recruit competitively for strategic planning, and given the speed at which these changes ale likely to occur, a real crisis seems imminent. SUMMARY: Taking all of these various factors into consideration, when the economy picks up and people (1) , there will be a very rapid expansion in recruitment. Younger employees and graduates will lead the search for new jobs, older staff being more (2) . Not knowing who will leave creates a problem for companies; they need a (3) of personnel to plan and build future strategies. This is a serious matter, as (4) are often conducted by in-experienced staff, owing to the loss of many middle management positions. This inability to recruit strategically will leave many companies without the skills and vision to plan ahead and (5) to achieve long-term growth.
[1] For some people it is extreme education: 10-hour days, contracts with parents and very strict rules on behaviour in small, 200-pupil academies. The result in a new type of school in the US is 100% acceptance to college, test results as good as those in private schools, and teenagers from New York’s South Bronx district who play the viola like their neighbours in Manhattan. [2] James Verrilh, principal of the North Star Academy in Newark, America’s second poorest city, said: "These kids know drugs. These kids know crime and violence. Their fathers are in jail. We have a school culture here which is very different from the attitude they have when they first walk through the door. It’s a culture that tells them they can go to college. " [3] At the North Star Academy children like Charism and Queen-Area smile politely as they shake your hand and welcome you in. About 85% of pupils are African-American and 90% get free school meals. Last year 80% got"proficient or advanced" grades in maths, compared with just28% in the local neighbourhood school. This was above the state average. Pupils work in silence with a professionalism they have learned during a three-day process. From the beginning pupils are taught to speak clearly, answer questions in full sentences and look the teacher in the eye. [4] Parents have to sign a three-way contract with their child and the principal, and must promise to participate themselves. When a child’s homework isn’t handed in by 8 am, there is a phone call home. When the parent doesn’t turn up for a meeting, their child is not allowed back into school until they turn up. There are signs saying" No excuses" on the walls. "I was working until 11 last night. I’m tired, but I know I’ve got to work,"says one 11-year-old, as she finishes up her homework over breakfast. "Even my mother"s gone back to school since I’ve been here. Pupils are tested every six weeks and their results are examined carefully. [5] "As a principal of a small school, I know how every child is progressing and how they are behaving," says Mr. Verrilli. He also sits in on classes himself, observing the students and writing notes for the teachers. [6] North Star and other small schools like it have developed from the charter school movement in the US. The 3,500 charter schools are independent schools, funded by the state, and allowed more freedom to set policies, including their admissions procedures. North Star runs a lottery for admissions and has 1,800 children on the waiting list. Parents have to put their child’s name into the lottery; three times more girls apply than boys. [7] Mr. Verrilli strongly rejects the idea that his students might not be the ones most in need. "It’s quite wrong to say that parents from disadvantaged backgrounds don’t care about their kids’education. Ninety-five percent of parents just want a better education for their children. We’re not taking the best kids. I’m defensive about that. It’s something a lot of people say. How hard is it to put your child’s name down on a piece of paperT"he said. [8] Every child who attends the Kipp (Knowledge is Power Programme) academy in South Bronx, New York, plays in its orchestra, the best school orchestra in New York. Every child can read music. Shirley Lee, a director of the Kipp academy in the Bronx, says the school works because there is a consistent structure throughout the school. "The truth and reality is that kids like structure, "she said. "It’s about telling them what’s appropriate and them learning when to use it. I wouldn’t talk to you like I am now if I was out in some of these areas. But if we teach them to look in my eyes when I’m speaking to them, they will use that if they get stopped by the police and that will protect them. " [9] In the UK, there is a growing political debate about the differences in academic achievement between rich and poor in schools in big cities. A recent report highlighted the growing gap in achievement and the government is trying to deal with this problem. Three London academies are experimenting with small school principles and last week a group of British teachers in training visited the US looking for methods they could use to deal with the problems of" complex urban education". [10] Ark, a UK educational charity, is taking key components of the small school model into London academies. Lucy Heller, managing director of Ark, says: "It’s small schools, strict rules on behaviour and a firm belief that inner city children can be just as successfull. "The UK schools minister says small schools can teach disadvantaged children the skills that middle class children take for granted: "High ambition, zero tolerance of failure, an expectation that children will go to university and that schools will give them the education to go to university. " [11] Ark is also helping to fund the 30" Future Leaders" group on the school leadership training scheme visiting the US. The trainees are expected to take some of the ideas they experience in the US back home to the UK. Many of them think it will be difficult to transfer the model to the UK, however. They talk about the fact that most of the US schools are middle schools, for 10-14-yearolds. The model has been tested less in the secondary school age group (11-18). They also ask where the money to fund smaller schools will come from, though others point out the fact that in the US facilities are basic. ’They don’t even have interactive white boards. ’says one of the group’s mentors. "They just teach. Small schools might not be practical in the UK, but what I really want these new school leaders to take back is the sense of culture in these schools. \ Mr. Verrilli graduated from Harvard University in 1989.
What Is a Cyclone Cyclones are huge revolving storms caused by winds blowing around a central area of low atmospheric pressure. In the northern hemisphere, cyclones, called hurricanes or typhoons, blow in an anti-clockwise direction. In the southern hemisphere, these tropical storms are known as cyclones, whose winds blow in a clockwise direction. Cyclones develop over warm seas near the Equator. Air heated by the sun rises very swiftly creating areas of very low pressure. As the warm air rises, its moisture condenses into massive thunderclouds. Cool air rushes in to fill the void that is left, but because of the constant turning of the Earth on its axis, the air is bent inwards and then spirals upwards with great force. The swirling winds rotate faster and faster, forming a huge circle which can be up to 2,000 km across. At the centre of the storm is a calm, cloudless area called the eye, with no rain, and fairly light winds. As the cyclone builds up it begins to move, and is sustained by a steady flow of warm, moist air. The strongest winds and heaviest rains are found in the towering clouds which merge into a wall about 20-30 km from the storm’s centre. Winds around the eye can reach speeds of up to 200 kin/h, and a fully developed cyclone pumps out about two million tons of air per second. This results in more rain being released. Cyclones are dangerous for people living around tropical areas. The most destructive force of a cyclone is the fierce winds. These winds are strong enough to topple fences, sheds, trees, power poles and caravans easily. A cyclone typically churns up the sea, causing giant waves and surges of water known as storm surges which rush inland with deadly power, flooding low-lying coastal areas. Fill in each blank in no more than three words according to the passage. What Is a Cyclone Definition Large circling storms with strong winds blowing around a central area. Location These storms form near the (56) over open water. They are called hurricanes and typhoons inthe northem hemisphere, and cyclones in the southern hemisphere. Causes I. The warm moist air rises and turns into thunderclouds. 2. Cool air flows in to fill the (57) left by the rising air. 3. The earth’s movement makes the air bend inward and (58) upwards. The swirling windsrotate faster and faster. 4. As the cyclone builds it begins to move. Elements A. Towering clouds become a wall around the storm’s centre. B. Winds circling the eye can reach (59) C. Heaviest rainfall is in the "Wall". Effects Winds can "knock over trees, houses, fences, power poles, etc. Chums up the sea into giant waves and (60) which cause flooding.
Most children at the tender age of six or so are full of the most impractical schemes for becoming policemen, firemen or train drivers when they grow up. When I was that age, however, I could not be bothered with such mundane ambitions, I knew exactly what I wanted to do. I was going to have my own zoo. At the time, this did not seem to me, and still does not seem, a very unreasonable idea. My friends and relatives, who had long found me strange because I showed little interest in anything that did not have fur or feathers, accepted this as just another manifestation of my strangeness. They felt that, if they ignored my often-repeated remarks about owning my own zoo. I would eventually grow out of it. As the years passed, however, to the bewilderment of my friends and relatives, my resolve to have my own zoo grew increasingly stronger, and eventually, after going on a number of expeditions to bring back animals for other zoos, I felt the time was ripe to acquire my own. From my latest trip to West Africa, I had brought back a considerable collection of animals which were living, temporarily I assured her, in my sister’s suburban garden in Bouruemouth. After a number of unsuccessful attempts to convince local councils in various areas to support my plans, I began to investigate the possibility of starting my zoo on the island of Jersey in the English Channel. I was given all introduction to a man named Hugh Fraser who, I was told, was a broad-minded, kindly soul. He would show me around the island and point out suitable sites. So, I flew to Jersey and was met by Hugh Fraser who drove us to his family home, probably one of the most beautiful old houses on the island. There was a huge walled garden with lots of outbuildings all built in the beautiful local stone which was the colour of autumn leaves glowing in the sunshine. Turning to my wife, I said, "What a marvelous place for a zoo!" If my host had promptly fainted on the spot, I could not have blamed him. The thought of creating the average person’s idea of a zoo, with all the grey cement and iron bars, in such a lovely spot was horrible. To my astonishment, however, Hugh Fraser did not faint, but merely cocked an enquiring eyebrow at me and asked whether I really meant what I said. Slightly embarrassed, I replied that I had meant it, but added hastily that I realized that it was impossible. Hugh said he did not think it was as impossible as all that. He went on to explain that the house and grounds were too big for him to keep up as a private individual, and so he wanted to move to a smaller place in England. Would I care to consider renting the property for the purpose of establishing my zoo I could not imagine more attractive surroundings for my purpose, and by the time lunch was over, the bargain had been sealed. The alarm displayed by all who knew me when this was announced can only be imagined. The only exception to the general chorus of disapproval was my sister. Although she thought it a mad scheme, at least it would rid her back garden of the assorted jungle creatures who were beginning to put great strain on her relationship with her neighbours. Answer the questions in maximum of fifteen words. What was Hugh’s initial reaction to the writer’s comment about the walled garden
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