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  1. 1. Developing new horizons. globalblendedlearning.com
  2. 2. HTML 5 templatesHTML 5
  3. 3. Title: Choices 1
  4. 4. Title: Choices 3
  5. 5. Title: Colouring Game
  6. 6. Title: Car Racing Game
  7. 7. Title: Flashcards
  8. 8. Title: Animated Story
  9. 9. Graphic Design
  10. 10. Title: HTML email campaign
  11. 11. Title: Imperial War museum leaflet Shipping crate To hold objects for touring exhibitions around the world. Very careful packing skills are needed Bug poster To identify bugs caught around the museum Book press This makes flat things flatter, like old letters that have got damp and wrinkled Lots goes on behind the scenes at IWM. The conservation team make sure that objects in the museum can tell their stories for many years to come. DANGER There are dangers lurking in the IWM stores. Old medical kits sometimes contain dangerous drugs; paint used on radio dials can be radioactive; cancer-causing asbestos can be found hiding in First World War gas masks. The conservation team make everything safe. THE CONSERVATION LAB 28 IWM_Guide_MASTER.indd 28 26/05/2016
  12. 12. Page Design
  13. 13. Title: Complete book of Porsche
  14. 14. Title: Minigami
  15. 15. Title: PE for OCR
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  17. 17. Title: Access Italian
  18. 18. Title: G27 RYA Instructor Handbook 8 RYA Yachtmaster Scheme Instructor Handbook RYA EQUALITY POLICY 2.1 OBJECTIVES ‣ To make boating an activity that is genuinely open to anyone who wishes to take part. ‣ To provide the framework for everyone to enjoy the sport, in whatever capacity and to whatever level the individual desires. ‣ To ensure that the RYA’s services, including training schemes, are accessible to all, including those who have been under-represented in the past. 2.2 POLICY STATEMENT The Royal Yachting Association is committed to the principle of equality of opportunity and aims to ensure that all present and potential participants, members, Instructors, coaches, competitors, officials, volunteers and employees are treated fairly and on an equal basis, irrespective of sex, age, disability, race, religion or belief, sexual orientation, pregnancy and maternity, marriage and civil partnership, gender reassignment or social status. 2 9 RYA EQUALITY POLICY RYA Yachtmaster Scheme Instructor Handbook 2.3 IMPLEMENTATION ‣ The RYA encourages its affiliated clubs and organisations and its recognised training centres to adopt a similar policy, so that they are seen as friendly, welcoming and open to all. ‣ Appointments to voluntary or paid positions with the RYA will be made on the basis of an individual’s knowledge, skills and experience and the competences required for the role. ‣ The RYA will relax regulations in relation to RYA training schemes which may inhibit the performance of candidates with special needs, provided that the standard, quality and integrity of schemes and assessments are not compromised. ‣ The RYA reserves the right to discipline any of its members or employees who practise any form of discrimination in breach of this policy. The effectiveness of this policy will be monitored and evaluated on an ongoing basis.
  19. 19. Title: Way to Go Module // 4 50 Unit // 2 Lesson // 2 Lesson 2 » Do I Control my Expenses? 1. Look at the graph and complete the sentences with the Useful Expressions. 1. Girls have been spending most of their money on clothing; but boys have been spending theirs on food. 2. Boys girls have been spending less money on books than other things. 3. boys have been spending 23% of their money on technology, girls have only been spending 10%. 4. buying shoes, boys have been spending their money on eating food. 5. The money boys have been spending on going out is girls. 2. Complete the graph to show what you spend your money on. 3. Use your graph from exercise 2 and the Useful Expressions from exercise 1 to write about how you spend money. Clothing % Food PersonalCare Shoes Technology M usic/M ovies G oingout Books 35 30 25 20 15 10 5 0 Girls Boys How do boys and girls spend their money? Clothing %ofmymoney How do I spend my money? FoodPersonalCare Shoes TechnologyMusic/Movies Goingout Books 35 30 25 20 15 10 5 0 as well as instead of but similar to while 51 module 4 // Unit 2 Lesson 3 » Things that Money Can’t Buy 1. Read the brochure promoting experiences and complete the sentences. BUYING EXPERIENCES vs. BUYING THINGS Do you ever think, ‘If I save my money I will be able to buy a new iPhone’, or ‘If I buy a new car I will be so happy’? Sure, having a new car, fashionable clothes or the latest technology all sounds great, but can these material items really bring you the happiness you deserve? From a young age, we learn to like having new things. If our friend has a new games console, we want a new games console. If our neighbour has a swimming pool in their house, we want a swimming pool too. The idea that buying and consuming makes us happy is an illusion. Recent research has shown if people spend their money on experiences, they will be happier and more satisfied with their lives. Experiences might be travelling to new places, eating at a new restaurant, trying a new sport or simply going for a walk in the mountains or along the beach. Still sceptical? Below are 5 reasons why people who spend their money on experiences are happier than those who waste their money on material items. 1. Experiences give you unforgettable memories 2. Experiences teach you things. 3. Experiences offer exciting challenges. 4. Experiences open your mind. 5. Experiences are great value for money. So, isn’t it time to stop buying things and start buying experiences? 2. Read the sentences about spending and experiences. Write if you agree or disagree and explain why. 1. Holidays are very expensive. I prefer to buy lots of smaller things for myself. 2. Why should I spend money on a windsurfing course? I don’t live near the sea. 3. I love going to new restaurants. It’s exciting to try a new dish for the first time. 3. Write about the best experience you have had. One of the best experiences I have had is I really enjoyed the experience because Dictionary sceptical: to have doubt about something. 1. If you buy experiences, . 2. If you buy experiences, . 3. If you buy experiences, . 4. If you buy experiences, . 5. If you buy experiences, . you will have unforgettable memories
  20. 20. Title: English Learning 3 22 23 Module 3 The world around us 3A 3A Our cultural heritage The world around us Vocabulary development 1 † COURSEBOOK pages 36–37 Cities and culture 1a Look at the diagram and choose the adjective which collocates with the noun. city buildings fairytale / industrial castle run-down / wonderful slums present-day / ugly Victorian buildings gloomy / architectural factories 2 live / riverside offices and housing 5 3 rewarding / dilapidated building 7 1 restored / thriving 18th-century warehouses 6 4 popular / prosperous mansions 8 b Read the advertisement and check your answers to Exercise 1a. Ignore the gaps at this stage. c Now complete the advertisement with the adjectives in Exercise 1a which you did not choose. 2 Complete the table. Adjective Verb Noun Adjective Verb Noun strong strengthen 1 achieved/ achievable 8 achievement prosperous 2 3 9 — culture optimistic — 4 10 — architecture threatening 5 6 declining decline 11 7 economise economy solved/soluble solve 12 Forget Edinburgh. Come to Glasgow instead! It may not have Edinburgh’s fairytale castle but Glasgow is a far more (1) place to visit. You’ll find the people are friendlier too! Forget those images of gloomy factories, ugly Victorian buildings and abandoned shipyards. Glasgow has changed! Some people say that Glasgow still seems a little grey and depressing when you first arrive. You still find the occasional dilapidated building in the city centre; there are still run-down slums on the outskirts. But Glasgow is now a proud city – proud of its (2) and shipbuilding past, proud of its architectural heritage and proud of its (3) role as a leading UK tourist destination. Four million people visit Glasgow every year. They come as much for the shopping as for the museums and art galleries. There’s also a(n) (4) theatre scene and (5) music events take place almost every night of the week. Then there is the (6) architecture; from the restored 18th-century warehouses of the Merchant City to the prosperous mansions around George Square, the (7) legacy of Glasgow is among the most striking in the UK. It’s not by accident that £500 million has recently been invested in new riverside offices and housing. Or that the city is one of the most (8) conference destinations in Europe. Glasgow has something to offer everyone. Come to Glasgow and see what it can offer you! Exam practice: Word formation (Paper 1 Part 3) Language development 1 † COURSEBOOK pages 38–39, EXPERT GRAMMAR pages 186–187 Adjectives and adverbs 1 Complete the sentences with the words in italics. 1 good / well a You don’t look very . Are you feeling OK? b Ask Sue what this word means – her Italian is really . 2 steady / steadily a Since 1990, there’s been a increase in tourism to this town. b Over the past 20 years, the quality of hotels has improved. 3 late / lately a There have been a lot of strikes at the airport . b The announcement said that the plane would take off . 4 hard / hardly a Sarah was so suntanned I could recognise her. b I worked extremely to pay for this holiday. 5 wide / widely a Can you close the window? It’s open at the moment. b Mark travelled in Europe when he was a student. 6 direct / directly a We can fly to Rome from this airport. b If you lose your passport, you should go to the police. Adverbs of degree 2a Write the adjectives in the box in the correct column. awful bleak decisive fantastic fast fragile furious impressive lively marvellous powerful romantic tremendous unique well-known Gradable Ungradable bleak awful EXPERT STRATEGY Read the whole text first to get the general meaning before you try to do the task. Think about the type of word that will fit in each gap. EXPERT LANGUAGE Are the words you’ve written as answers 1 nouns? 2 adjectives? 3 Do the task. For questions 1–8, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). Krakov In the past, Krakov was a city of great political (0) importance . It was the ancient capital of Poland and the official (1) of the country’s kings. The city still has (2) medieval architecture and is listed by UNESCO as a world heritage site because of its great (3) as well as artistic (4) . Krakov had the largest square in medieval Europe and this is still the (5) centre of the city and the best place to begin your (6) of the winding streets of the old quarter. These streets were home to Poland’s greatest artists, writers and thinkers, many of whom studied at the city’s famous university. The area still has a (7) atmosphere and it’s a pleasure just to wander round. But there is also plenty to do and see as a thriving (8) life continues today. IMPORTANT RESIDENT IMPRESS HISTORY SIGNIFICANT COMMERCE EXPLORE ROMANCE CULTURE † HELP 1 A ‘resident’ is a person. You need to make a word that refers to a place. 2 A person is impressed by a place. You need to make a different adjective that describes the place. 3 You need to change one letter and add a suffix to this word. EXPERT WORD CHECK ancient medieval thriving wander winding M03_EXPR_FSRB_0629_U03.indd 22-23 25.3.2015. 0:45:21
  21. 21. Title: Sociology TOPIC 9 GETTING STARTED Rikers Island Prison costs $860m a year to run. 75% of its inmates will return within a year of release. Working in pairs, answer the following: 1 Give at least five words that you would use to describe victims of crime. 2 From those words, which social groups are likely to fit the description you have given? 3 Suggest three situations where a victim of crime might be seen to have brought their victimisation upon themselves. 4. From what you have studied in previous topics, suggest situations where people who have been harmed may nevertheless not be officially defined as victims of crime. EAST RIVER NEW YORK BROOKLYN MANHATTAN QUEENS BRONX Harlem La Guardia Airport La Guardia Airport West Facility 140 one- person cells Other cells 1 647 places Short sentence prison 2 351 places Youth prison 16-18 years Men’s prison 1 194 places Men’s prison 1 130 places Men’s prison 2 978 places Women’s prison 1 139 places Main infirmary 475 places Addiction treatment centre Rikers Island Prison Key statistics Area: 1.6 km2 Capacity: 17,000 inmates It houses 10 of New York City’s 15 detention centres Staff: 7,000 guards and 1,500 civilians Rikers Island Bridge Learning objectives After studying this Topic, you should: l Understand and be able to evaluate a range of crime prevention and control strategies. l Understand and be able to evaluate different perspectives on punishment and surveillance. l Know the main trends in sentencing and understand their significance. l Know the main patterns of victimisation and be able to evaluate sociological perspectives on victimisation. CONTROL, PUNISHMENT AND VICTIMS Most of this chapter has focused on criminals and criminalisation. By contrast, in this Topic, we turn our attention first to what can be done to prevent crime, ranging from changing the immediate situation where crime occurs, to community programmes designed to tackle the root causes of offending, as well as various forms of surveillance. One view popular with politicians is that tougher punishments are the best way to prevent crime. In this Topic, we look at the nature and functions of punishment from a number of perspectives, and we consider reasons for the rapid growth in the prison population. In previous Topics, we have seen how certain groups are likely to be victims of crime. We conclude this Topic with a closer look at victims and ‘victimology’, including which groups are at greatest risk of victimisation. Crime prevention and control What makes people conform? And when they are tempted not to do so, what can be done to prevent them deviating? These questions raise the issue of social control – the capacity of societies to regulate their members’ behaviour – and crime prevention. This section examines different approaches to these questions. Situational crime prevention Ron Clarke (1992) describes situational crime prevention as ‘a pre-emptive approach that relies, not on improving society or its institutions, but simply on reducing opportunities for crime’. He identifies three features of measures aimed at situational crime prevention: l They are directed at specific crimes. l They involve managing or altering the immediate environment of the crime. l They aim at increasing the effort and risks of committing crime and reducing the rewards. For example, ‘target hardening’ measures such as locking doors and windows increase the effort a burglar needs to make, while increased surveillance in shops via CCTV or security guards increase the likelihood of shoplifters being caught. Similarly, replacing coin-operated gas meters with pre-payment cards reduces the burglar’s rewards. Underlying situational crime prevention approaches is an ‘opportunity’ or rational choice theory of crime. This is the view that criminals act rationally, weighing up the costs and benefits of a crime opportunity before deciding whether to commit it. (For more on rational choice theory, see Topic 4.) This contrasts with theories of crime that stress ‘root causes’ such as the criminal’s early socialisation or capitalist exploitation. In the view of these theories, to deal with crime, we would have to transform the socialisation of large numbers of children or carry out a revolution. Clarke argues that most theories offer no realistic solutions to crime. The most obvious thing to do, he argues, is to focus on the immediate crime situation, since this is where scope for prevention is greatest. Most crime is opportunistic, so we need to reduce the opportunities. Marcus Felson (2002) gives an example of a situational crime prevention strategy. The Port Authority Bus Terminal in New York City was poorly designed and provided opportunities for deviant conduct. For example, the toilets were a setting for luggage thefts, rough sleeping, drug dealing and homosexual liaisons. Re-shaping the physical environment to ‘design crime out’ greatly reduced such activity. For example, large sinks, in which homeless people were bathing, were replaced by small hand basins. Application What prevention measures (i) do you take personally to avoid being a victim of crime in different situations; (ii) are taken in the family home; (iii) have you seen elsewhere (e.g. school/ college, shops, transport) in the last few days? Displacement One criticism of situational crime prevention measures is that they do not reduce crime; they simply displace it. After all, if criminals are acting rationally, presumably they will respond to target hardening simply by moving to where targets are softer. For example, Chaiken et al (1974) found that a crackdown on subway robberies in New York merely displaced them to the streets above. Displacement can take several forms: l Spatial – moving elsewhere to commit the crime. l Temporal – committing it at a different time. l Target – choosing a different victim. l Tactical – using a different method. l Functional – committing a different type of crime. Perhaps the most striking example of the success of situational measures is not about crime, but about suicide. In the early 1960s, half of all suicides in Britain were the 143
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  23. 23. Title: Lego digger
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  25. 25. Title: 3D map of London
  26. 26. Liver Fat cell Title: Liver cartoon