Exercise 5. Agree or disagree.
1. Charles Darwin was an English sailor.
2. He established that all species of life have descended over time from different ancestries, and proposed the scientific theory that this branching pattern of evolution resulted from a process that he called natural selection.
3. He published his theory with compelling evidence for evolution in his 1865 book On the Origin of Species, overcoming scientific rejection of earlier concepts of transmutation of species.
4. Darwin began detailed investigations and in 1838 conceived his theory of natural development.
5. His research on plants was published in a series of books, and in his final book, he examined earthworms and their effect on people.
APPENDIX
FAMILY TRADITIONS
Look at a strong family and you are likely to find one with strong family traditions. Whether it is activities that the family always does, the everyday routines or ways they celebrate holidays and special occasions, these family rituals bring a sense of belonging, familiarity and routine to family members. In strong families, members become more committed to each other when they spend time together and create bonds. Traditions provide a sense of continuity, understanding, connectedness and love that strengthens family closeness. Family traditions are also opportunities for families to have “good times” and establish “good memories.” Rituals touch the hearts of family members in a positive way and help members feel good about themselves and each other.
Wayne Matthews, human development specialist with North Carolina Cooperative Extension, explains that family traditions help form the story line for a family’s unique history with each generation adding or deleting certain traditions that enhance the family story. Matthews shares other benefits of family traditions. Family Traditions:
Ø Encourage family members to spend time together. Quality time together is necessary to build and maintain strong family relationships.
Ø Allow members of the family to share the ups and downs of life, supporting one another when problems arise and celebrating the successes when they occur.
Ø Help establish and communicate what is really important to a family and its members – its values, its belief system and its place in the larger world.
Ø Provide a means of working out the family’s interpersonal dynamics, dealing with conflict, hurt feelings and misunderstandings.
Ø Provide a means of sharing love, laughter, loyalty, unity and a sense of commitment.
Traditions don’t have to be extravagant, intense or require a lot of planning. They can be as simple as reading to your child every night in the same comfy chair, having a movie and pizza night every Friday or discussing things you are grateful for around the dinner table each evening. Traditions are the glue that keeps a family together. We all have very busy lifestyles, and adding a small tradition here or there can make all the difference to your family. But what do you do if your family doesn’t have many traditions? Well, you create them of course! Somebody has to create all these little rituals, so why not let it be you?
There are some family tradition ideas to get you started:
Ø The birthday hat. Get a hat that is well suited to your family and make this the “official birthday hat.” The idea is that each person wears it at their birthday dinner, whether that be at home or out in a restaurant. It can look like a cake complete with big felt candles out of the top. It’s ridiculously awesome.
Ø Birthday cakes. Create the birthday boy or girl’s favorite type of cake. Is it cheesecake, devil’s food cake, or black forest cake? Or is it not even cake at all? Do they prefer pies, cookies, or cupcakes? Whatever it is, make their favorite treat an annual tradition for their birthday.
Ø New job. When someone in your family gets a new job, a promotion, or a raise, create a tradition that they take you out for dinner. It doesn’t have to be a fancy or expensive dinner – you can go for pizza or wraps.
Ø Christmas dainty exchange. Christmas can be a very stressful time, but baking all those Christmas goodies doesn’t have to add to it. Include as many or as few people as you want, and choose two to three items each to bake. Bake enough to share with everyone in your group and agree to a date when you’ll meet up and exchange the goodies you’ve all made. You get a huge variety of baked goods, and you don’t have to spend weeks preparing. Who doesn’t want that?
Ø Saturday mornings in bed. Choose a morning on the weekend to spend in bed with your family. You don’t need to spend hours laying around, but 15 to 30 minutes is a nice length of time. Try having coffee, tea, or milk with a couple of cookies. Relaxing and taking a few minutes to connect with your family can be a great way to kick off a weekend.
Ø Easter egg hunt. A classic in many households around the world. It is always a lot of fun and the morning would be full of laughter.
Ø Potluck. This is a great way for extended family members to showcase their culinary talents. If you decide to do this monthly or bi-monthly, consider themes – make one night Mexican, and the next time Thai, followed by Italian. Theme nights can introduce you to a whole new world of cooking. Bring print-outs of the recipe so people can take it home with them.
Ø Family Olympics. When the weather is nice, spend the day at the park, at the lake, or at the beach. Decide on sporting events for whole family – think bean bag toss, horseshoes, badminton, volleyball, and synchronized swimming. Create teams, or compete individually and have prizes for all participants.
Creating a feeling of unity, warmth and closeness with your family is priceless. There are no rules and there is no “right” way to do this. So take initiative, get creative, make it happen and most importantly have fun!
THE QUALITIES WE PRIZE IN OUR CHILDREN
A recent international study has shown some surprising results on the question of the priorities parents around the world have when raising their children. While the survey showed that some virtues are universally prized, interesting regional and national trends emerge when parents are asked to rate the importance of various qualities they wish to instill in their children.
Parents around the world seem to agree that good manners, a sense of responsibility and respect for others are important qualities to teach their children. But while West Europeans give all three qualities more or less equal importance, East Europeans and North Americans rate a sense of responsibility as by far the most important, and relegate respect for others to fourth place.
Interestingly, a sense of imagination ranked the lowest priority worldwide, although West Europeans gave the quality of flexible thinking twice the importance any other group did. The Italians stress the virtue of cultivating their youngsters’ imagination more than most others surveyed, with the exception of Switzerland. The supposedly staid Swiss prize imaginative youth.
Etiquette-minded Belgians, Spaniards and Greeks placed the highest premium on politeness, while the Danes and Swedes put good manners lowest on the list. The Swiss and the Turks prized the ability to communicate with others.
The virtues of tolerance and respect for others were most highly regarded in Scandinavia, France, Britain, Switzerland, the Netherlands and Spain. This was not the case in Greece and the former Eastern bloc nations, which rated these as being of lesser importance.
Germans, Austrians and Swedes esteem personal independence, but the industrious French hold the quality of conscientiousness at work dearer than any other European nationals. The responses, in the industrialized nations of Sweden and Britain showed, perhaps bewilderingly, that nationals of those countries gave little importance to conscientiousness at work.
Polite Belgians answered that for them, obedience is among their paramount values; this sentiment is shared to a lesser degree by the British, Greeks and Irish. The Italians, according to their questionnaires, ranked this very low.
When rearing their children, the Greeks, Turks and Irish are alone in their emphasis on instilling strong religious beliefs.
One of the primary difficulties the researchers faced was translating the questions as perfectly as possible in order not to distort the result. “Imagination”, for example, can be translated into Dutch as “conceitedness”; perhaps this explains why the Dutch appeared to give imagination a low priority.
Also, some qualities are so ingrained in certain cultures that they are taken for granted, while others are given great emphasis because they are felt to be lacking in a particular society.
EDUCATION IN RUSSIA
Education is very important for every person. It gives information and opportunities for further life. Every country has its own, unique system of education. We can note examples of many different systems.
Education in Russia is provided predominantly by the state and is regulated by the federal Ministry of Education and Science. Regional authorities regulate education within their jurisdictions within the prevailing framework of federal laws.
Eleven-year secondary education in Russia is compulsory The eleven-year school term is split into elementary (grades 1-4), middle (grades 5-9) and senior (grades 10-11) classes. Children are accepted to first grade at the age of 6 or 7, depending on individual development of each child. Children of elementary classes are normally separated from other classes within their own floor of a school building. They are taught, ideally, by a single teacher through all four elementary grades except for physical training and foreign languages. The school year extends from September 1 to the end of May and is divided into four terms. Study program in schools is fixed but in the nearest future schoolchildren or their parents will have a choice of study subjects. Education in state-owned secondary schools is free. Russia is on the first stage of bringing new technologies in education.In almost every school there are new models of computers and almost every school has a direct connect to the Internet. Internet gives an opportunity for remote education with the help of e-mail, special forums and teleconferences.
The Ministry of Education launched the Unified state examination (USE) program. The set of standardized tests for high school graduates, issued uniformly throughout the country and it has replaced entrance exams to state universities. Thus, the reformers reasoned, the USE will empower talented graduates from remote locations to compete for admissions at the universities of their choice.
Higher education in Russia is undergoing great changes. Russia is in the process of migrating from its traditional tertiary education model to a modernized degree structure in line with Bologna Process model. (Russia co-signed the Bologna Declaration in 2003.) Russia enacted a law that replaces the traditional five-year model of education with a two-tiered approach: a four-year bachelor’s degree followed by a two-year master's degree.
EDUCATION IN GREAT BRITAIN.
There are three main systems in Britain: the Comprehensive system, the selective and the private system. The Comprehensive system was introduced in Britain in 1960s. More than 90% of children who go to state schools, go to schools of comprehensive system. Children go to a primary school at the age of 5. Then they go to the upper school - usually called comprehensive - at the age of 11. Alternatively they may go to the middle school for 3 or 4 years before going to the upper school. The selective system, which still exists in some areas of Britain, is old. It was introduced in 1944. Children are selected according to their abilities. In Britain children then take an examination called 11-plus and who are successful go to the grammar school and those who fail enter the secondary modern school. And the last subsystem that is developed in Great Britain is the private education. In Britain about 7% of children go to private schools. There are three levels of private education: primary schools - age from 4 to 8, preparatory school - age from 8 to 13. At the age of 13 children take an examination. If they are successful they go on to public schools where they usually remain until the age of 18. Almost all students in Britain take examinations. The public examinations taken by British schoolchildren are called GCSEs (The General Certificate of Secondary Education). Pupils usually take their GCSEs at the age of 16. Pupils who have passed their GCSEs may remain at school for another two years and take their advanced level exams. It's interesting to note that any student who wants to go to the university needs to pass two or three "A" level exams.