Daily Routine

Daily Routine TEXT One Day of Peter's life (Story by Peter and Heidi Elliott) I usually manage to be first at waking up — my brother Daniel (he's six) would stay in bed until seven o'clock. Mum can't understand it but it seems obvious to me that this is when the day starts, so why miss the beginning? After a quick warm-up and a chat we creep downstairs to see what's been left around from the night before, although Mum is wise to this and has usually put away anything really interesting.The refrigerator is always a fairly good place to start, and cold rice pudding tastes much better for breakfast than it does for pudding. 1 In fact I've tried most things at this hour, from cold stuffed marrow to raw sausages; some of it isn't recommendable and some of it can get you into a lot of trouble. Anyway, I can always make my own breakfast of cereals with plenty of sugar and not much milk. We made Mum's2 the other day but she didn't like the chopped peppercorns and Oxos3 that we added t o it. Mind you, it didn't look too good.Well, just when we get into a good game, Mum comes down and says that we have to put all the furniture back and get dressed. I always have the last say in what I'm going to wear, which is always jeans and a tee-shirt. I'm just not relaxed if I'm wearing smart trousers. I like a loose jacket and a hat; my old cowboy hat is a bit misshapen but I do not mind that, it seems to put me in the right mood for the day. It's time to take Daniel to school. I really enjoy this trip at the moment because I've got a super little bike which I ride there and back.Well, I don't exactly ride it because both pedals have fallen off and the chain has snapped, so now it's more like a hobby-bike. I use my feet for brakes and propulsion. 4 It works very well and my balance is now so good that I can ride my brother's big bike if someone helps me to get on and off. When we get to Daniel's school I have a race around the playground and annoy a few of Dan's friends befor e the whistle goes, and then, as the trip home is up-hill and rather boring. Mum usually has to give me a push.I generally play then, or visit a friend down the lane whose brother has some super toys, which compensates for the fact that she's a girl. 5 Lunch can vary from day to day because I'm quite fussy about my food. I find it hard to sit still long enough to eat a whole dinner, so sometimes Mum reads a book to me which makes it much more enjoyable, and if the story is very good, I've even been known to eat things that I didn't think I liked. I suppose that the way I spend my day must seem fairly routine to some people, but I like to use it to the full no matter what I'm doing.I do everything with enthusiasm — whether constructing a rocket with bricks or practising gymnastics on the bed or just sliding down the banisters, and I've noticed that people who are older than me don't seem to have half as much fun, so I say that I'm going to enjoy myself for as long as possible. The afternoons are unpredictable. On a fine day I may go swimming or visit a park or the shops. Personally, I think the shops are best, especially the ones with toys in. My mother just doesn't seem to understand that I need them all, anyway I have a good try with as many as I can before getting into trouble with the assistant.Then I move on to the sweets, which I generally get one of. Friends' houses can be a good source of entertainment, although if they haven't got any children it can be a bit frustrating not being allowed to touch anything. Luckily most of mother's friends have got children. The best treat of all, though, is visiting Nanny. 6 She's got much more time to spend on you than parents have and I do all sorts of things there. I have made some very tasty cakes in Nanny's kitchen and she doesn't mind how much mess goes on the floor. 7 I also enjoy gardening with her. She is extremely patient with my pruning efforts. So my afternoons vary until we collect my brother from school at 3. 30. He's not so much fun in the afternoons, but I do a bit of insect searching on the way home and collect any interesting sticks and stones that I think I could use in our small garden. My bedtime is fixed at 7. 30 and to be honest I'm just about ready for it by then. After doing my duty — by eating some tea — I play for a while or watch television. I'm not a TV addict but cartoons I do enjoy9 and my favorite programme is Tarzan. When this is on I strip off to my underpants and really get into the part. I'm fantastically brave. ) I then have a trip down a shark-infested river10 at bath time or practice swimming in the bath, but my room is rather restricted and Mum doesn't appreciate how far I get the water up the wall. 11 So, when the water has got fairly cold, I reluctantly agree to get out and put my pyjamas on. I don't like cleaning my teeth but I do. Mum has to read a book at bedtime: it gives me a few minutes to have a last play and select my favouri te toys before the light goes out. After all, even in my dreams I've had to fight some pretty fierce tigers. Proper NamesDaniel [‘d{[email  protected]] — Tarzan [‘t? z{n] — Vocabulary Notes 1. †¦ than it does for pudding — †¦ . 2. †¦ we made Mum's the other day — . 3. Oxos —  «Ã‚ » (. : ) 4. I use my feet for brakes and propulsion. — ? ? . 5. †¦ visit a friend down the lane whose brother has some super toys, which compensates for the fact that she's a girl. — †¦ ? , ; ? , ? ? , — . . Nanny — : (. : ?  «Ã‚ »). 7. She doesn't mind how much mess goes on the floor. — , . 8. †¦ she is extremely patient with my pruning efforts. — ? ? . 9. †¦ but cartoons I do enjoy †¦ — †¦ . 10. shark-infested — . 11. Mum doesn't appreciate how far I get the water up the wall. — , ? . Com prehension Check 1.Why does the child wake up first? 2. What do the brothers do after a warm-up and a chat? 3. What does the child like to wear? 4. Why does the boy enjoy his trip to Daniel's school? 5. Is he fussy about his food? 6. Does the boy find his days boring? 7. How does he spend the afternoons? 8. Whom does he enjoy visiting most? Why? 9. When does the boy go to bed? 10. Is he a TV addict? 11. How does the boy entertain himself at bathtime? 12. What does he do before the light goes out? . Phonetic Text Drills 0 Exercise 1 Transcribe and pronounce correctly the words from the text.Obvious, to creep, stuffed, marrow, raw, recommendable, cereals, peppercorns, loose, cowboy, misshapen, super, propulsion, balance, to compensate, to vary, enthusiasm, gymnastics, banister, unpredictable, frustrating, treat, pruning, insect, addict, cartoon, underpants, appreciate, reluctantly, pyjamas, fierce. 0 Exercise 2 Pronounce the words or phrases where the following clusters occur. 1. plos ive + plosive managed to be, creep downstairs, good place, and cold rice, look too, good game, get dressed, to take Daniel, hard to sit, bedtime, but cartoons, trip down, and put. 2. plosive + w t waking up, quick warm-up, that we added, just when, that we, it works, a rocket with bricks, patient with. 3. plosive + r brother, creep, breakfast, tried, trouble, trousers, trip, brakes, propulsion, unpredictable, try, children, treat, extremely, programme, brave, practise, agree, pretty. 4. plosive + s would stay, it seems, starts, what's, tastes, last say, its time, sit still, must seem, good source, fight some. 0 Exercise 3 Avoid false assimilation in the clusters: 1. z + s he's six, has snapped, has some. 2. voiceless plosive + D that this, at the moment, noticed that, think the shops. . s/z + D miss the beginning, Mum's the other day, as the trip, suppose that. 0 Exercise 4 Practise the pronunciation of predicative structures. It's ‘time to ‘take ‘Daniel to school. || The ,after'noons are ‘unpre'dictable. || The ‘best ‘treat of all, | though, | is ‘visiting Nanny. || My bedtime is ‘fixed at ‘seven hirty | and | to be honest | I'm ‘just a'bout eady for it by ,then. || I'm ‘not a ‘TV addict | but car'toons I ‘do en'joy | and my ‘favourite ‘programme is Tarzan. || EXERCISES Exercise 1 Reproduce the sentences in which the following words and expressions are used. o wake up to vary from day to day to leave around to use the day to the full to get somebody into trouble to do everything with enthusiasm to have the last say in to be a good source of something entertainment to be relaxed the best treat to put somebody in the to be a TV addict right mood oring to strip off to be fussy about something bedtime Exercise 2 Agree or disagree with the following statements. Give your reasons. 1. The child is the last to wake up. 2. In the kitchen the boy tries a lot of things from co ld mar row to raw sausages. 3. The child's mother has the last say in what he's going to wear. 4. The boy likes to wear smart suits. 5. He finds his trip to Daniel's school boring. 6. The boy is fussy about his food. 7.The child's routine is boring and predictable. 8. He likes spending his time in the shops. 9. The child enjoys visiting Nanny. 10. He is a TV addict. 11. The child enjoys swimming in the bath. Exercise 3 I. Give the three forms of the irregular verbs from the text: Creep, put, get, ride, go, give, find, read, think, slide, make, fight. II. Give the past form of the regular verbs: Manage, stay, start, add, enjoy, snap, use, annoy, visit, compensate, vary, suppose, construct, practise, seem, touch, mind, collect, search, fix, watch, strip, appreciate, agree, select.Exercise 4 Fill the gaps in these sentences with the suitable words below. I. frustrating unpredictable loose smart boring relaxed fussy 1. She likes to feel comfortable and relaxed in clothes, that's why she always wears †¦ sweaters and jackets and not †¦ suits. 2. Jane is fed up with this †¦ town — all they have is a bar, a cinema and a Chinese restaurant. 3. There must be nothing more †¦ than having a job you don't like. 4. You can't feel †¦ and enjoy yourself if there are exams coming. 5.Since the time she was ill, she's been †¦ about what she eats. 6. She behaves like the weather in Great Britain; she's so †¦ II. to creep to strip off to vary to select to annoy to leave around 1. There was a large number of beautiful toys and dolls in the shop and it took the girl a lot of time †¦ one. 2. Someone †¦ into the house and stole jewellery. 3. She ran upstairs,†¦ her wet jeans and sweater and pulled on a dressing gown. 4. I don't want to stay in the house with these two screaming kids. They †¦ me. 5. To make kids eat, you should †¦ he menu as much as possible. 6. Please, don't†¦ your toys †¦ . I have to put them away before I can do the cleaning. Exercise 5 Find in the text words and expressions similar in meaning to the italicized ones. 1. Somehow he got involved in a boring conversation about food prices. 2. I always start my day with morning exercises and a cold shower. And, of course, I very much like a cup of hot coffee. 3. Nurses should do all they can to make their patients feel at ease. 4. The child abandoned his favourite toy; a little squirrel in the grass had become better entertainment. . When I go to the countryside I like to observe insects. 6. I always go to bed at half past seven and nothing can change my habit. 7. I spent my holiday in Spain and enjoyed it fully. 8. I can't think of anything more tedious than washing and cooking for the family all day long. 9. I feel that you are doing that unwillingly. 10. My brother is always enthusiastic, no matter what he is doing — playing or working. 11. We moved quietly upstairs so as not to wake the baby. 12. Morning exercis es may be hard work, but they can also be great fun. 3. A meal in a restaurant came as a real pleasure after all the food at the university. 14. You are just saying that to irritate me. 15. In the afternoons Mother takes my sister from school. Exercise 6 Find in the text sentences containing: I. synonyms and synonymous expressions for the following: depressing untidiness to pick somebody up to take off the clothes physical exercises to be different II. words or phrases with the opposite meaning: to get out of bed to get undressed ot much boring to stay out of trouble predictable Exercise 7 Find in the text the English equivalents of the following words and expressions. A. ; ? ; ; ; ; ; ( -); ; ; ; ? ; ; ? 7. 30; ; -; ; ; ; ; ; ; . ?. ? ; ; ; ; - ; (? ); ; ? ; ; ; ? ; ; ; ; . Exercise 8 Express the same idea using different wording and grammar. 1. After a quick warm-up and a chat, we creep downstairs to see what's been left around fr om the night before. 2. I suppose the way I spend my day must seem fairly routine to some people, but I like to use it to the full. . Personally, I think the shops are best, especially the ones with toys in. 4. Friends' houses can be a good source of entertainment. 5. I'm not a TV addict but cartoons I do enjoy and my favourite programme is Tarzan. 6. The best treat of all is visiting Nanny. 7. She is extremely patient with my pruning efforts. 8. When Tarzan is on I strip off to my underpants and really get into the part. 9. I then have a trip down a shark-infested river at bathtime or practise swimming in the bath, but my room is rather restricted and mum doesn't appreciate how far I get the water up the wall. 10.Mum has to read a book at bedtime, it gives me a few minutes to have a last play and select my favourite toys before the light goes out. Exercise 9 1. Draw a chart like the one below and arrange the child's activities into two columns. Enjoyable Boring II. After you have f inished the chart, compare it with the rest of the class. Discuss the child's activities using the following words: Interesting, creative, exciting, good fun, dangerous, boring, good exercise, relaxing, crazy, wonderful, enjoyable, terrible. Start your discussion with the following phrases: I think/I don't think he enjoys/likes †¦It must be dangerous/interesting to swim/to play†¦ etc. That sounds/does not sound like much fan/crazy†¦ etc. I'd like to try †¦ myself. He doesn't mind †¦ If I had time, I'd like to †¦ Exercise 10 Speak about your daily activities using the patterns given below. 1. I'm not a TV addict/ardent reader, etc. but cartoons/novels, etc. I do enjoy. 2. I don't like cleaning my teeth/watching newsreels, etc. but I do. 3. I find it hard to sit still long enough/to work in the library, etc. 4. It can be a bit frustrating not being allowed to touch anything/to go to a disco, etc.Exercise 11 Speak about the child's daily routine: 1. in the third person; 2. in the person of his mother; 3. in the person of his brother Daniel. Exercise 12 Discussion points. 1. What can you say about the boy's character? Support your opinion. 2. What do you think of his mother? What is her daily routine like? 3. What takes up most of the boy's day? 4. What activities mentioned by the boy seem to be most entertaining to you? Why? Exercise 13 I. Discuss activities we do as part of our daily/weekly routine. In five minutes write down as many things as you can think of.You should write your routines in full sentences, using adverbs of frequency. Read out your list to the class and delete anything you have written down which someone else has as well. Thus make a list of your special routines, that no one else has. > Pattern: I hove parties every week. II. Express your own feelings about the special routines of your fellow students. Use the expressions of likes and dislikes. > Pattern: — I have parties every week. — Well, to be h onest/No, I'm not too keen on arranging parties every week. Exercise 14 Tell about your daily routine when a child.Compare it with your present daily routine. Think about the following points: studies, everyday activities, leisure activities, food/clothes, likes/dislikes. Use the following phrases: When a child, I used to †¦ , but now I †¦ I never used to †¦ I spent most of my time †¦ , but now I †¦ I was/am keen on †¦ I was/am a †¦ addict. I couldn't/can't live without †¦ The best treat of all was/is †¦ I found †¦ enjoyable, but now I find †¦ boring/interesting. I've decided to give up †¦ But I'm not going to give up †¦ Exercise 15 I.Read the following text and get ready to answer the questions. John Naylor, 24, is a successful businessman. Let's follow him through a typical day. The alarm clock goes off at 7:00 a. m. John jolts out of bed at the same time. The automatic coffee maker kicks on in the kitchen. He jumps in the shower, shaves, opens one of the half-dozen boxes of freshly laundered white shirts waiting on the shelf, finishes dressing, and pours a cup of coffee. He sits down to a piece of whole wheat toast while he nips through the Fleet Street Journal. It takes him about 15 minutes to wake up and get ready.His briefcase in one hand and gym bag in the other, he hops in the car, ready to start the day. He clocks in at exactly 7:45 a. m. He takes a seat in front of the computer and prepares for hours of phone calls and meetings that occupy his mornings. At noon John rashes to the health club where he strips off the grey suit and changes into his T-shirt, shorts and the latest in design running shoes for tennis. In an hour he is sitting in the club dining room where he has scheduled lunch with a potential client. They discuss business over sparkling water, pasta and a cup of coffee.At 2:30 p. m. he is back at his office, eager for several more hours of frantic meetings and phone calls. A t 6:00 p. m. John phones out for delivery of dinner to keep him going through the next two to three hours he'll spend at his office. John gets home at 10:00 p. m. just in time to sit down to a bowl of frozen yoghurt and a reran of this season's most popular drama series before turning in. II. Make brief notes of John's daily routine. Use these times as a guide. 7:00 7:45 2:30 10:00 7:15 12:00 6:00 – 9:00 1:00 III.Answer the following questions: 1. What takes up most of his time? 2. What things do you dislike about his daily routine? 3. Is his daily routine always the same? 4. Is his daily routine very different from yours? How? 5. What do you think about his social life? What daily routine may his girlfriend have? 6. Is he happy? Why? 7. What problems may arise if John gets married and starts a family? Will children fit into this hectic schedule? IV. Work in groups of two. Student A: You are going to interview John. Ask him questions about his daily routine, and ask anything else you like. (E. g.How he feels about his life, what he likes about his work, his future plans). Student B: You are John. Answer the interviewer's questions about your daily routine. When you are asked about other things, invent suitable answers. Exercise 16 Pair work: Talk about your busiest day. Ask the following and more: 1. What's your busiest day? 2. What do you usually do? 3. What time do you get up? 4. Where do you usually have breakfast, lunch? 5. What do you usually do after classes? 6. What time do you usually go home? 7. What do you do at the end of the day? 8. What do you do in your spare time? . What time do you usually go to bed? 10. What activities do you enjoy? Which do you dislike? Exercise 17 Imagine you can do what you like and work where you want. Plan your daily routine. When you are ready tell the class. Exercise 18 I. Carry out a survey titled â€Å"How to Organise Your Day†. Ask your fellow students: 1. how much time they spend: working, sleeping, wa shing and getting dressed, eating and drinking, shopping, travelling, doing housework, studying, reading, watching TV or listening to the radio, performing other leisure activities, doing nothing; 2. hich activities they enjoy doing and how long they spend on them; 3. which activities they do not enjoy doing and how long they spend on them; 4. if there is something they don't have time to do or would like to spend more time doing; 5. if there is some way they could organise their time differently and how. II. Make notes and analyse the results of the investigation. Write a short report giving the results of your survey. Use words and expressions like these: None of†¦ A great many of†¦ Hardly any of†¦ Some of†¦ Very few of†¦ A large number of. Not many of†¦A lot of†¦ The majority of†¦ III. Use the following phrases for summarising or generalising: on the whole, †¦ at first glance, †¦ apparently, †¦ it seems/appears that †¦ g enerally, †¦ IV. When you have finished your report, show it to the other students in the class and discuss. Exercise 19 Retell the following text in English. , ?, . , ? . ? . ? , ? . : ? , , . , , ? ? ? , , . ? , , — , , ? , ? , ? ? , . ? , , ? — . . ? , ? . ? , , ? , ? . ? , . - , ? , ? - , ? . , , ? - , ? ? . , , , , ? ? . , ? , ? , , ? ? , , . ? ? . ? , ? ! †¦ ? , †¦ ? , , ? , . , — ? ? . ? , — ? ? . , — ? ? . , ? . ? ? , ? , , ? . ? — , ? - , , . ? ? , ? ? , ? , -. ? . , ? ? . ? ? , ? ? . ? ? . . — - .  «  » — . —  «  » :  «- ? ?  ». ? , , ? ? . (?. .  « ? ?  » ) Exercise 20 I. Read the list of English idioms and find their Russian equivalents in the econd list. A. To be back on track; a whole good hour; from time to time; year in, year out; on the run; in the dead of night; day in, day out; to play the fool; to twiddle one's thumbs. B. ; ; ? ; ? ; ; ; ; ? ; . II. Use the English idioms in sentences of your own speaking about your daily routine. Exercise 21 I. Match the two halves of each proverb correctly. Translate them into Russian or give their Russian equivalents.An early bird catches Jack a dull boy Time is two things at once Never put off till tomorrow a virtue Time and tide a worm Better late money Everyday is not what you can do today No man can do wait for no man All work and no play makes Sunday Punctuality is than never II. Make up a story to illustrate one of these proverbs. Exercise 22 Translate the quotations and comment upon them. ‘A day is a miniature eternity. ‘ Ralph Emerson ‘Write it on your heart that every day is the best day in the year. ‘ Ralph Emerson ‘Three o'clock is always too late or too early for anything you want to do. ‘ Jean-Paul Sartre ‘The day is for honest men, the night for thieves. ‘Euripides ‘Every day, in every way, I am getting better and better. ‘ Emile Coue Exercise 23 Role-play â€Å"Making a TV Programme†. Setting: The streets of a big modern city. Situation: A television crew is making a programme about different lifestyles. The journalists stop people in the street and interview them. They ask questions about their daily routine. They try to find out what time they get up, whether they get enough sleep, what they have for breakfast/dinner/supper, whether they are fussy about food, how they get to work, whether they are late for work, what time they come back home, who does the cooking/cleaning/shopping/washing, etc. whether they are more awake in the morning or in the evening, what time the y go to bed, what they do to keep fit, what they do to relax, whether they have any kind of social life, what puts them in a good mood, whether their daily routine is always the same. Characters: Card I—II — Christian and Christine, the journalists. Card III—IV — Daniel and Diana, an actor and an actress. Famous and well-known. Card V — Sheppard, a university student. Not very diligent. Card VI — Shirley, a model. Willing to make a career. Card VII — Patricia, a school teacher. Very responsible. Card VIII — Felicia, a housewife. Has a large family. Card IX — Raymond, a businessman. Very busy and very rich. Card X — Letitia, a waitress in a restaurant. Young and carefree. Card XI — Simon, a professional driver.Works hard and long hours. WRITING Exercise 1 Learn the spelling of the words in bold type from Introductory Reading and exercise 1 on page 68 and be ready to write a dictation. Exercise 2 Write a shor t description of a) your busiest day; b) your day off; c) your favourite day in the form of diary notes. Follow the pattern: Exercise 3 Write a composition or an essay on one of the following topics. 1. The Day Everything Went Wrong. 2. How I Organise My Time. 3. The Day Before You Came. (ABBA) 4. ‘Never put off till tomorrow, what you can do the day after tomorrow. ‘ (O. Wilde) 5. The Day of a Person Is a Picture of This Person. Note: Punctuation.In writing it is very important to observe correct punctuation marks. A full stop is put: 1) at the end of sentences; 2) in decimals (e. g. 3. 5 — three point five). A comma separates: 1) homogeneous parts of the sentence if there are more than three members (e. g. I saw a house, a garden, and a car); 2) parentheses (e. g. The story, to put it mildly, is not nice); 3) Nominative Absolute Constructions (e. g. The play over, the audience left the hall); 4) appositions (e. g. Byron, one of the greatest English poets, was bo rn in 1788); 5) interjections (e. g. Oh, you are right! ); 6) coordinate clauses joined by and, but, or, nor, for, while, whereas, etc. (e. g.The speaker was disappointed, but the audience was pleased); 7) attributive clauses in complex sentences if they are commenting (e. g. The Thames, which runs through London, is quite slow. Compare with a defining clause where no comma is needed — The river that/which runs through London is quite slow); 8) adverbial clauses introduced by if, when, because, though, etc. (e. g. If it is true, we are having good luck); 9) inverted clauses (e. g. Hardly had she entered, they fired questions at her); 10) in whole numbers (e. g. 25,500 — twenty five thousand five hundred). Object clauses are not separated by commas (e. g. He asked what he should do). To be continued on page 140. Daily Routine Daily Routine TEXT One Day of Peter's life (Story by Peter and Heidi Elliott) I usually manage to be first at waking up — my brother Daniel (he's six) would stay in bed until seven o'clock. Mum can't understand it but it seems obvious to me that this is when the day starts, so why miss the beginning? After a quick warm-up and a chat we creep downstairs to see what's been left around from the night before, although Mum is wise to this and has usually put away anything really interesting.The refrigerator is always a fairly good place to start, and cold rice pudding tastes much better for breakfast than it does for pudding. 1 In fact I've tried most things at this hour, from cold stuffed marrow to raw sausages; some of it isn't recommendable and some of it can get you into a lot of trouble. Anyway, I can always make my own breakfast of cereals with plenty of sugar and not much milk. We made Mum's2 the other day but she didn't like the chopped peppercorns and Oxos3 that we added t o it. Mind you, it didn't look too good.Well, just when we get into a good game, Mum comes down and says that we have to put all the furniture back and get dressed. I always have the last say in what I'm going to wear, which is always jeans and a tee-shirt. I'm just not relaxed if I'm wearing smart trousers. I like a loose jacket and a hat; my old cowboy hat is a bit misshapen but I do not mind that, it seems to put me in the right mood for the day. It's time to take Daniel to school. I really enjoy this trip at the moment because I've got a super little bike which I ride there and back.Well, I don't exactly ride it because both pedals have fallen off and the chain has snapped, so now it's more like a hobby-bike. I use my feet for brakes and propulsion. 4 It works very well and my balance is now so good that I can ride my brother's big bike if someone helps me to get on and off. When we get to Daniel's school I have a race around the playground and annoy a few of Dan's friends befor e the whistle goes, and then, as the trip home is up-hill and rather boring. Mum usually has to give me a push.I generally play then, or visit a friend down the lane whose brother has some super toys, which compensates for the fact that she's a girl. 5 Lunch can vary from day to day because I'm quite fussy about my food. I find it hard to sit still long enough to eat a whole dinner, so sometimes Mum reads a book to me which makes it much more enjoyable, and if the story is very good, I've even been known to eat things that I didn't think I liked. I suppose that the way I spend my day must seem fairly routine to some people, but I like to use it to the full no matter what I'm doing.I do everything with enthusiasm — whether constructing a rocket with bricks or practising gymnastics on the bed or just sliding down the banisters, and I've noticed that people who are older than me don't seem to have half as much fun, so I say that I'm going to enjoy myself for as long as possible. The afternoons are unpredictable. On a fine day I may go swimming or visit a park or the shops. Personally, I think the shops are best, especially the ones with toys in. My mother just doesn't seem to understand that I need them all, anyway I have a good try with as many as I can before getting into trouble with the assistant.Then I move on to the sweets, which I generally get one of. Friends' houses can be a good source of entertainment, although if they haven't got any children it can be a bit frustrating not being allowed to touch anything. Luckily most of mother's friends have got children. The best treat of all, though, is visiting Nanny. 6 She's got much more time to spend on you than parents have and I do all sorts of things there. I have made some very tasty cakes in Nanny's kitchen and she doesn't mind how much mess goes on the floor. 7 I also enjoy gardening with her. She is extremely patient with my pruning efforts. So my afternoons vary until we collect my brother from school at 3. 30. He's not so much fun in the afternoons, but I do a bit of insect searching on the way home and collect any interesting sticks and stones that I think I could use in our small garden. My bedtime is fixed at 7. 30 and to be honest I'm just about ready for it by then. After doing my duty — by eating some tea — I play for a while or watch television. I'm not a TV addict but cartoons I do enjoy9 and my favorite programme is Tarzan. When this is on I strip off to my underpants and really get into the part. I'm fantastically brave. ) I then have a trip down a shark-infested river10 at bath time or practice swimming in the bath, but my room is rather restricted and Mum doesn't appreciate how far I get the water up the wall. 11 So, when the water has got fairly cold, I reluctantly agree to get out and put my pyjamas on. I don't like cleaning my teeth but I do. Mum has to read a book at bedtime: it gives me a few minutes to have a last play and select my favouri te toys before the light goes out. After all, even in my dreams I've had to fight some pretty fierce tigers. Proper NamesDaniel [‘d{[email  protected]] — Tarzan [‘t? z{n] — Vocabulary Notes 1. †¦ than it does for pudding — †¦ . 2. †¦ we made Mum's the other day — . 3. Oxos —  «Ã‚ » (. : ) 4. I use my feet for brakes and propulsion. — ? ? . 5. †¦ visit a friend down the lane whose brother has some super toys, which compensates for the fact that she's a girl. — †¦ ? , ; ? , ? ? , — . . Nanny — : (. : ?  «Ã‚ »). 7. She doesn't mind how much mess goes on the floor. — , . 8. †¦ she is extremely patient with my pruning efforts. — ? ? . 9. †¦ but cartoons I do enjoy †¦ — †¦ . 10. shark-infested — . 11. Mum doesn't appreciate how far I get the water up the wall. — , ? . Com prehension Check 1.Why does the child wake up first? 2. What do the brothers do after a warm-up and a chat? 3. What does the child like to wear? 4. Why does the boy enjoy his trip to Daniel's school? 5. Is he fussy about his food? 6. Does the boy find his days boring? 7. How does he spend the afternoons? 8. Whom does he enjoy visiting most? Why? 9. When does the boy go to bed? 10. Is he a TV addict? 11. How does the boy entertain himself at bathtime? 12. What does he do before the light goes out? . Phonetic Text Drills 0 Exercise 1 Transcribe and pronounce correctly the words from the text.Obvious, to creep, stuffed, marrow, raw, recommendable, cereals, peppercorns, loose, cowboy, misshapen, super, propulsion, balance, to compensate, to vary, enthusiasm, gymnastics, banister, unpredictable, frustrating, treat, pruning, insect, addict, cartoon, underpants, appreciate, reluctantly, pyjamas, fierce. 0 Exercise 2 Pronounce the words or phrases where the following clusters occur. 1. plos ive + plosive managed to be, creep downstairs, good place, and cold rice, look too, good game, get dressed, to take Daniel, hard to sit, bedtime, but cartoons, trip down, and put. 2. plosive + w t waking up, quick warm-up, that we added, just when, that we, it works, a rocket with bricks, patient with. 3. plosive + r brother, creep, breakfast, tried, trouble, trousers, trip, brakes, propulsion, unpredictable, try, children, treat, extremely, programme, brave, practise, agree, pretty. 4. plosive + s would stay, it seems, starts, what's, tastes, last say, its time, sit still, must seem, good source, fight some. 0 Exercise 3 Avoid false assimilation in the clusters: 1. z + s he's six, has snapped, has some. 2. voiceless plosive + D that this, at the moment, noticed that, think the shops. . s/z + D miss the beginning, Mum's the other day, as the trip, suppose that. 0 Exercise 4 Practise the pronunciation of predicative structures. It's ‘time to ‘take ‘Daniel to school. || The ,after'noons are ‘unpre'dictable. || The ‘best ‘treat of all, | though, | is ‘visiting Nanny. || My bedtime is ‘fixed at ‘seven hirty | and | to be honest | I'm ‘just a'bout eady for it by ,then. || I'm ‘not a ‘TV addict | but car'toons I ‘do en'joy | and my ‘favourite ‘programme is Tarzan. || EXERCISES Exercise 1 Reproduce the sentences in which the following words and expressions are used. o wake up to vary from day to day to leave around to use the day to the full to get somebody into trouble to do everything with enthusiasm to have the last say in to be a good source of something entertainment to be relaxed the best treat to put somebody in the to be a TV addict right mood oring to strip off to be fussy about something bedtime Exercise 2 Agree or disagree with the following statements. Give your reasons. 1. The child is the last to wake up. 2. In the kitchen the boy tries a lot of things from co ld mar row to raw sausages. 3. The child's mother has the last say in what he's going to wear. 4. The boy likes to wear smart suits. 5. He finds his trip to Daniel's school boring. 6. The boy is fussy about his food. 7.The child's routine is boring and predictable. 8. He likes spending his time in the shops. 9. The child enjoys visiting Nanny. 10. He is a TV addict. 11. The child enjoys swimming in the bath. Exercise 3 I. Give the three forms of the irregular verbs from the text: Creep, put, get, ride, go, give, find, read, think, slide, make, fight. II. Give the past form of the regular verbs: Manage, stay, start, add, enjoy, snap, use, annoy, visit, compensate, vary, suppose, construct, practise, seem, touch, mind, collect, search, fix, watch, strip, appreciate, agree, select.Exercise 4 Fill the gaps in these sentences with the suitable words below. I. frustrating unpredictable loose smart boring relaxed fussy 1. She likes to feel comfortable and relaxed in clothes, that's why she always wears †¦ sweaters and jackets and not †¦ suits. 2. Jane is fed up with this †¦ town — all they have is a bar, a cinema and a Chinese restaurant. 3. There must be nothing more †¦ than having a job you don't like. 4. You can't feel †¦ and enjoy yourself if there are exams coming. 5.Since the time she was ill, she's been †¦ about what she eats. 6. She behaves like the weather in Great Britain; she's so †¦ II. to creep to strip off to vary to select to annoy to leave around 1. There was a large number of beautiful toys and dolls in the shop and it took the girl a lot of time †¦ one. 2. Someone †¦ into the house and stole jewellery. 3. She ran upstairs,†¦ her wet jeans and sweater and pulled on a dressing gown. 4. I don't want to stay in the house with these two screaming kids. They †¦ me. 5. To make kids eat, you should †¦ he menu as much as possible. 6. Please, don't†¦ your toys †¦ . I have to put them away before I can do the cleaning. Exercise 5 Find in the text words and expressions similar in meaning to the italicized ones. 1. Somehow he got involved in a boring conversation about food prices. 2. I always start my day with morning exercises and a cold shower. And, of course, I very much like a cup of hot coffee. 3. Nurses should do all they can to make their patients feel at ease. 4. The child abandoned his favourite toy; a little squirrel in the grass had become better entertainment. . When I go to the countryside I like to observe insects. 6. I always go to bed at half past seven and nothing can change my habit. 7. I spent my holiday in Spain and enjoyed it fully. 8. I can't think of anything more tedious than washing and cooking for the family all day long. 9. I feel that you are doing that unwillingly. 10. My brother is always enthusiastic, no matter what he is doing — playing or working. 11. We moved quietly upstairs so as not to wake the baby. 12. Morning exercis es may be hard work, but they can also be great fun. 3. A meal in a restaurant came as a real pleasure after all the food at the university. 14. You are just saying that to irritate me. 15. In the afternoons Mother takes my sister from school. Exercise 6 Find in the text sentences containing: I. synonyms and synonymous expressions for the following: depressing untidiness to pick somebody up to take off the clothes physical exercises to be different II. words or phrases with the opposite meaning: to get out of bed to get undressed ot much boring to stay out of trouble predictable Exercise 7 Find in the text the English equivalents of the following words and expressions. A. ; ? ; ; ; ; ; ( -); ; ; ; ? ; ; ? 7. 30; ; -; ; ; ; ; ; ; . ?. ? ; ; ; ; - ; (? ); ; ? ; ; ; ? ; ; ; ; . Exercise 8 Express the same idea using different wording and grammar. 1. After a quick warm-up and a chat, we creep downstairs to see what's been left around fr om the night before. 2. I suppose the way I spend my day must seem fairly routine to some people, but I like to use it to the full. . Personally, I think the shops are best, especially the ones with toys in. 4. Friends' houses can be a good source of entertainment. 5. I'm not a TV addict but cartoons I do enjoy and my favourite programme is Tarzan. 6. The best treat of all is visiting Nanny. 7. She is extremely patient with my pruning efforts. 8. When Tarzan is on I strip off to my underpants and really get into the part. 9. I then have a trip down a shark-infested river at bathtime or practise swimming in the bath, but my room is rather restricted and mum doesn't appreciate how far I get the water up the wall. 10.Mum has to read a book at bedtime, it gives me a few minutes to have a last play and select my favourite toys before the light goes out. Exercise 9 1. Draw a chart like the one below and arrange the child's activities into two columns. Enjoyable Boring II. After you have f inished the chart, compare it with the rest of the class. Discuss the child's activities using the following words: Interesting, creative, exciting, good fun, dangerous, boring, good exercise, relaxing, crazy, wonderful, enjoyable, terrible. Start your discussion with the following phrases: I think/I don't think he enjoys/likes †¦It must be dangerous/interesting to swim/to play†¦ etc. That sounds/does not sound like much fan/crazy†¦ etc. I'd like to try †¦ myself. He doesn't mind †¦ If I had time, I'd like to †¦ Exercise 10 Speak about your daily activities using the patterns given below. 1. I'm not a TV addict/ardent reader, etc. but cartoons/novels, etc. I do enjoy. 2. I don't like cleaning my teeth/watching newsreels, etc. but I do. 3. I find it hard to sit still long enough/to work in the library, etc. 4. It can be a bit frustrating not being allowed to touch anything/to go to a disco, etc.Exercise 11 Speak about the child's daily routine: 1. in the third person; 2. in the person of his mother; 3. in the person of his brother Daniel. Exercise 12 Discussion points. 1. What can you say about the boy's character? Support your opinion. 2. What do you think of his mother? What is her daily routine like? 3. What takes up most of the boy's day? 4. What activities mentioned by the boy seem to be most entertaining to you? Why? Exercise 13 I. Discuss activities we do as part of our daily/weekly routine. In five minutes write down as many things as you can think of.You should write your routines in full sentences, using adverbs of frequency. Read out your list to the class and delete anything you have written down which someone else has as well. Thus make a list of your special routines, that no one else has. > Pattern: I hove parties every week. II. Express your own feelings about the special routines of your fellow students. Use the expressions of likes and dislikes. > Pattern: — I have parties every week. — Well, to be h onest/No, I'm not too keen on arranging parties every week. Exercise 14 Tell about your daily routine when a child.Compare it with your present daily routine. Think about the following points: studies, everyday activities, leisure activities, food/clothes, likes/dislikes. Use the following phrases: When a child, I used to †¦ , but now I †¦ I never used to †¦ I spent most of my time †¦ , but now I †¦ I was/am keen on †¦ I was/am a †¦ addict. I couldn't/can't live without †¦ The best treat of all was/is †¦ I found †¦ enjoyable, but now I find †¦ boring/interesting. I've decided to give up †¦ But I'm not going to give up †¦ Exercise 15 I.Read the following text and get ready to answer the questions. John Naylor, 24, is a successful businessman. Let's follow him through a typical day. The alarm clock goes off at 7:00 a. m. John jolts out of bed at the same time. The automatic coffee maker kicks on in the kitchen. He jumps in the shower, shaves, opens one of the half-dozen boxes of freshly laundered white shirts waiting on the shelf, finishes dressing, and pours a cup of coffee. He sits down to a piece of whole wheat toast while he nips through the Fleet Street Journal. It takes him about 15 minutes to wake up and get ready.His briefcase in one hand and gym bag in the other, he hops in the car, ready to start the day. He clocks in at exactly 7:45 a. m. He takes a seat in front of the computer and prepares for hours of phone calls and meetings that occupy his mornings. At noon John rashes to the health club where he strips off the grey suit and changes into his T-shirt, shorts and the latest in design running shoes for tennis. In an hour he is sitting in the club dining room where he has scheduled lunch with a potential client. They discuss business over sparkling water, pasta and a cup of coffee.At 2:30 p. m. he is back at his office, eager for several more hours of frantic meetings and phone calls. A t 6:00 p. m. John phones out for delivery of dinner to keep him going through the next two to three hours he'll spend at his office. John gets home at 10:00 p. m. just in time to sit down to a bowl of frozen yoghurt and a reran of this season's most popular drama series before turning in. II. Make brief notes of John's daily routine. Use these times as a guide. 7:00 7:45 2:30 10:00 7:15 12:00 6:00 – 9:00 1:00 III.Answer the following questions: 1. What takes up most of his time? 2. What things do you dislike about his daily routine? 3. Is his daily routine always the same? 4. Is his daily routine very different from yours? How? 5. What do you think about his social life? What daily routine may his girlfriend have? 6. Is he happy? Why? 7. What problems may arise if John gets married and starts a family? Will children fit into this hectic schedule? IV. Work in groups of two. Student A: You are going to interview John. Ask him questions about his daily routine, and ask anything else you like. (E. g.How he feels about his life, what he likes about his work, his future plans). Student B: You are John. Answer the interviewer's questions about your daily routine. When you are asked about other things, invent suitable answers. Exercise 16 Pair work: Talk about your busiest day. Ask the following and more: 1. What's your busiest day? 2. What do you usually do? 3. What time do you get up? 4. Where do you usually have breakfast, lunch? 5. What do you usually do after classes? 6. What time do you usually go home? 7. What do you do at the end of the day? 8. What do you do in your spare time? . What time do you usually go to bed? 10. What activities do you enjoy? Which do you dislike? Exercise 17 Imagine you can do what you like and work where you want. Plan your daily routine. When you are ready tell the class. Exercise 18 I. Carry out a survey titled â€Å"How to Organise Your Day†. Ask your fellow students: 1. how much time they spend: working, sleeping, wa shing and getting dressed, eating and drinking, shopping, travelling, doing housework, studying, reading, watching TV or listening to the radio, performing other leisure activities, doing nothing; 2. hich activities they enjoy doing and how long they spend on them; 3. which activities they do not enjoy doing and how long they spend on them; 4. if there is something they don't have time to do or would like to spend more time doing; 5. if there is some way they could organise their time differently and how. II. Make notes and analyse the results of the investigation. Write a short report giving the results of your survey. Use words and expressions like these: None of†¦ A great many of†¦ Hardly any of†¦ Some of†¦ Very few of†¦ A large number of. Not many of†¦A lot of†¦ The majority of†¦ III. Use the following phrases for summarising or generalising: on the whole, †¦ at first glance, †¦ apparently, †¦ it seems/appears that †¦ g enerally, †¦ IV. When you have finished your report, show it to the other students in the class and discuss. Exercise 19 Retell the following text in English. , ?, . , ? . ? . ? , ? . : ? , , . , , ? ? ? , , . ? , , — , , ? , ? , ? ? , . ? , , ? — . . ? , ? . ? , , ? , ? . ? , . - , ? , ? - , ? . , , ? - , ? ? . , , , , ? ? . , ? , ? , , ? ? , , . ? ? . ? , ? ! †¦ ? , †¦ ? , , ? , . , — ? ? . ? , — ? ? . , — ? ? . , ? . ? ? , ? , , ? . ? — , ? - , , . ? ? , ? ? , ? , -. ? . , ? ? . ? ? , ? ? . ? ? . . — - .  «  » — . —  «  » :  «- ? ?  ». ? , , ? ? . (?. .  « ? ?  » ) Exercise 20 I. Read the list of English idioms and find their Russian equivalents in the econd list. A. To be back on track; a whole good hour; from time to time; year in, year out; on the run; in the dead of night; day in, day out; to play the fool; to twiddle one's thumbs. B. ; ; ? ; ? ; ; ; ; ? ; . II. Use the English idioms in sentences of your own speaking about your daily routine. Exercise 21 I. Match the two halves of each proverb correctly. Translate them into Russian or give their Russian equivalents.An early bird catches Jack a dull boy Time is two things at once Never put off till tomorrow a virtue Time and tide a worm Better late money Everyday is not what you can do today No man can do wait for no man All work and no play makes Sunday Punctuality is than never II. Make up a story to illustrate one of these proverbs. Exercise 22 Translate the quotations and comment upon them. ‘A day is a miniature eternity. ‘ Ralph Emerson ‘Write it on your heart that every day is the best day in the year. ‘ Ralph Emerson ‘Three o'clock is always too late or too early for anything you want to do. ‘ Jean-Paul Sartre ‘The day is for honest men, the night for thieves. ‘Euripides ‘Every day, in every way, I am getting better and better. ‘ Emile Coue Exercise 23 Role-play â€Å"Making a TV Programme†. Setting: The streets of a big modern city. Situation: A television crew is making a programme about different lifestyles. The journalists stop people in the street and interview them. They ask questions about their daily routine. They try to find out what time they get up, whether they get enough sleep, what they have for breakfast/dinner/supper, whether they are fussy about food, how they get to work, whether they are late for work, what time they come back home, who does the cooking/cleaning/shopping/washing, etc. whether they are more awake in the morning or in the evening, what time the y go to bed, what they do to keep fit, what they do to relax, whether they have any kind of social life, what puts them in a good mood, whether their daily routine is always the same. Characters: Card I—II — Christian and Christine, the journalists. Card III—IV — Daniel and Diana, an actor and an actress. Famous and well-known. Card V — Sheppard, a university student. Not very diligent. Card VI — Shirley, a model. Willing to make a career. Card VII — Patricia, a school teacher. Very responsible. Card VIII — Felicia, a housewife. Has a large family. Card IX — Raymond, a businessman. Very busy and very rich. Card X — Letitia, a waitress in a restaurant. Young and carefree. Card XI — Simon, a professional driver.Works hard and long hours. WRITING Exercise 1 Learn the spelling of the words in bold type from Introductory Reading and exercise 1 on page 68 and be ready to write a dictation. Exercise 2 Write a shor t description of a) your busiest day; b) your day off; c) your favourite day in the form of diary notes. Follow the pattern: Exercise 3 Write a composition or an essay on one of the following topics. 1. The Day Everything Went Wrong. 2. How I Organise My Time. 3. The Day Before You Came. (ABBA) 4. ‘Never put off till tomorrow, what you can do the day after tomorrow. ‘ (O. Wilde) 5. The Day of a Person Is a Picture of This Person. Note: Punctuation.In writing it is very important to observe correct punctuation marks. A full stop is put: 1) at the end of sentences; 2) in decimals (e. g. 3. 5 — three point five). A comma separates: 1) homogeneous parts of the sentence if there are more than three members (e. g. I saw a house, a garden, and a car); 2) parentheses (e. g. The story, to put it mildly, is not nice); 3) Nominative Absolute Constructions (e. g. The play over, the audience left the hall); 4) appositions (e. g. Byron, one of the greatest English poets, was bo rn in 1788); 5) interjections (e. g. Oh, you are right! ); 6) coordinate clauses joined by and, but, or, nor, for, while, whereas, etc. (e. g.The speaker was disappointed, but the audience was pleased); 7) attributive clauses in complex sentences if they are commenting (e. g. The Thames, which runs through London, is quite slow. Compare with a defining clause where no comma is needed — The river that/which runs through London is quite slow); 8) adverbial clauses introduced by if, when, because, though, etc. (e. g. If it is true, we are having good luck); 9) inverted clauses (e. g. Hardly had she entered, they fired questions at her); 10) in whole numbers (e. g. 25,500 — twenty five thousand five hundred). Object clauses are not separated by commas (e. g. He asked what he should do). To be continued on page 140.

Fear of Failure in Athletes

Fear of failure is the motive to avoid failure in achievement situations. It is not difficult to imagine a Division I college basketball athlete at the foul line, with no time left on the clock and a tied score. Is it the fear of failure or the achievement of success that determines whether the athlete will make the shot? Athletes of all levels and abilities fear failure, because of different experiences and developments. The fear of failure can be developed for a number of reasons and how the athlete copes with failure determines their success.A multidimensional, hierarchal model of fear of failure was created by David Conroy to attempt to analyze the different consequences of failing that lead to the fear of failure. Fear of failure can be represented in a hierarchal structure with five lower order factors and a single higher order factor, representing a general fear of failure. The five lower order fears of failing include fears of experiencing shame and embarrassment, fears of de valuing one’s self estimate, fears of having an uncertain future, fears of important others losing interest, and fears of upsetting important others (Conroy 2004).These fears show similar patterns with measures of self-talk, achievement goals, and contextual motivation. To investigate whether the hierarchal model was similar to the previous mentioned measures Conroy conducted a study between two different groups of athletes. Conroy chose 438 students from a large university that were engaged in recreational physical activities to complete the Performance Failure Appraisal Inventory. He also chose 71 female members of a Division I track team to complete the Performance Failure Appraisal Inventory, Achievement Goal Questionnaire for Sport, and the Sport Motivation Scale.Conroy found that all lower order fear of failure scores exhibited the same pattern of correlations with scores for self-talk while failing, achievement goals, and contextual motivation. Conroy learned that when the individuals thought they were going to fail, they reacted in a manner that resembled the original consequences they fear. The findings of this study suggest that different forms of fear of failure vary in their maladaptiveness. Fears are generally accepted as a standard during childhood and are considered an adaptive emotional reaction to threat.Therefore, it is acceptable to assume that fear of failure is developed during an athletes childhood. Three factors have been associated with the development of children’s fear of failure, parent-child communication and interaction, family climate, and parental high expectations and demands (Sagar 2009). To learn whether young athletes’ fear of failure comes from their parents Sagar conducted interviews on three families of young elite athletes. The athletes were 13 to 14 years old and competing at national or international levels.The interviews and observations were conducted with one family at a time during a three to fo ur week period. The results helped to better understand how the fear of failure was conveyed between parents and athletes. Sagar’s findings revealed failure was conveyed through parental punitive behavior, parental controlling behavior, and parental high expectations. The most common fears of failure reported were fears of others’ negative judgment, of not attaining aspirations, and of non-selection to future competitions.Sagar proved that parental view of failure influences the way young athletes view and interpret fear of failure. Sagar decided to further her research and initiate a study that would explain whether educational programs could help the parent-child relationships, thereby, helping to reduce the athletes’ fear of failure. Sagar comprised two separate programs that taught parents about the fear of failure and their importance in the development of their child’s fear of failure.A questionnaire administered after the program showed that the pa rents reduced their punitive behaviors and adopted more favorable ways of reacting to their child’s failures. The programs helped the parents to improve the condition of their interaction with their children and reduce the children’s levels of fear of failure. The cognitive-behavioral techniques used were proved helpful and could be implemented to other athletes to help reduce the children’s levels of fear of failure. One of the ongoing debates within the research is whether athletes fear failure or the consequences of failure.It is obvious that athletes interpret winning as a standard for success and losing as a standard for failing, but failure can be interpreted by the athlete’s perception of failure. Sagar conducted a study to distinguish what specifically athletes fear about failure. She interviewed nine British elite athletes aged 14-17 years old. Sagar asked questions concerning the athletes’ perceptions of consequences of failure. Examples of questions included, â€Å"tell me how you behaved after that failure† and â€Å"describe how you felt after that failure. The athletes described the consequences of failure as diminished perception of self, no sense of achievement, emotional cost of failure, letting down significant others, negative social evaluation, lose motivation and drop out, tangible losses, have an uncertain future, having reoccurring thoughts of failure, and intangible losses (Sagar 2007). The consequences that were perceived by all nine athletes were diminished perception of self, no sense of achievement, and emotional cost of failure. The athletes described consequences of failure that they disliked and wanted to avoid and deemed them as threats that they anticipated and feared.Multiple athletes reported a loss of motivation after failure, which in turn means failure could prevent athletes from reaching their potential. Furthermore, it is logical to assume that fear of failure can potentially by harmful to athletes’ performances, as fear of failure itself might be a threat to achieving their desired goal. Effective coping responses to fear of failure are exceptionally important in athletes. Athletes who do not posses effective coping skills to deal with situations that involve failure and are likely to experience negative effects such as, poor performance or the possibility of dropping out of the sport (Sagar 2009).Sagar created an experiment to examine the effects of fear of failure on athletes and how the athletes coped with the effects that fear of failure induced before competition. Sagar interviewed nine British athletes aged 14-17 years old that were competing at the national level and had experience competing at the international level. The interview allowed each athlete to individually relate to his or her own experiences in a free and open manner. The athletes were asked questions aimed to determine their perceptions of failure in sport, how their fears aff ected them, and how they coped with their fears.All of the athletes perceived failure as outcome oriented, such as losing, not winning, or getting beaten. The athletes described their coping strategies as mental disengagement, try not to let fear of failure affect them, become quiet and seek isolation, not talking about fear of failure, humor, chilling out, positive self-talk, positive reinterpretation, lowering goals, seeking emotional social support, increasing effort to prevent failure, and confronting their fears. All of the athletes that were interviewed identified with mental disengagement.Although, not all of the strategies identified are effective responses to the fear of failure. For example, increasing effort to prevent failure included increased training by athletes. Increased training can lead to overtraining, a possible source of burnout, which could accidentally lead to athletes’ withdrawal of the sport. Despite the fact that some of the athletes viewed increase d training as a positive outcome of fear of failure, increased training may not be an effective response to fear of failure. Therefore, athletes engaged in both effective and ineffective coping strategies to deal with the effects of failure before competition.Individuals high in fear of failure utilize self-regulatory strategies that can be harmful to their athletic performance, well being, and interpersonal behavior (Sagar 2009). Therefore, Sagar created a study to investigate whether fear of failure predicts antisocial behavior in the university and sport contexts, and whether sex compromises this prediction. Sagar interviewed 176 male students and 155 female students from 2 British universities, with an average age of 20. 11 years. The athletes had been competing for their schools for an average of 1. 80 years.Sagar used three different analyses to measure fear of failure antisocial behavior in sport, and antisocial behavior in university. The study showed, on average, antisocial university behavior occurred rarely for males and never to rarely for females, whereas antisocial behavior in sport occurred rarely to sometimes for males and rarely for females. The strongest fear reported for both sexes was experiencing shame and embarrassment. The weakest fear reported by males was the fear of devaluing one’s self estimate and for females the weakest fear reported was important others losing interest.Further analysis of fear of failure revealed that several significant differences occurred between male and females, but there was not a significant difference between sexes involving antisocial behavior. The study shows that fear of failure may contribute to more frequent student engagement in antisocial behavior in the university and sport contexts. The fact that males are more competitive and have a greater desire to win could explain the sex differences within the fear of failure. Thus, this study suggests that fear of failure might increase the frequency of antisocial behavior.The tendency to approach success is a function of the person’s motive to approach success as well as the situational factors (Gill 2008). Most athletes that participate in sports do so, because they want to achieve something. Although, to be able to achieve something, you must get past a fear of failure. Researching aspects of motivations regarding orientations and achievement can further understand how an athlete deals with fear of failure. In general, someone that is task oriented, rather than outcome oriented will have less fears of failure (Weinberg & Gould 2007).Focusing on personal performance can lead to greater control, more motivation, and less fear of failure. A task-oriented person has high perceptions of their own competence, so it is easier for them to feel good about themselves and not worry about failure. Those who are outcome oriented have lower perceptions of their competence. Therefore, they are more likely to give less effort to prot ect their self worth. Martin and Marsh (2003) concluded that fear of failure may be viewed as a friend or a foe, â€Å"a friend of sorts, but not a very good one†¦ [or as] a foe, but with some self-protective advantages. Research surrounding all aspects is still not extensive enough to draw strong conclusions about how fear or failure develops or how to treat fear of failure. Although, ignoring fear of failure and the problems associated with fear of failure could have negative consequences for individuals in achievement settings. Researchers should be encouraged to continue studying the coping behaviors of athletes in various age groups and investigate how people who play important roles in the lives and in the development of young elite athletes contribute to their development of fear of failure.Further research will inform prevention, assessment, diagnosis, and possibly the treatment of fear of failure in sports. References Conroy, D. E. , (2004). The unique psychological m eanings of multidimensional fears of failing. Journal of Clinical Sport & Exercise Psychology, 26, 484-491. Gill, D. , & Williams, L. , (2008). Motivational Orientations: Achievement and Competitiveness. Martin, A. J. , Marsh, H. W. (2003). Fear of failure: Friend of foe?. Australian Psychologist, 38, 31-38. Sagar, S. S. , Boardley, I. D. , Kavussanu, M. (2011). Fear of failure and student athletes’ interpersonal antisocial behavior in education and sport.British Journal of Educational Psychology, 81, 391-408. Sagar, S. S. , (2009). Fear of failure in youth sport: Building on the momentum of the new research. Sport & Exercise Psychological Review, 5, 5-15. Sagar, S. S. , Lavallee, D. , Spray, C. M. (2009). Coping with the effects of fear of failure: A preliminary investigation of young elite athletes. Journal of Clinical Sports Psychology, 3 73-98. Sagar, S. S. , Lavallee, D. , Spray, C. M. (2007). Why young athletes fear failure: Consequences of failure. Journal of Sports Sc iences, 25, 1171-1184. Weinberg, R. , Gould, D. , (2007). Motivation.

The Effectiveness of Light Therapy Assignment Example | Topics and Well Written Essays - 2500 words

The Effectiveness of Light Therapy - Assignment Example Tsai Hsiu-Hsin conducted this research to find out the effect of therapy on depressed elders. The researchers Yun-Fang Tsai and Hsiu-Hsin Tsai belong to the school of nursing in Taiwan; Thomas Wong is from the school of nursing in Hong Kong, while Yeong-Yuh Juang works in the Department of Psychiatry in Taiwan. The research is conducted because elderly depression has become a major issue and there are no past studies that are conducted for examining light therapy effect on elderly depressions in tropical areas. For this purpose, the old patients that were hospitalized because of depression in a subtropical climate area are selected. The experiment was conducted in such a way that patients had to sit in front of a light box where they faced 5000 lux early in the morning. This experiment lasted for 5 days in which time duration was 50 minutes each day. Treatment was only given to the experimental group, while there was no treatment for controlling group. The results of this experiment stated that there was a significant reduction of depression on the patients after the experiment, but no effect was found on the control group. This research is very helpful for the elders as they can use light therapy for reducing their depression and it has a positive impact on them. The major limitation of this study was that only one hospital was selected for this experiment therefore, different hospitals could be used in the future.

Creating imaginary character Research Paper Example | Topics and Well Written Essays - 2500 words

Creating imaginary character - Research Paper Example The – comparatively – little land that we had was beautiful, all green and rolling hills with the scent of flowers wafting through the breeze. I, being his daughter, was not as well prepared to run such a large household that I do now even though my mother had given me as many helpful tips as possible as she had trained me to be the perfect lady of the manor. But as they say, with time you experience and, eventually, learn everything, and, indeed, I did do just that. It would be unforgivable and unchristian of me to say this but happily, both – my husband’s mother as well as father – had passed away when the Earl had been only twenty eight years old, he married me two years when he had just turned thirty. The former had died of problems of the lung. She had already been of weak health but because of the rise of industries and with it the smoke and the waste being dumped in the Thames, the air of London was affected. Seeing as she did not love the co untry and preferred to stay in the city, her lungs got damaged beyond repair due to the ever increasing pollution and it was only time before she died (Ross, 2008, p. 37). On the other hand, my father-in-law had had a quite a serious problem of gout. He drank too much due to certain problems which the Earl never spoke of and that led to his early death. He was a good friend of the Prince Regent, son of the current ruler King George III, and together, it was rumored, they had quite expensive habits and ways of entertainment despite the upheavals happening around the world, particularly in France. Our own brave men were fighting against Napolean’s army but the Regent had no interest in politics and/or military of the country that he was to officially rule in the future (Chancellor, 2007, p. 8). He did, however, order some great architecture like the Pavilion to be built and funded the making of many works of art (Grenville, 1856, pp. 408 - 409). My life before my marriage was s imple though it did not seem to be so to me then. Living with two brothers – both of them who were older than me – confirmed my belief that I had the worst siblings in the country. Other than the silly pranks that they played on me such as sneaking in to my room and hiding frogs under my bed covers, they – my eldest brother in particular – were also given more attention to by both of my parents. This, I learned as I grew older and became more aware of the world and how it ran, was because he was going to inherit the estate after my father passed away, thus, there were more things that he was to be taught. My younger brother was considered the â€Å"spare† which I only recently realized meant that by the off chance that my older brother met an early demise – due to a broken neck by falling off a horse or dying of some disease which the physician would not be able to cure him off – he would be the one taking over, be the heir. The estat e was entailed so only the males could inherit it and no chance was to be taken that a second cousin would take over what did not rightfully belong to them. My brothers had tutors at home whom they did their best to try to make them resign by being as mischievous as they possibly could until they were sent to Eton for further schooling. Over there they were taught literature and languages of the ancient

Do the general principles and strategies of strategic planning apply Essay

Do the general principles and strategies of strategic planning apply to IT planning What may apply, what may not, and why - Essay Example According to druck (2011), the last principle involves identifying the resources that are already available or those that are needed in order to begin. All planning practices may be motivated by systematic determination to yield fundamental actions and decisions that can guide and shape organizations or businesses. Strategic planning aims at developing a specific, solid road maps or plans that can manage a firm and the necessary tools required to manage or start one. Some critics however, insinuate that some of the effectiveness of strategic planning has faded slowly. Most managers luckily enough are still awareof the importance of implementing an effective strategic planning. Flemming (2012) notes thatstrategic planning demands a lot of time and attention and if the principles are not followed to the letter then it can be very frustrating. Onthe other hand, if conducted correctly they can help a company to identify its effective point within the industry. There are a number of perspectives and model approaches that are used to implement strategic planning. The implementation and development of the various tools depends on a variety of factors like the organization’s culture and leadership, organization’s size, complexity and nature of the business environment. For example, a firm may start using the same matching baselines as Wal-Mart and McDonald but at a certain period in the progress, it will need to make vital changes and assimilate its strategies (Druck, 2011).The same applies to general principles relating to IT planning, general principles are very effective but will only take a firm to certain point. Ten years ago system and process integration could have been eliminated and abolished from strategic planning. This is because critics had predicted that this would form an IT platform structure that would major in the business sector. Currently, the level at which a company carries out IT

Five- Year Report for Tesco PLC Essay Example | Topics and Well Written Essays - 2000 words

Five- Year Report for Tesco PLC - Essay Example The revenues declined in the year 2011 to a extend of 14% with respect to the previous year due to hike in prices of the UK market where the core business of the company lies and the 2012 showed stable growth by offsetting the fall in profits in the UK markets by its international business. Tesco plc emerged as a prominent figure in the turn of the 21st century .In the years to come Tesco is continuously striving for its expansion efforts in its core business in UK, retail services, international operations and operations in non food business. Till the period 2004 the company has gone for massive expansion plans. The company’s growth trajectory has been exceptionally been good over the years. Business Model of Tesco Tesco has evolved as an eminent player in the market over the last five years. It is basically because of the expertise it possesses in capital, human and financial area which can be harnessed across different geographical boundaries trough its sound business model . Figure 1: Business model of Tesco (Source: Tesco PLC, 2013, p.25) Tesco PCL’s way of creating and delivering value to its customers and associated group is rather simple but yet very effective. Its core business activities in a nutshell can be summarized as buying, moving and selling of products and services to its customers and also making use of the customer’s perspective to provide better value to its customers. The core activities are explained below. The company constantly interacts with its customers through focus groups, ongoing research trackers and social networking sites to take in customer feedback with regards to the pros and cons of its available products. These valuable suggestions from customers are incorporated through adding further value to these products such that the customers can derive greater benefits. It offers to its customers a great range of products and through its broad range of supply chain it makes its products available in UK and Europ e etc with much ease. The company through its vast network of distribution channel and advanced technological system is making the right kind of products available to its customers at the right time. This is achieved through making a proper forecast of customer’s needs through detailed models which takes into consideration of variables like seasonality, weather forecast and the responsiveness of the customers to the promotional efforts. Secondly, its ordering system updates itself on real time basis such that it can quickly replenish its supply stores with the right kind of products at the right time. Whether it is store or online shopping or both Tesco is acknowledged to have delivered greatest shopping experience. Its loyalty schemes, multi-format approach to the stores network ranging from large Extra stores to Metro and Express Convenience stores have made its selling a divine experience for its customers. Due to these core competencies of the company in offering value to its customers it stands out in comparison to its competitor as it market ratings suggest being the first rank holder in UK, first and second position in all markets of Asia except China and

Evaluate a classic study in psychology Essay Example | Topics and Well Written Essays - 1000 words

Evaluate a classic study in psychology - Essay Example Classic studies have been conducted to reveal the reason for the variations in accuracy of numerical detail regarding an event, particularly if it is tragic in nature like an accident. Interestingly, the variations observed in the different accounts seem to be dependent on some factors which influence the narrators’ judgment. In this study, one of such factors has been discussed to demonstrate the extent of influence by variables on the recalling of details resulting in reconstruction. According to Gruber and Goschke (2004), human cognition processes incorporating language and memory are complex behavioural and functional processes. In the findings, the authors reported that the human working memory can be divided into two systems distinguished from each other by their neuro-anatomical organization as well as by their evolutionary origin. In this work, it is admissible that the biology of the brain is behind the apparent disconnection between the language and memory of an event. The fact that there exists some division of the brain memory system, as occasioned by the anatomy and evolutionary functionality of the systems acts as a pointer that the human brain is prone to functional disjunctions. Reported details of an incident are therefore subject to the efficiency of the two systems of brain functionality, which evidently have some disconnection. To support this argument, Gruber and Goschke postulated that the two systems relied on different networks; one that su pports and mediates attention while the other mediates language functions. It has been found out that the control of these two systems is done from different centres; one prefrontal parietal and temporal systems dealing with behaviour while the other is controlled by the left hemisphere premotor and parietal region and largely directs language. Language

School Uniforms for American Public Schools Essay

School Uniforms for American Public Schools - Essay Example Wearing of school uniforms is essential as it enhances discipline among students. It is ironic that parents and the society at large depends on the teachers to instill discipline in their children but they do very little to support teachers, who are sometimes overwhelmed by the large number of students constantly demanding their attention (Hamilton 31). Parents in this context have continued to neglect their role to discipline their children whereby they allow them unrestricted freedom outside school hours and weekends, which allows them the opportunity to pick up bad habits from their peers, such as smoking, drug and alcohol abuse among others. Wearing a school uniform changes the mentality of students in terms of misconduct as it draws the line between school life and civilian life. It puts a sense of responsibility to the students by acting as a constant reminder of the nature of environment they are in, which is official and businesslike in nature. In general, the uniform, being unique for every school, identifies students among huge crowds and it therefore makes it easy to know and track which students of which school are involved in misbehavior (Hamilton 38). Assuming you have two students, one wearing a uniform and the other in civilian clothes, it is only evident that the uniformed student may be denied access to prohibited areas for minors such as bars and they would indeed attract a lot of attention from the public if they are noted as trying to solicit for such pleasures during time which they should be in school. The civilian dressed student on the other hand may walk from school and back without necessarily attracting any attention from the public and as such, parents... Parents in this context have continued to neglect their role to discipline their children whereby they allow them unrestricted freedom outside school hours and weekends, which allows them the opportunity to pick up bad habits from their peers, such as smoking, drug and alcohol abuse among others. Wearing a school uniform changes the mentality of students in terms of misconduct as it draws the line between school life and civilian life. It puts a sense of responsibility to the students by acting as a constant reminder of the nature of environment they are in, which is official and businesslike in nature. In general, the uniform, being unique for every school, identifies students among huge crowds and it therefore makes it easy to know and track which students of which school are involved in misbehavior (Hamilton 38). Assuming you have two students, one wearing a uniform and the other in civilian clothes, it is only evident that the uniformed student may be denied access to prohibited areas for minors such as bars and they would indeed attract a lot of attention from the public if they are noted as trying to solicit for such pleasures during time which they should be in school. The civilian dressed student on the other hand may walk from school and back without necessarily attracting any attention from the public and as such, parents of such students may continue to be at a loss on their children’s daily activities, which may include high levels of truancy. Every parent takes his child to school with the hope.

Chapter 8 mini case #350 S Study Example | Topics and Well Written Essays - 250 words

Chapter 8 mini #350 S - Case Study Example Timmy works on part-time basis and thus he does not belong to the group of employees that are entitled to annual paid leave. He is only entitled to paid public holidays over and above the off-duty time he enjoys as a part-time worker. The labour agreement that Aldrich produces to support his request for paid leave is a collective bargain that does not cover employees in his category. Employees are entitled to an annual paid leave of two weeks after working in Smedley Bottled Gas for one calendar year from the date of hiring. It is true that Aldrich was hired one year ago and that the labour agreement cover all employees. However, it would not make economic sense for an employee who reports on duty only on Friday afternoons to request for a paid leave. In this case, Aldrich should not be given the paid leave and because of his irate response, the reasons for this should be clearly explained to him. This would avoid any instance where he would think that there is discrimination and profiling in the company and that he is looked down upon by the company’s management (Society for Human Resource Management,

Growing Up, The Catcher in the Rye Essay Example for Free

Growing Up, The Catcher in the Rye Essay A young man going through puberty, not knowing what he is doing or where he is headed, in a world in which he feels he doesnt belong in, and feels he is always around a bunch of phonies. This would describe the position of Holden Caulfield, the main character in The Catcher in the Rye (1951) written by J.D. Salinger. The book, all narrated by Holden in first person, in its very unique and humorous style, is about Holden, and all the troubles he has encountered through school, family, friends, and basically life. Holden has been expelled from a private school in Pennsylvania because of failing classes, and decides to go to New York for three days before going home to his disappointed parents. At the beginning of the novel, Holden seems to be like any other 16-year-old young man. But the novel progressively displays through various examples of symbolism that Holden has many problems coping with the world around him. Holden likes to reminisce about his childhood and visiting the Museum of Natural History in Central Park. He loved to visit the museum, for many reasons, and he even said that he got very happy when he thought about the museum. He tells us of the symbolic details in the museum, by saying, The best thing, though in that museum was that everything always stayed right where it was. Nobodyd move. Nobodyd be different. The only thing that would be different would be you(121). Holden likes this kind of world, and wishes that he lived in it. He wishes things would stay unchanged and simple. Holden is almost scared by change, and cant handle the conflicts in his life. Another very symbolic example in the book is the title itself. On the first night of his three-night excursion, Holden decides to sneak into his house and visit his sister, Phoebe, who he adores very much. Phoebe asks Holden what he would like to do with his life. Holden ponders the question and tells Phoebe about the poem, Com in Through The Rye by Robert Burns. He tells Phoebe, I keep picturing all these little kids playing some game in this big field of rye and all. Thousands of little kids, and nobodys aroundnobody big, I meanexcept me. And Im standing on the edge of some crazy cliff. What I have to do, I have to catch everybody if they start to go over the cliffI mean if theyre running and they don look where theyre going I have to come out from somewhere and catch them. Thats all Id do all day. Id just be the catcher in the rye and all(173). He wants  to save the kids of their innocence, and protect them from the adult world. This indicates Holdens insecurity of the world in which he lives in, and his disgust with becoming an adult. Holden is a very unique individual. He thinks he is different than everyone else he meets, and he is quick to point out how phony everybody else is. While in New York, Holden buys a red hunting hat. It was a very odd hat to wear out in public, especially at a prep school, and the other kids were always giving him a hard time for wearing it. Holden describes it, â€Å"It was this red hunting hat, with one of those very, very long peaks. It only cost me a buck. The way I wore it, I swung the old peak way around to the back—very corny, I’ll admit, but I liked it that way†(18). Holden is always proud that he is different than everybody around him, and he sees that hat as a part of his independence. He always likes to think that he is not a â€Å"phony† himself, and will do anything possible to show how different he is than all the other â€Å"phonies.† Another thing Holden likes to recollect is the lagoon in Central Park, and the ducks that occupied it. He ponders,† I was wondering if it would be frozen over when I got home, and if it was, where did the ducks go. I was wondering where the ducks went when the lagoon got all icy and frozen over†(13). Knowing it or not, Holden is curious about the ducks in the lagoon, because he himself doesn’t know where he is going, or how he is going to get there. He has been kicked out of numerous schools, and he needs a scapegoat such as the lagoon freezi ng over in order to find out where it is he is going. Holden shows the reader how disgusted and disturbed he is by this adult world in which he is growing into. He wishes to stay young, and keep everything simple, and to keep away from all the â€Å"phonies† out there. After recalling all the people he has met, and admitting how sick he is, Holden realizes that he is just as phony as everybody else. He ends the story, adding,† Don’t ever tell anybody anything. If you do, you start missing everybody†(214).

Judicial Activism In Developing Environmental Jurisprudence In India Politics Essay

Judicial Activism In Developing Environmental Jurisprudence In India Politics Essay In his famous book law in changing society W. Friedman, while dealing with the interaction between law and the society, highlighted the controversy between those who believe that law should essentially follow not lead, and that it should do so slowly, in response to clearly formulated social sentiment and those who believe that law should be determined agent in the creation of new norms. The development of the environmental jurisprudence in India over the last two decades through the innovative judicial decisions of the Honble Supreme Court and the High Courts is probably the great inspiration for those who believe that law is the initiator rather than reactor of the social change. Although after the Stockholm Conference, 1972 and the Bhopal Gas Leak Disaster, 1984, almost 200 Central and State legislations were enacted in order to ensure the all aspects of the environmental protection. But the failure on the part of the Governmental agencies to effectively enforce the environmental laws and the reluctance to use their statutory power against the polluters resulted in an accelerated degradation of the environment. Such large scale environmental degradation and the adverse effects on public health prompted the environmental degradation and the adverse effects on public health prompted the environmentalist and the residents of the polluted areas as well as the non-Governmental Organizations to approach the High Courts and the Supreme Court by way of public interest litigation for suitable remedies. In the process of adjudication on the environmental matters, the supreme Court, soon after the Bhopal Gas Leak incident, steps into the shoes of the administrators, marshalling the resources, issue directions to close down factories, requiring the implementation of the environmental norms, cutting of Judges driven implementation of the environmental administration and in doing so the Apex Court has adopted the various principles of international convention of environme ntal protection by environment-friendly interpretation of Articles 21, 48A and 51A(g) of the Constitution of India. But such proactive role of Indian judiciary in environmental matters created new crisis and conflict between environmental protection and the economic development of the country inasmuch as thousands of the industries were closed down by the directions of the Courts on the ground of environmental protection specially in the era of globalization those who are involved in market mechanism are under apprehension that environmental laws will act as a barrier to industrialization and thus strict adherence to the environmental norms will affect the smooth economic development of the country. Moreover in the developing countries like India where population explosion, unemployment and the poverty are fundamental problems of the day to day life, the closure of the several factories on the ground of environmental protection will not only affect the economic development of the country but also directly violates the right of livelihood of the common people. For instance, Delhi the capital of India is regarded by many as a huge gas chamber due to its heavy air population resulting in respiratory and other medical problems to vast section of the city. The Supreme Court of India has no doubt taken salutary steps to check this evil, but its directive to close down factories as also resulted in unemployment of ten thousands of workers. In the present article the author is trying to focus the aforesaid conflict between the environment and the development in the human rights point of view and the significant role of the Indian Judiciary to resolve this conflict. The conflict between environment and development in the human rights perspective: Development is a complex process in which economic development is significant with one common element wherein human being is both the subject and the beneficiary of the development process. The process of development is inhabitable and it involves exploitation of the natural resources and consequently makes an impact on the ecology and the environment. In the era of globalization the growth of economy in all its sphere in general and in the industrial efforts, in particular, necessarily leads to exploitation of the natural resources which in turn often gives rise to issues concerning environmental security. Thus while on the one hand science and industries have contributed significantly to the progress of mankind they have also created a sharp contradiction between natural environmental which was a gift of the nature and the artificial environment which is a creation of the industry. The biggest challenge facing the policy maker today is to avert the ecological crisis without comprom ising with the developmental needs of the present protection. Until very recently the human rights and the rights of environmental protection were regarded as distant areas of public policy by the Governmental Institutions and the Non-Governmental Organizations. The policy makers started to regard the both within a single bracket after cropping up the aforesaid conflict between environment and industrialization due to globalization. Actually the relationship between environment justice and human rights is developed as both are the means to maximize human dignity and well being. But in the developing countries, poverty and unemployment make economic development priority which arises tensions between human rights activists and the environmentalists. Because, the human rights activists give preference to immediate basic human needs such as food, clothing and shelter over the long term environmental concerns. But in the era of globalization, a paradigm shift towards non-state actors international human rights formulated a new concept of sustainable development which provides the means to reconcile the aforesaid conflict. Let us discuss hereinafter how this new human rights jurisprudence is developed in international level. International Conventions on Sustainable Development: The international community responded belatedly way back in 1972 to the ecological crisis by recognizing the question of environmental protection and improvement as a major issue which effect the well-being of the people and the economic development throughout the world. The Stockholm Conference in his declaration proclaim both aspects of the environment, the natural and the man-made, being essentially to the well- being and to the enjoyment of the basic human rights have been the right to life itself 20 years later, the RIO SUMMIT, 1992, said the new agenda for sustainable development and adopted the agenda 21. In the Brundtland Report 1987, for the first time, formulated the new theory of sustainable development in order to resolve conflict between environment and development. The report titled our common future which proposed a definition of sustainable development by stating that sustainable development is the development that meets the need of the present without compromising t he ability of future generation to meet their own need. In order to achieve sustainable development environmental protection shall constitute an integral part of the development process and cannot be considered in isolation from it. The United Nations Conference on Environment and Development held in Rio de Janeiro in 1992 provided the fundamental principles for achieving sustainable development. The salient feature of sustainable development according to RIO declaration are:- Intergenerational equity use and conservation of the natural resources, environmental protection, the precautionary principles, polluters pay principle, obligation technology transfer on concessional rates to develop countries. Moreover principles 3 and 4 of the Rio Declaration, 1992 are relevant for this issue which are set as under:- Principle 3 The right to development must be fulfilled so as to equitably meet development and environmental needs of present and future generation. Principle 4 In order to achieve sustainable development, environmental protection shall constitute an integral part of the development process and cannot be considered in isolation from it. The Johannesburg SUMMIT in 2002 expanded the concept of sustainable development by underscoring the necessity of a better integration of the three pillars of sustainable development namely economic development, social development and environmental protection. The concept of sustainable development was further defined in Article 3 (1A) of the convention for cooperation in the protection and sustainable development of the Marine and Coastal environment of the North Pacific, 2004. For the purpose of this convention sustainable development means the process of progressive change in the quality of human being which place it as the centre and primordial subject of development, by means of economic growth with social security and the transformation of methods of protection and consumption patterns and which is sustained in the ecological balance and vital support of the region. This process implies respect for regional, national and local ethnic and cultural diversity, and full perspective of people in peaceful co-existence and in harmony with the nature without prejudice to an ensuring the quality of life of future generation. Role of Judiciary in the development of Environmental law in India: The judiciary a spectator to environmental exploitation for more than two decades has recently assumed a pro-active role of public educator, policy maker, super-administrator, and more generally, amicus environment. We can say environmental law in India as the story of Indias judiciary responding to the complaints of its citizens against environmental degradation and administrative sloth. The Judiciary looked to constitutional provisions to provide the court with the necessary jurisdiction to address specific issues. Disputes that are normally matters of torts in other common law jurisdictions are treated as fundamental cases in India. But the fundamental rights part of the constitution of India does not have any specific mention of the environmental matters. Here the Supreme Court played a pivotal role. The Supreme Court, in its interpretation of Article 21, has facilitated the emergence of the environmental jurisprudence in India. Supreme Court has essentially interpreted the right to life under Article 21 to include a right to healthy and pollution free environment. A very importance case in this regard is the Subhash Kumar v. State of Bihar1. _____________________________________________________________________ (1991) 1 SCC 598. It was observed that Rights to live is a fundamental right under Article 21 of the Constitution and it includes the right of enjoyment of pollution-free water and air for full enjoyment of life. It anything endangers or impairs that quality of life in derogation flaws, a citizen has the right to have recourse to Article 32 of Constitution. In the era of globalization Indian Supreme Court has made an adjustment with its earlier purely environment friendly attitude and under the influence of the Brundtland Report, 1987 and the Rio declaration, 1992 the Apex Court has introduced a new concept of sustainable development and its ancillary principles like precautionary principle, polluters pay principle and intergenerational equity etc. In order to resolve the contemporary conflict between environment and development let us discuss hereinafter how our Apex Court has adopted and applied those principles of international convention in its several judicial pronouncement. Supreme Court on Sustainable development: In M.C. Mehta v. Union of India2 is one of the earliest case that the Supreme Court had indirectly dealt with question of Sustainable development and Supreme Court held that : Life, Public health and ecology has priority over unemployment and loss of revenue problem. One of the earliest cases in which the Supreme Court has to deal with the question of the Development v. Environment is Rural Litigation and Entitlement Kendra v. Dehradun v. State of U.P. 3 In this case the matter related to illegal and unauthorized mining that was causing ecological imbalance and also causing environmental disturbance. The court rightly pointed out that it is always to be remembered that these are permanent assets and not to be exhausted in one generation and thus holding that the environmental protection and ecological balance should also are equally important as the economical development of the country. The Supreme Court after much investigation, ordered the stopping of mining work and held that: This would undoubtedly cause hardship to them, but it is a price that has to be paid for protecting and safeguarding the right of the people to live in healthy environment with minimal disturbance of ecological balance and without avoidable hazard to them and to their cattle, homes and agricultural land and undue affection of air, water and environment. This judgment could be also considered in the context. This was first time such a question is coming before the Supreme Court. The first case on which the apex court had applied the doctrine of Sustainable Development was Vellore Citizen Welfare Forum vs. Union of India4 _____________________________________________________________________ AIR 1997 SC 374. (1987) Supp. SCC 487 AIR 1996 SC 2715. In the instant case, dispute arose over some tanneries in the state of Tamil Nadu. These tanneries were discharging effluents in the river Palar, which was the main source of drinking water in the state. This is considered to be the most important case as far as the evolving of the environmental law and the contribution of the Indian Supreme Court towards that direction. In this case the Judgment given by Justice Kuldip Singh is of utmost importance, he has observed in his judgment that the traditional concept that development and ecology are opposed to each other, is no longer acceptable. Sustainable Development is the answer. He goes on to explain about the development of Sustainable development as well accepted principle in the international level. Justice Kuldip Singh observes that We have no hesitation in holding that Sustainable Development as a balancing concept between ecology and development has been accepted as a part of the Customary International Lawà ¢Ã¢â€š ¬Ã‚ ¦.. While accepting Sustainable Development as the part of the environmental law of the land the reasoning given by Justice Kuldip Singh shows great power. Supreme Court has to make the law rather than just to interpret the law. Justice Kuldip Singh held that Once these [here sustainable development] principles are accepted as part of the customary International Law there would be no difficulty in accepting them as part of the domestic law. It is almost accepted proposition of law that the rule of customary International Law which are not contrary to the municipal law shall be deemed to have been incorporated in the domestic and shall be followed by the Courts of law. It was also observed Our legal system having been founded on the British Common Law the right of a person to pollution free environment is a part of the basis jurisprudence of the land. In T.N. Godavaraman Thimmalapad v Union of India5, the Supreme Court reiterated what have been said in the Vellore case and has declared that precautionary and sustainable development principles are two salutary principles that govern the law of the environment. In N.D. Jayal v. Union of India6, the Supreme Court has declared that the adherence to sustainable development is a sine qua non for the maintenance of Symbiotic balance between the right to development and development. This concept is an integral part of life under Article 21. _____________________________________________________________________ (2002) 10 SCC 606 at page 613 (2003) 6 SCC 572 at page 586 The ancillary principle of sustainable development developed by our Apex court : Inter-Generational Equity:- The principle talks about the right of every generation to get benefit from the natural resources. Principle 3 of the Rio declaration states that: The right to development must be fulfilled so as to equitably meet developmental and environmental needs of present and future generations. The main object behind the principle is to ensure that the present generation should not abuse the non-renewable resources so as to deprive the future generation of its benefit. This principle was used in the case of and has also been recognized by the Supreme Court of India in the M.C. Mehta -vs- Union of India (Taj Trapezium case)7. In State of Himachal Pradesh v. Ganesh Wood Products8, the Supreme Court invalidated forest- based industry, recognizing the principle of inter- generational equity as being central to the conservation of forest resources and sustainable development. The Court also noted in Indian Council for Enviro-Legal Action v. Union of India (CRZ Notification case)9 that the principle would be violated if there were a substantial adverse ecological effect caused by industry. The Precautionary Principle : This principal has widely been recognized as the most important principle of Sustainable Development. Principle 15 the Rio declaration states that: In order to protect the environment, the precautionary approach shall be widely applied by States according to their capabilities. Where there are threats of serious of irreversible damage, lack of full scientific certainty shall not be used as a reason for postponing cost effective measures to prevent environmental degradation. Polluter Pays Principle:- Principle 16 of the Rio declaration states that:National authorities should endeavor to promote the internalization of environmental costs and the use of economic instruments, taking into account the approach that the polluter should, in principle, bear the cost of pollution, with due regard to the public interest and without distorting international trade and investment. The object of the above principle was to make the polluter liable not only for the compensation to the victims but also for the cost of restoring of environmental degradation. Once the actor is proved to be guilty, he is liable to compensate for his act irrelevant of the fact that whether he is involved in development process or not. _____________________________________________________________________ AIR 1997 SC 374. AIR 1996 SC 149 (1996) 5 SCC 281 The Supreme Court in various cases has held that the importance of having borrowed the precautionary principle and the polluter pay principle and these principles are now the law of the land. In the case of Vellore Citizen Welfare Forum vs. Union of India10 the Supreme Court through Justice Kuldip Singh had opined à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. We have no hesitation in holding that the precautionary principle and the polluter pays principle are part of the environment law of the country. As elucidated in this case, precautionary principle includes the following points. Environmental measures by the State Government and the local authority must anticipate, prevent and attack the causes of environmental degradation. Where there are threats of serious and irreversible damage, lack of scientific certainty should not used as a reason for postponing measures to prevent environmental degradation. The onus of proof is on the actor or the developer to proof that his action is environmentally benign. In doing this Justice Kuldip Singh has actually looked into the constitutional provisions and statutory provisions. Justice Kuldip Singh goes on to say that even otherwise also this principles could be read into the law of the land this is by the way of reading the customary international law that is not in conflict with the domestic law shall be deemed to be the part of the domestic law. Balancing of Interest concept A very important jurisprudential concept of the Balancing of Interest concept could be actually used to evaluate the cases in which the Sustainable development concept is being used. In this process of interpretation, the Court is more concerned with weighing the competing values of a free society. In the course of rendering decisions, judges are to aim at accommodation or balance of societys conflicting interest. The very process of balancing competing social interests based on the constitutional values, demonstrates the essential similarities between judges and legislative character of the legislature. This again takes us into the realm of reality of the judicial law making. But it is of well acceptance that the court should not assume the role of a super-legislature. This is in another way described as judicial restraint. _____________________________________________________________________ AIR 1996 SC 2715 This principle of judicial self-restraint should not be stretched too far and too often to convert the court into a virtual rubber stamp of a legislature. The reason is that the concept of democracy includes provision of those rights, which make it possible for minorities to become majorities. A system that is founded on a doctrine such of the separation of powers and checks and balances necessarily calls for cooperation among governing institutions in policy making. A very relevant discussion regarding this will be imminent and this is Narmada Bachao Andolan v. Union of India11 and for that matter all of the infrastructural projects and the related policy issues. In this case it was opined by the Supreme Court that In present case, we are not concerned with polluting industryà ¢Ã¢â€š ¬Ã‚ ¦.. what is being constructed is a large dam. The dam is neither a nuclear establishment nor polluting industry. The construction of a dam undoubtedly would result in the change of environment but it will not be correct to presume that the construction of a large dam like Sardar Sarovar will result in ecological disaster. The experience does not show that construction of a damà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦leads to ecological or environmental degradation. This signifies that the precautionary principle can be used only in the case of pollution and with reference to the Sustainable development Supreme Court observed that Sustainable development mea ns what type or extent of development can take place, which can be sustained by nature/ecology with or without mitigation. The courts have attempted to provide a balanced view of priorities while deciding environmental matters. As India is developing country, certain ecological sacrifices are deemed necessary, while keeping in mind the nature of the environmental in that area, and its criticality to the community. This is in order that future generations may benefit from policies and laws that further environment as well as developmental goals. Doctrine of Public trust: The applicant of the Professor Joseph Saxs doctrine of public trust is another important contribution by the Supreme Court of India. The doctrine of public trust calls for affirmative state action for effective management of resources and empowers the citizens to question ineffective management of natural resources. Chief Justice Y.K. Sabharwal points out that when the Supreme Court has applied the public trust doctrine, it has considered it not only as an international law concept, but also as one which is well established in our domestic legal system. _____________________________________________________________________ (2000) 10 SCC 664 In M.C. Mehta vs. Kamal Nath12 the Court held that the State, as a trustee of all natural resources, was under a legal duty to protect them, and that the resources were meant for public use and could not be transferred to private ownership. In the case of M.I. Builders Pvt. Ltd. vs Radhey Shyam Sahu13 it was observed by the Supreme Court that public trust doctrine have developed from the Article 21 of Constitution and is very much a part of the Indian legal jurisprudence. This again point towards the inevitability of the judicial legislation and as S.P. Sathe says that the Indian parliament have stopped legislating in the last two decades, naturally as an alternative people also started to look at Supreme Court as a institutional set up for the enforcement of their rights or rather as a sensible agency which could hear their problems. As Upendra Baxi says that the public interest (social action) litigation and the judicial activism had given the Supreme Court legitimacy to step into the shoes of the legislator and to make the law. The doctrine of public trust though borrowed from professor Joseph Sax is a real epitome of the creation of the new principle by the Supreme Court. The principles of sustainable development and its ancillary principles, like precautionary principle, polluter pay principle and the principle of inter-generational equity are further adopted in the latest judgment of the Supreme Court., namely, Karnataka Industrial Area Development Board-Vs- C. Kenchappa14 where the Apex Court clarified that there are two conditions which emanate from the principle of sustainable development :- The consequence and adverse impact of development on environment must be comprehended properly .It must be seen that the development activities does not cause irreparable loss to ecology of the area; The clearance of the project from the concerned pollution control boards and the Department of Forest and Environment must be made a mandatory condition for any developmental projects. In another recent case Intellectual Forum, Tirupathi-Vs- State of A.P. 15 the doctrine of Public Trust has been adopted your Apex Court as the integral part of the Indian Law. _____________________________________________________________________ (1997) 1 SCC 388 AIR 1999 SC 2468 AIR 2006 SC 2038 (2006) 3 SCC 552 Conclusion: From the above discussions it can be inferred that if we consider the era of globalization as a water shed then the role of Indian Judiciary in developing the environmental jurisprudence through its plethora of judgments may be divided in to two phases:- In the first phase in the pre-globalization stage i.e. just after the Bhopal Gas Disaster Case, 1984, our Apex Court has played a pro-active role in enforcing the environmental norms strictly in the light of the Stockholm Conference, 1972, without compromising with the interest of the industrialization and other socio economic problems of our country. Obviously such role of the Supreme Court created a conflict between the environment and development of the country. But in the second phase i.e. the post globalization stage, under the Brundtland Report, 1987 and Rio Declaration, 1992 the Indian Judiciary has made an adjustment with its earlier views and adopted different principles of sustainable development and attempted to resolve the conflict between interest of the corporate world environment. It is needless to say that such changing role of the Indian Courts paves the way of the multinational companies to come to our country due to the effect of the globalization. Actually, in the developing countries the industrialization is not the only cause of the environmental pollution. In the Stockholm Conference, 1972, the then Prime Minister of India, Mrs. Indira Gandhi in her speech stated, that the environmental problems of the developing countries are not the side effects of the excessive industrialization but reflect the inadequacy of development. The rich countries may look upon the development as the cause of environmental destruction but to us it is not all the primary means of improving the environment for living, of providing food, water, sanitation and shelter. The ecological ground should not add to the burdens of the weaker nations by introducing new consideration in the political and trade policies of rich nations. It would be ironical if the fights against pollution were to be completed into another business, out of which a few companies, corporations or nations would make profit at the cost of many. In my view the apprehension of Mrs. Gandhi in her aforesaid statements is still relevant after passing 39 years of the Stockholm Conference. It is true that in order to eradicate the poverty an advance economic growth of the country, industrialization is necessary and for the said purpose the balance is to be created between the effect of industrialization and the environmental protection. We should welcome the said seminal work of the Indian Judiciary as long as it is beneficial for the common people. But side by side it is to be kept in mind that whether the role of our Apex Court in the era of globalization will ultimately benefits a large number of common people of our country or it will turn into an instrument in the hands of a few multinational companies for making their profit at the cost of the interest of the people of India.