U5: ANTHROPOLOGY One Hundred Percent AmericanPublished half a decade before "globalization" became a buzz-word, American anthropologist Ralph Linton humorously illustrates how everyday routine in modern America is the sum of years of global human ingenuity.

There can be no question about the average American’s Americanism or his desire to preserve this precious heritage at all costs. Nevertheless, some insidious foreign ideas have already wormed their way into his civilization without his realizing what was going on. Thus, dawn finds the unsuspecting patriot garbed in pajamas, a garment of East Indian origin; and lying in a bed built on a pattern that originated in either Persia or Asia Minor. He is muffled to the ears in un-American materials: cotton, first domesticated in India; linen, domesticated in the Near East; wool from an animal native to Asia Minor; or silk whose uses were first discovered by the Chinese. All these substances have been transformed into cloth by methods invented in Southwestern Asia. If the weather is cold enough he may even be sleeping under an eiderdown quilt invented in Scandinavia.

On awakening he glances at the clock, a medieval European invention, uses one potent Latin word in abbreviated form, rises in haste, and goes to the bathroom [where, in spite of the “splendor”, other foreign influences pursue him]. Glass was invented by the ancient Egyptians, the use of glazed tiles for floors and walls in the Near East, porcelain in China, and the art of enameling on metal by Mediterranean artisans of the Bronze Age. Even his bathtub and toilet are but slightly modified copies of Roman originals. The only purely American contribution to the ensemble is the steam radiator, against which our patriot very briefly and unintentionally places his posterior.

In this bathroom, the American washes with soap invented by the ancient Gauls. Next, he cleans his teeth, a subversive European practice which did not invade America until the latter part of the eighteenth century. He then shaves, a masochistic rite first developed by the heathen priests of ancient Egypt and Sumer. The process is made less of a penance by the fact that his razor is of steel, an iron-carbon alloy discovered in either India or Turkestan. Lastly, he dries himself on a Turkish towel.

Returning to the bedroom, the unconscious victim of un-American practices removes his clothes from a chair, invented in the Near East, and proceeds to dress. He puts on close-fitting tailored garments whose form derives from the skin clothing of the ancient nomads of the Asiatic steppes and fastens them with buttons whose prototypes appeared in Europe at the close of the Stone Age. This costume is appropriate enough for outdoor exercise in a cold climate, but is quite unsuited to American summers, steam heated houses, and Pullmans. Nevertheless, foreign ideas and habits hold the unfortunate man in thrall even when common sense tells him that the authentically American costume of gee string and moccasins would be far more comfortable. He puts on his feet stiff coverings made from hide prepared by a process invented in ancient Egypt and cut to a pattern which can be traced back to ancient Greece, and makes sure that they are properly polished, also a Greek idea. Lastly, he ties about his neck a strip of bright-colored cloth which is a vestigial survival of the shoulder shawls worn by 17th -century Greeks. He gives himself a final appraisal in the mirror, an old Mediterranean invention, and goes downstairs to breakfast. […]Source: Adapted from the American Mercury (1937)

New Vocabularypenance = repentancealloy = mixture of two or more elements usually fused together

Prefixes /Suffixesunintentionallyun-American

Compound WordsNounsbuzz-wordbathroombedroombathtubeiderdown (quilt)steam radiator

Adjectivessteam heated (houses)outdoorclose-fittingbright-colored17th-century Greeks steam radiatorSouthwestern East Indian

Spelling Differences

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UK US-our -or-se -ze-re -er-ll- -l--ogue -og-ense -ence

Section I VOCABULARY ACTIVITIES Varieties of English'England and America are two countries separated by the same language' (G.B. Shaw)

As well as differences in vocabulary, it is also possible to spot differences in grammar and country-specific structures in 'British' and 'American' varieties of English. Often there are no hard and fast rules; it is simply a question of usage and a result of how the language has developed in each country.Dates are one well-known example: 29 September 2003/ 29/9/2003 (UK ) vs. September 29, 2003/ 9/29/2003 (US). Helpful Hint: It may be worth writing a date out in full, to avoid confusion: 3/9/2003 – 3 September 2003/ March 9, 2003.

A. Match the following British expressions with their explanations and/or American counterparts:

British American1 C’mon, he’s taking the Mickey out of you! a No dumping.

2 Why are you so stroppy? b A period (punctuation).3 What does the sign saying ‘no tipping’ next

to the roadside mean?c Dessert in general.

4 What does a “full stop” refer to in British English?

d You are becoming difficult, obstinate, or irritable.

5 Pudding e He’s pulling your leg/ putting you on.

B. The text below was written by a puzzled Englishman in America. Fill in the gaps with the American counterparts of the British English terms.

Okay, here I am in America and they have changed my language! I ask you why? I thought I spoke English. Apparently not… When I arrived here entering the hotel on the ground floor I was corrected and informed I was on the 1) first floor. After getting out of a taxi which is a 2)…… , getting my suitcase from the boot, sorry 3) …… of the taxi, sorry 4) ……, I was puzzled as to the direction taken which turned out to be 5) ……. Then I bought some sweets to chew and had blank looks from the shopkeeper till it clicked: I meant 6) ……. And then I wanted 7) …… not biscuits.In the restaurant I felt again like an alien to my own tongue, ordering a snack of ‘aubergine and chips’; this was also wrong: 8) …… was the right mix. Hmmm, an eggplant is a Kiwi fruit in England.After the meal do you think anybody would give me the bill? No, they said, no

cabroutecandy ‘eggplant and French fries’check trunk cookies first floor

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one called Bill worked there. Then I heard someone ask for the 9) …… to pay for their meal; it arrived and off they went. I tried the same and, hey presto, I paid for my meal! (N.B. A cheque in England is a banking term.)

Section II LANGUAGE FOCUSEmbedding thoughts1

A subordinate clause that begins with a question word (e.g. who, which, where) or the word that is called a relative clause. You can use it to modify a noun or pronoun (i.e. to identify or give more information about it). Here are some examples from the text, with relative pronouns in bold: … or silk whose uses were first discovered by the Chinese.Next, he cleans his teeth, a subversive European practice which did not invade America until the latter part of the eighteenth century.

You can sometimes reduce a defining relative clause to create a more concise style. You cannot reduce a non-defining clause.E.g. ...linen, (which was) domesticated in the Near East;…in a bed (which was) built on a pattern that originated in either Persia or Asia MinorRemember that non-defining relative clauses are used to supply additional information about the noun, whose identity or reference is already established. You can also use it to comment on the whole situation described in a main clause.

A. In the following sentences, relative pronouns are missing. Edit them by inserting the relative pronouns and commas, where suitable, namely in non-defining relative clauses.

1. The man bought all the manuscripts by Kerouac is rich.2. They were sure to visit the town location was unknown.3. Frank invited Mary he had met in Korea at the party. 4. The writer name he could not remember signed his books at the bookshop yesterday evening.5. She always wanted to go to a place she could speak her native tongue.

B. Insert the relative pronouns who, whom, whose, that or (in) which where necessary.

It is clear that throughout the history of anthropology, scholars have adapted their notions of culture to suit the dominant concerns of the day, and they will no doubt continue to do so. Little is to be gained, therefore, from attempts to legislate on the proper meaning of the term. It is sufficient to note that whatever the sense 1. …… it may be employed, the concept of culture entails a very high level of abstraction. In other words, culture is not something 2…… we can ever expect to encounter ‘on the ground’. What we find are people 3 …… lives take them on a journey through space and time in environments 4 …… seem to them to be full of significance, 5 …… use both words and material artefacts to get things done and to communicate with others, and 6 ……, in their talk, endlessly spin metaphors so as to weave labyrinthine and ever-expanding networks of symbolic equivalence.What we do not find are neatly bounded and mutually exclusive bodies of thought and custom, perfectly shared by all 7 …… subscribe to them, and 8 …… their lives and works are fully encapsulated. The idea that humanity as a whole can be parcelled up into a multitude of discrete cultural capsules, each the potential object of disinterested anthropological scrutiny, has been laid to rest at the same time as we have come to recognize the fact of the interconnectedness of the world’s peoples, not just in the era of modern transport and communications, but throughout history. The

1 For further work on sentence grammar, access URL: http://www.ccc.commnet.edu/sensen/part1/five/index.html 28

isolated culture has been revealed as a figment of the Western anthropological imagination. It might be more realistic, then, to say that people live culturally rather than that they live in cultures.

Adapted from Companion Encyclopedia of Anthropology, Routledge, 1996, p.

Section III TEXT STRUCTUREListing Listing can refer to any essay in which you put your information in a particular order. This order could be a simple description (e.g. general to specific / most to least important / top to bottom / centre to periphery), based on time, i.e. a 'chronological' order (e.g. historical events / story-telling), or based on stages in a process (e.g. an industrial production line / research methodology).

A. Following are some tips for taking an in-class essay exam. Put the paragraphs in a logical order under their respective headings and rewrite the text as a description; insert logical connectors suggesting sequence such as first(ly), then, next, finally.

A. Preparation b

B. Outlining the Exam f- Deconstruct the Essay Question- Create an Outline jC. Writing the Essay

a. Draw connections between authors' arguments and course themes. What are the arguments concerning a particular topic and how do they relate to class themes? How are the authors' arguments similar or different? Can you group the authors according to their stances?

b. Review course materials. Look over lecture notes and readings. Summarize the course themes and the authors’ main arguments.

c. Think about how you will organize your responses. Develop outlines (intro, body, conclusion) structuring your answers to potential questions. What are potential thesis statements and what evidence do you need to support those arguments?

d. Memorize. Memorize key terms and facts (events, names, dates) that you think will be most helpful in answering potential questions. Organize concepts using the course outline.

e. Consider potential exam questions. Brainstorm on how the instructor might pose questions that draw together class themes. Draw on lectures and authors' arguments to answer these questions.

f. Budget your time according to the relative points assigned to each question. If you stick to your time allocation, you know you’ll have time to finish, which will relieve some of the stress.

g. Read questions and instructions carefully. The primary question is a question that asks you to make an argument using course materials. Secondary questions often provide guidelines to what ideas or concepts you’ll describe for use in your argument.

h. Create main points. Jot down a number of points that will serve as the basis of your response to the primary question and each sub-question. Identify what you will describe or explain to make your argument clear. Organize your points in a coherent manner.

i. Write your thesis. Make it simple, straight-forward and clear. j. Brainstorm supporting evidence. Include key terms, theories, authors, events, etc. in your outline. k. Be concise and clear. Don't worry about creating beautiful writing. Instead make sure you

demonstrate knowledge of the topic and directly address the question. l. Avoid lengthy introductions. Get straight into your main argument. There is no real need to stress

about some kind of attention getter, just dive right in. m. Follow the outline. Don’t introduce new points or stray from your argument. n. Use key terms. Be sure to define them because this is the only way your teacher knows that you

really understand the concepts and didn’t just throw them in. o. Avoid excuses. Don’t “pad” your answer, that is elaborate on the obvious. Don’t just write

everything you know on a topic if it is not related to the exam question.29

p. Don't stress about exact quotations. If you have a clear understanding about an author or author’s writing, paraphrase it or make an inexact quote. Do be sure to give credit to the author.

q. Review your essay. Take a few minutes to re-read and correct.Section IV DISCUSSION TOPICS

Discuss the following with a partner.

a. Why do people need/ fear change? How do people make changes in their lifestyles or image? Have you ever done something that involved a major change? If so, what?

b. What do you think has been the major change during your lifetime? Why? How has your life been affected by it?

Section V WORKING WITH THE INTERNET

Culture shock is very natural occurrence when traveling to a new culture. Keeping an open mind and being flexible will help you adjust.

A Access listening activity at URL: http://www.esl-lab.com/shock1/shock1.htm, then the BBC page on culture shock at URL: http://www.bbc.co.uk/dna/h2g2/A2848359 . Answer the following questions:

1. What is cultural shock?2. Who coined the term?3. What are the stages of culture shock?4. What is reverse or re-entry culture shock?5. List some strategies for coping with culture shock.

B Use the Internet resources mentioned above and the picture below to tell about your own experience with culture shock. If you have not had it so far, ask somebody else and tell his or her story.

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U6: ANTHROPOLOGY A Cultural Map of the WorldTrust, tolerance, individual freedom, self-expression, activist political orientations: these are precisely the attributes that the political culture literature defines as crucial to democracy.

This map reflects the fact that a large number of basic values are closely correlated and can be described by two major dimensions of cross-cultural variation. The World Values Surveys provide a comprehensive measurement of all major areas of human concern, from religion to politics to economic and social life. Two dimensions dominate the picture: the Traditional/ Secular-rational and the Survival/Self-expression values. These two explain more than 70% of the cross-national variance in a factor analysis of ten indicators and are strongly correlated with scores of other important orientations.The first dimension reflects the contrast between societies in which religion is very

important and those in which it is not. A wide range of other orientations are closely linked. Societies near the traditional pole stress the importance of parent-child ties and deference to authority, along with absolute standards and traditional family values, and reject divorce, abortion, euthanasia, and suicide. They have high levels of national pride, and a nationalistic outlook. In contrast, societies with secular-rational values have the opposite preferences on all of these topics. The second major dimension of cross-cultural variation is

linked with the transition from industrial society to post-industrial societies, which brings a polarization between Survival and Self-expression values. The unprecedented wealth accumulated in advanced societies during the past generation means that an increasing share of the population has grown up taking survival for granted. Thus, priorities have shifted from an overwhelming emphasis on economic and physical security toward an increasing emphasis on subjective well-being, self-expression and quality of life. But modernization is not linear - when a society has completed industrialization and starts becoming a knowledge society, it moves in a new direction, from Survival values toward greater emphasis on Self-expression values. This emerging dimension involves the division between Materialist and Post-materialist values, reflecting values prioritizing environmental protection, tolerance of diversity (including mass polarization over tolerance of out groups such as foreigners, gays and lesbians) and rising demands for participation in economic and political decision making. The shift to self-expression values also comprises a new perspective on child-rearing: emphasis on hard work gave way to imagination and tolerance as important values to teach a child. This goes with a rising sense of

New Vocabularydeferenceoverwhelming

Prefixescorrelatedunprecedented

SuffixescomprehensivemeasurementsurvivalvariancevariationorientationdeferenceCompoundscross-culturalcross-nationalself-expressionpost-industrialpost-materialistparent-child (ties)out groupswell-being Collocationsnational prideunprecedented wealthadvanced societiespriorities shiftedquality of life interpersonal trust

Preposition useconducive toshift totend totolerance ofgive way torank (high) on

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subjective well-being that conducive to an atmosphere of tolerance, trust and political moderation. Finally, societies that rank high on self-expression values also tend to rank high on interpersonal trust. Source: http://www.worldvaluessurvey.org/happinesstrends/ 30.08.2008Section I VOCABULARY ACTIVITIES

Similarity and difference: Common mistakes

A. Circle the best option for the context.1. There is a great ……… between the Traditional/ Secular-rational and the Survival/Self-expression values.a. difference b. different c. differ2. It is impossible to ……… between them.a. differentiate b. differ c. different3. In ………to traditional societies where religion is very important, modern societies do not stress its importance..a. contrasting b. contrast c. contrary4. There have been many ……… values in Western societies.a. similar b. alike c. similarity5. The priorities are similar ……… our own.a. to b. in c. with

Similarity and difference: Adding variety to academic writing

B. Study the following table and check any unknown words.

Similarity / Equivalence Difference / InequalityVerbs Nouns Adjectives Verbs Nouns Adjectives

accord (with)conform (to)correspond (to)echoequate (to/with)mirrorparallelresemble (to)

counterpartanalogyequalityparityaffinity (between/ with)resemblance(in) comparison (with)

alikeanalogous (to)comparable (to)consistent (with)equivalent (to)identical (to)interchangeable (with)indistinguishable (from)akin (to)

contradictcontrast (with)deviate (from)differ (from)differentiate diverge (from)varybe at a variance (with)

discrepancy disparitydiversitydivergencedistinction(in) contrast (to)

discrete disparatediversedivergent distinct (from)dissimilar (to)

C. Circle the option a, b, c, or d, that best completes each sentence.

1. I think you are drawing a ……… between the two arguments.a. difference b. distinction c. variation d. deviation2. What would be the ……… qualification in your country?a. equivalent b. same c. similar d. corresponded3. There is unfortunately a ……… between your expectations and the real thing.a. difference b. variance c. discrepancy d. differentiation4. Don’t you think she bears an uncanny ……… to his first wife?a. resemblance c. similarity c. affinity d. analogy

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Section II LANGUAGE FOCUSComparison and contrast clauses

A. Leaving out the phrase it does not matter if where necessary, join the following pairs of sentences using the conjunctions given in brackets.

1. Romanians are determined to make up for the lost time during the communist regime. It does not matter how long it might take. (however)However long it might take, Romanians are determined to make up for the lost time during the communist regime2. There is an increasing emphasis on self-expression values in the younger generation. The society at large is still tradition-oriented. (in spite of the fact that)3. Romanian society has almost completed industrialization. It has not improved much the quality of life. (although)4. I should not work for a Romanian boss if I were you. It does not matter if he offers you high wages. (even if)5. They still think that the surveys are phony. It does not matter if so many researchers worked on them. (despite)

Position of linking words and phrases

B. Rewrite each of the following sentences using the words given. Make any necessary changes to punctuation.1. People in this country have no money, but they are very happy. (even)Even if people in this country have no money, they are very happy.2. The wealth has accumulated lately, but there still are very many poor people. (nevertheless)3. A new view as to child-rearing has risen, but the majority do not take it into consideration. (while)4. In spite of the lack of basic democratic values, I still think the country is on its way to a better life. (and yet)5. It may sound incredible, but Romanian computer scientists are considered among the best in the world. (as)

C. Below, there is a note summary of the structure of a contrasting paragraph. Read it from the Key section it and take notes by using the hints.

Understanding human cultural differenceImplications Cognitivist approach Connectors Phenomenological approachontological status of the human body

body= passive/ instrumental

on the other hand

body = active/ intentional

stability of cultural form

stability=

the former/ the latter/ by contrast

meaning of the world

meaning =

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Section III TEXT STRUCTUREWriting a compare and contrast essay2

Academic writing makes use of a process of analysis in which authors compare and contrast aspects of two things in order to learn more about both. The table below comprises brief notes on several cultural differences between North American countries.

A. Write a 300-word compare and contrast essay on aspects of your choice by using one of the patterns suggested below.

1. First compare, then contrast (or vice versa).

Focuses on the comparison and contrast instead of on the two ideas being compared and contrasted.

2. First do one idea, and then do the other.

Compare and contrast ideas by treating one idea thoroughly before taking up the second one.

3. Only compare or only contrast.

Writers who only compare two ideas sometimes briefly mention the contrast in the introduction and then move on so that they do not lead readers to think they cannot make relevant distinctions. Writers who only contrast ideas sometimes briefly summarize similarities in the conclusion so they do not leave the impression that they are thinking in opposites.

Section IV ACADEMIC SPEAKING

ORAL PRESENTATIONIntroductionAll presentations have a common objective. People give presentations because they want to communicate:

to inform to train to persuade to sell

2 You can find a thorough presentation of this type of academic essay at URL: http://www.unc.edu/depts/wcweb/handouts/comparison_contrast.html

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A successful presentation is one of the most effective ways of communicating your message. In addition, because English is so widely used in international business and education, a working knowledge of the vocabulary and techniques used in an English language presentation is a valuable asset.

Watch the PowerPoint presentation of this topic to find out more details about how to make a successful presentation. 3

Section V WORKING WITH THE INTERNET

A Access URL: http://elc.polyu.edu.hk/CILL/tools/presplan.htm and use the application to prepare a five-minute presentation on a topic selected from the list below. 4

Foreign language instruction should begin in kindergarten. Discuss. Children should never be educated at home by their parents. Do you agree or disagree? Children learn best by observing behavior of adults and copying it. To what extent do

you agree or disagree with this statement? To what extent should universities function as training grounds for employment? Education is the single most important factor in the development of a country. Do you

agree? What are the factors related to academic success in university students? Do the benefits of study abroad justify the difficulties? What advice would you offer

to a prospective student?

U7: SOCIAL WORK Poverty and Economic Injustice “True compassion is more than flinging a coin to a beggar. It comes to see that an edifice which produces beggars needs restructuring." M.L. King, April 4, 1967, New York City. Discuss.

3 For further information and examples, access URL: http://www.uefap.com/speaking/spkfram.htm and URL: http://elc.polyu.edu.hk/EAP/Audio-visual/ . Video clips can be downloaded with Save link as…4 For other suggestions of topics, you can access URL: http://www.writefix.com/argument/topics.htm

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Poverty has many complex causes, including low wages, a lack of jobs, racism, sexism, and other forces beyond individual control. For the past 30 years, the fight against poverty and injustice has been an uphill battle. Indeed, major economic dislocations and victim-blaming public policies have affected the capacity of the three traditional sources of income - marriage, markets, and the state - to protect people from poverty even when they work hard and play by the rules. The results include mounting rates of poverty, hardship, and social problems - all of which fall into social work's domain.

Mounting Poverty In 2005, 12.6% of the population was poor, up from its all-time low of 11.3% in 2000. Even the higher African American (24.9%) and Latino (21.8%) rates and the lower Caucasian (8.3%) rates rose above their all-time 2000 lows. Meanwhile, the American Dream, the promise that work pays, faded for the working and middle class. In 2004, 7.8 million people aged 16 or older spent at least 27 weeks either working or looking for a job but earned below poverty-level wages in companies that provided few basic benefits such as healthcare or parental leave. Thanks to tax cuts and corporate welfare, inequality also reached new highs.

Mounting Hardship Poverty, in turn, takes its toll on people's lives. In 2004, 40% of poor and 14% of non-poor families faced food, health, or housing insecurity, considerably more families of colour than Caucasian families. The situation has worsened over time. From 1987 to 2005, the number of people lacking food security rose from 31 to 35 million; those without health insurance soared from 31 to 46.5 million while the number of households paying more that 30% of their income for rent jumped from 31% (1978) to 49% (2005). These losses were further compounded by a lack of social investment in low-income communities exposing people to: crumbling neighbourhood infrastructures (e.g., abandoned housing, poor schools, lack of services, unemployment); interpersonal violence (e.g., battering, rape, child abuse); and community violence (e.g., gang fights, drive-by shootings, surveillance, police brutality, sexism, and racism).

Mounting Social Problems Social workers know firsthand that people confronted with chronic deprivation and/or harsh living conditions often feel unsafe, insecure, and powerless. We also know that people cope with the desperate condition by harming themselves (e.g., self-medication, dropping out of school, unsafe sex, ineffective parenting, inability to hold a job, lack of self-care, and suicide) and/or others (e.g., crime, assault, battering, rape, homicide). Social workers have the know-how and the professional obligation to help people undo negative coping and promote positive coping, both self-advocacy (e.g., seeking needed social, health, and financial assistance) and social advocacy (e.g., community activism). Given social work's location between the client and society, we can either leave solving poverty to the economists or join the fight for economic justice. […] Some fear that making individual and social change a fundamental part of our work politicizes a previously objective and apolitical profession. Yet, it is far better to address these issues explicitly than to pretend they do not exist. In the words of Martin Luther King, Jr., "Our lives begin to end the day we become silent about things that matter."Source: Adapted from Mimi Abramovitz: Poverty and Economic Injustice

New Vocabularyfling = throw smth. carelesslysoar = increase rapidlycope = deal successfully with a difficult problem

Specialist termseconomic dislocationspublic policiessources of incomemounting rates of povertybelow poverty-level wagesbasic benefitshealthcareparental/ (sick) leaveunemploymentchronic deprivationsocial/ self-advocacypositive/ negative copingsocial/health/financial assistance

Expressionsthey have taken their toll = amount/ extent of loss or destructionwork pays = it is worth the effortuphill battle = effortto know first hand = directly from the sourceto have the know-how = to have the (technical) knowledge and skill to do smth.

Section I VOCABULARY ACTIVITIES

There are several ways of forming words with opposite meaning: negative prefixes and suffixes (insecure, powerless), lexical devices (lack of), or words with negative meaning (deprivation).

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A. Read attentively the text and find examples of each category. What are the most commonly used means?a) …………………………………………………………………………………………………………b) …………………………………………………………………………………………………………c) …………………………………………………………………………………………………………

B. Using academic/ specialised vocabulary. Read (twice) the following text on the profession of social worker in its entirety from the Key section. Then try to fill in the blanks with the missing words. Indeed, many would say that our profession, more than any other, is engaged in working with poor people-those without health insurance, those who live in _____ with broken infra-structures and no supermarkets, those who live on the basic_____ _____ provided by Supplemental _____ _____ , and those who have never felt the dignity of having a _____ . Social workers see first-hand the debilitating effect of poverty on those struggling to patch together meager _____ to pay all the bills. Social work's concern with poverty is _____ to the profession's _____ _____ of justice. As such, special attention is given to those who are not only poor, but are members of groups that often are _____ from pathways to self-sufficiency, such as women, children, and the _____ ill. Social workers also see the resilience and _____ of those who develop _____ _____ and _____ to problem-solving in ways that other _____ entrepreneurs might envy. _____ from social work and other disciplines have _____ what it takes to get people out of poverty and to keep people from falling into it. We know it takes a combination of education, support, _____ and opportunity. We know that it takes a well-structured services-delivery system guided by _____ and competent _____ _____ _____, NASW, 2003

Below there is some of the language we use for expression causes and effects.VERBS

Lack of adequate resources may cause/ can lead tocan result in

poverty and injustice

can give rise toMuch of the instability stems from the economic effects of

the warInterpersonal and community violence

caused by/ resulting fromproduced by/ stemming from

NOUNS

poverty, ...

The most likely causes of X are poor diet and lack of health care.A consequence of chronic deprivation is a feeling of insecurity.Social advocacy is an important factor in helping people undo negative coping.Many other variables have an influence on poverty levels.Another reason why Xs are considered to be important is that ... PREPOSITIONAL PHRASESA great number of people become poor

owing to/ because ofas a result of

wrong economic policies.

Adapted from http://www.phrasebank.manchester.ac.uk/causes.htm.

C. The “word cloud” shows the most frequently used words in the article. Choose 10 and build a summary of what you have read.

Section II LANGUAGE FOCUS

Purpose and reason clauses

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www.wordle.net

A. Rewrite the sentences using a more formal connecting expression from the box to replace because of. There might be more than one possible answer.

thanks to as a result of owing to due to as a consequence of given

1. Because of major economic dislocations, sources of income have been diminished.2. Rates of poverty increased because of irresponsible public policies.3. Inequality reached new highs because of tax cuts and corporate welfare.4. Because of lack of social investment, low-income communities were exposed to severe social problems.5. People often feel unsafe, insecure, and powerless because of chronic deprivation.

B. Join the following pairs of sentences using to, in order to, so as (not) to (+ infinitive) and so that, in order that (+ modal verb).

1. Social workers use their expertise. They want to help people cope with hardships and poverty.2. She turned on the radio. She wanted her mother to hear the latest news on pension benefits.3. Last year, Exeter University researchers carried out a national-scale study. They wanted everybody to learn about major social problems in the area.4. Mencap has recently organised a fund-raising campaign. They want to reduce the effects of chronic deprivation on young children.5. She wrote a good master dissertation. She wanted to prove that she would be an excellent social worker.

C. Rewrite these sentences to include a negative purpose clause using to avoid.

1. Applicants should learn about the system because they do not want to be denied social security disability benefits.2. After he lost his job, he subscribed to several social networks because he did not want to become socially isolated.3. The association advocates the disabled children’s attending mainstream education because it does not want them to confront social exclusion.4. The lecturer highlighted the social status of women in India because she did not want her audience to face similar issues.5. Frank has written a book on new social identities because he did not want group discrimination to be misunderstood.

D. Think of something in your life which has:

1. caused you a lot of problems/ troubles.2. given you a lot of happiness.3. provoked a feeling of anger in you.4. resulted in embarrassment for you.

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Section III TEXT STRUCTURESolutions cannot be suggested unless a problem is fully analysed, and this involves a thorough understanding of the causes and possible effects’A. Read and discuss the following essay outline. Suggest additional developments.

'What are the causes and principal effects of the increase in fast-food consumption in Romania?'

Pattern Sample Outline Introduction of general topic

Specific areas to be covered in this essay

Background to traditional Romanian diet, and recent changes This essay will cover first causes, then effects

Essay section i (Causes) Cause 1a) subsectionb) subsection Cause 2a) subsectionb) subsection

Causes of increased fast-food consumption Changes in commercial practicea) Power of advertisingb) Loss of local shops Changes in lifestylea) Longer working hoursb) Two working parents

Essay section ii (Effects) Effect 1a) subsectionb) subsection Effect 2a) subsectionb) subsection Effect 3a) subsectionb) subsection

Effects of increased fast-food consumption Vitamin deficienciesa) subsectionb) subsection Obesitya) subsectionb) subsection Loss of 'food culture'a) subsectionb) subsection

Conclusion Summary of main points (and look to future)

Conclusion Increase in fast-food consumption generally = negative (possible changes to improve diet in the future)

B. Select one of the following topics and write a 500-word essay. The sample outline refers to more than one cause and more than one effect.5

Explain the effects of stress on you. Focus by limiting to a specific situation. What are the effects of television on study habits? Why are you such a good/poor/mediocre student? What are some of the effects of overcrowding? How can one individual have an effect on the environment? Is the media a reflection of society's ills or does it cause society's ills? What are the causes of illiteracy?

C. You may check your essay against the following criteria:1. Does the introductory paragraph contain an interesting lead and a concise thesis statement?2. Do at least two documented resources with parenthetical documentation and accurate bibliography

support the evidence?3. Does the body of the essay clearly support the thesis statement with facts and details that

adequately establish the casual relationship?4. Are appropriate signal words used?5. Does the concluding paragraph restate the thesis in a clear and convincing manner?6. Have mistakes (spelling, grammar, vocabulary) been spotted and eliminated?

5 You can find further essay topics on URL: http://www.goodessaytopics.com/cause-effect-essays-topics.html 39

Section IV DISCUSSION TOPICS

Personal opinionWhat do you think about people receiving welfare? Should the government fund the welfare system? Do you feel sorry for people who live on the street? Are people who live on the street necessarily lazy?

Section V WORKING WITH THE INTERNET

Writing about graphs is an important stage in presenting information, whether in written or oral format. Below there are two sites providing information on writing about graphs and a sample description. Study them attentively and then do the tasks.

URL: http://www.writefix.com/graphs/usqassign1/index.htmURL: http://www.admc.hct.ac.ae/hd1/english/graphs/writingaboutgraphs.htm

A The chart shows the percentage of Internet users by age between 1998 and 2000. Fill in the blanks from the box on the following page.This bar chart indicates the percentage of (1) __________________ from 1998 to the year 2000. The users are divided into four groups: those less than 15, those between 16 - 30 years, those between 31 to 50 years and finally those 50 and above. There are several features that we can take note of according to (2) _________________ and the (3) ___________________.

Turning to the (4) ___________________, it is clear that the people aged 16 to 30 (5) ________________ the greatest percentage of internet users. This age group (6) ___________________ for an average of 47 percent of all users. The second highest (7) _________________ of users was the 31 to 50 year olds whose average (8) ____________________ at 39. The other two groups scored (9) ___________________________less in terms of the (10) _______________ of all users.

Looking at the time period from 1998 to 2000, for the 16 to 30 year olds there was a (11) ___________________ in their usage of the internet. In 1998, they (12) ______________________ 53 percent of all users, but this mark (13) ______________________ by the year 2000 to 37 percent. In terms of low end users, the 50 and above age group started off in 1998 at 2 percent, but (14) ______________________ increased to 9 percent in 2000.

To sum up, the overall picture tells us that the percentage of 16 to 30 and 31 to 50 year olds (15) _____________________gradually while the proportion of less than 15 year olds and the 50 and above age group (16) ______________ increased.

stood significantly made upshare age groups steadily

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decreased proportion registeredInternet users dropped slightlytime period accounted graduallydeclined decrease considerablysubstantially

B Complete the sentencesa. In 1998, less than one Internet user in twenty was ___________ b. The majority of users in 1998 were ___________ c. Children _______________ for only 2% of users in 1998. d. Between 1998 and 1999, the proportion of children using the Internet ___________. e. The percentage of older adults using the internet _________________ between 1998 and

1999. f. Overall, there was a steady _________________ in the percentage of 16- 30 year olds

using the Internet. g. By 2000, older users __________________ ten percent of the total number. h. Together, children and older users comprised almost ________________ of the total

number of Internet users.

C Study the graph and then fill in the gapped text.

Preferred Means of Communication

The two pie charts illustrate 1…… modes of communication for six forms of 2…… in a survey undertaken in two HD 2 classes, one male and the other 3……, at ADWC in February 2005. A brief description follows.

First, the 4…… emerges as the most popular mode for males with a proportion of 27%. It ranks almost as high, at 22% with females, but is tied in their case with 5……. Text messaging also ranks high with men, 6…… allot it 1% more. E-mail and instant messenger are close 7…… and fourths in popularity, scoring 17% and 16% respectively for men, 21% and 18% for their counterparts. Last, male students give the fax only 10%, and letters even less, 7%; females reverse the same 8…….

To 9……, preferences for the six 10……of communication are almost 11……for the sexes. Both favour 12…… by telephone and text message the most, e-mail and instant 13……the second most, and letter and fax the 14……. The only minor 15…… is that women prefer communicating by letter and men by fax.

U8: SOCIAL WORK Solutions to the Unemployment Problem

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Unemployment is a measure of the number of people registered as looking for work but without a job. Much of the discussion on finding solutions to the unemployment problem has centred on the pivotal role of faster economic growth and cuts in real wages. The former is viewed as a means of generating more jobs whereas the latter is a reaction to the view that through their demands for higher wages, some groups of workers have priced themselves out of a job. How much growth and how large a fall in real wages would be required to reduce the size of the unemployment problem both remain matters for debate. Ottosen and Thompson (1996) suggest an overhaul of the National Labour Relations Act in the United States as a way of preventing unions from delivering the monopolistic wages and fringe benefit premiums that raise business costs and lead to unemployment. Such proposals are often very difficult to implement. Simulations by Guy Debelle and James Vickery (1998) for the Australian labour market are suggestive of manageable wage cuts only if the unemployment target is not set too low. Such advice is not very encouraging. Many researchers also believe that the levels of economic growth required to make a major difference to the unemployment problem are unlikely to be sustained by most economies. Countries could take other approaches to help reduce their unemployment rates (Ottosen and Thompson 1996). First, the methods of accumulation and dissemination of information on available jobs and workers could be improved. Ottosen and Thompson have suggested following the Swedish model, in which job centres have a nationwide, integrated database of jobs, employers, and available employees. This could reduce the time spent by an average worker on the unemployment roll and thus reduce the unemployment rate. Second, unemployment agencies could tighten their job search and job acceptance requirements. Third, there could be improvements to the education and training provided to young people, with a greater focus on vocational skills. Finally, countries need to ensure that their welfare systems do not provide disincentives to work. Australia, for example, has strengthened the "Mutual Obligation" requirements (e.g., taking part in Work for the Dole projects) that eligible job seekers must meet in order to avoid loss of part of their income support. There may also be a role for unemployment programs that target various groups of jobless persons. Carol West (1994) surveyed the unemployment programs aimed at reducing cyclical, frictional, seasonal, and structural unemployment in the United States. Some of these programs aim to change people to match existing jobs while others create jobs to match existing worker skills. The change in focus over time and the short duration of many programs make evaluation difficult. Many programs appear to do little more than reorder the line of unemployed people, though obviously they have the potential to fulfil an equity function in the labour market. John Piggot and Bruce Chapman (1995) suggest that labour market programs can be a cost-effective means of managing the pool of unemployment. A number of other solutions to the unemployment problem have been advanced in the literature. For example, work sharing, early retirement, and reduced migration have been discussed. These policies affect the labour market by reducing the supply of labour. However, they have not won a great deal of support among economists. Source: http://family.jrank.org/pages/1727/Unemployment-Solutions-Unemployment-Problem.html

New Vocabulary(wage) cut=reductionfringe (benefits)=additional equity=shares of stock in a corporation

Prefixes/ Suffixesunemployment simulationmanageabledisincentive

Compoundnationwidedatabasecost-effective

Word familyemployemployeremployeeunemployedunemployment

Specialist vocabularyunemployment roll/ ratewelfare system labour marketsupply of laboureconomic growthjob requirements/ seekersstructural unemployment(early) retirement

Section I VOCABULARY ACTIVITIES

Useful vocabulary to refer to problem and solutions

A. Fill in the following table with the information required.42

Word Part of speech Meaning/ synonymscrisis impact solve predicament effect disturbing seriously adverse alternative conclusion

Useful expressions

B. Use the following expressions to write problem/ solution and possible results sentences for four of the following current social issues: (cyber)crime, pollution, rainforests, famine, AIDS, elderly people.e.g. (Problem) One way to deal with unemployment / (Solution) is faster economic growth. The result of this would be an increasing number of jobs.

StepsMeasures

shouldmustcould

be taken so as toin order toto

solve/ overcome/ combat…deal with/ eradicate…

One possible AnotherAn alternative

way to solve/ overcome/ combat…deal with/ eradicate

this problemthe problem of…

PeopleGovernmentsWe

should focus their/ our attention on wayscould take other approaches

to solve/ overcome/ combat the problem ofto improve the situation ofto reduce the impact of… on society

If steps/ measures were taken to…If attempts were made to address the problem…

the effect/ result/ consequence would be…

The effect/ consequence/ result/ outcome

of (+ noun/ -ing) would be…

1.

2.

3.

4.Section II LANGUAGE FOCUS

A. Rewrite the following sentences using the words in brackets without changing the meaning.

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1. The environmental damage caused by factories is quite likely to become more extensive if adequate measures are not imposed. (probably)…………………………………………………………………………………………………...2. It is highly probable that the number of burglaries in the area will increase if the number of patrols is reduced. (almost certainly)…………………………………………………………………………………………………...3. The public will probably react negatively to any decisions by the government to increase taxes. (bound to)…………………………………………………………………………………………………...4. Research findings confirm that it is rather unlikely that the problem of the overpopulation will be solved over the next few decades. (probably not)…………………………………………………………………………………………………...

Examples of sentences that suggest a problem and solution pattern

Although there are major obstacles for women who seek entry into top management positions, these can be overcome. You would expect an explanation of the obstacles (problems) and how these can be overcome (solutions).

Those who rent apartments must find ways to deal with landlords who are often unresponsive to tenants' needs. You would expect an explanation of the solutions to the problem already stated.

Multinational corporations have found ways to refute accusations that they are exploiting the labour force in third-world countries. You would expect some solutions to be offered and, probably, an explanation of the accusations.

B. Here is a sample paragraph with problem and solution pattern. Read it and fill in the information:

Parents often have difficulty determining how much allowance to give their children. One reason for this is that they are torn between believing their children should have an opportunity to budget their money and the feeling that their children will not use their allowance wisely and will continue to ask for additional money. Parents also have trouble deciding what to include in the child's list of items that the allowance must pay for. The result of such dilemmas is that children are often given too little or too much allowance, with little clear guidance about how is it to be spent. The rules keep changing. One way to solve this problem is for parents and children to confer regularly about how allowance is being spent and to establish clear guidelines, with revisions being made every so often as the child's needs and interests change.

The problem that is stated is__________________________________________________________________________________________________________________________________________

The cause(s) given for the problem is (are): ______________________________________________________________________________________________________________________________

The effect(s) of the problem is (are): _____________________________________________________________________________________________________________________________________

The solution(s) offered is (are): _________________________________________________________________________________________________________________________________________

Section III TEXT STRUCTUREThe ‘Situation-Problem-Response-Evaluation’ (S-P-R-E) essay.

44

It aims at examining a problem and discussing two or more possible responses or solutions. The essay ends with a judgement evaluating these solutions. Examine carefully the following situation:Beyond the positive economic aspects for households, widespread engagement of Romanians in labour migration has several negative consequences, particularly on the lives of affected families. Perhaps the most problematic issue is the temporary abandonment of minors by their labour migrant parents. At the beginning of the 1990s, only one member of the household tended to migrate, meaning that only one family member (usually the father) was absent. Since then the number of women engaged in labour migration has increased. Now it is common for couples to migrate, leaving minor children behind without direct parental supervision. These children are not necessarily abandoned; rather, parental roles are assumed by relatives, neighbours or friends. However, the lack of direct parental supervision has led to a rise in social problems among children and adolescents, and the authorities in charge of child protection have been forced to formulate policies to monitor the situation. At the end of 2006, approximately 60,000 children were identified by the National Authority for the Protection of Children’s Rights as being at risk because one or both parents were working abroad; in one third (21,400) of these cases, children had been deprived of both their parents.Source: http://www.focus-migration.de/Romania.2515.0.html?&L=1Retrieved 28.10.2008

A. Analyse it according to the following grid:

Situation: _________________________________________________________________Problem: __________________________________________________________________Response/solution: ___________________________________________________________Evaluation: _________________________________________________________________

B. Use the outline below to build up a 300 words essay on “Migration of Romanian Labour Force and Its Implications for the New Generation.”

Introduction of general topic (situation/problem)specific areas to be covered in this essay (responses/evaluation)

The SituationDescribe it

What caused it?The Problem

Describe itThe Response or Solution

Describe a response, + evidenceDescribe any alternative responses, + evidence

The Evaluation/ConclusionWhich is perhaps the best response?

What might be the result of applying each response?Final statement

Adapted from White, R. and Arndt, V. (1991) Process Writing, London: Longman.Source: http://www.efl.arts.gla.ac.uk/CampusOnly/essays/26web.htm

Section IV DISCUSSION TOPICS

Have you ever been abroad? Have you heard of the Work and Travel programs for students?

45

What do you think are the advantages/ disadvantages of such a program? Is it ok to have a job at all while attending university?

Section V WORKING WITH THE INTERNET

Working holidays, gap year jobs and volunteer work programmes abroad.  Whether it's a gap year programme, volunteer opportunity, backpacking trip, working holiday or career break the Work & Travel Company offers full support packages.

Access URL: http://europass.cedefop.europa.eu/europass/home/hornav/Downloads/EuropassCV/CVTemplate.cspand write down your CV according to the European CV Template in order to apply for a work and travel programme.

By accessing URL: http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/levels.html you will be able to get familiarised with the European Framework for Languages and its descriptors for language levels.

Finally, access URL: http://europass.cedefop.europa.eu/europass/home/vernav/Europasss+Documents/Europass+Language+Passport.csp and create your Europass Language Passport.

ANNEX 1 IMPROVING GRAMMARObjective Material Page / Unit

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1. Active and passive voice Michael Vince, Intermediate Language PracticeRichard Side, Guy Wellman, Grammar and Vocabulary for Cambridge Advanced and Proficiencyhttp://elc.polyu.edu.hk/cill/eap/2004/u3/passivevoice.htm http://owl.english.purdue.edu/handouts/grammar/g_actpass.html

http://www.unc.edu/depts/wcweb/handouts/passivevoice.html

Units 16, 17Unit 1

2. Participles, gerunds and infinitives

Michael Vince, Intermediate Language Practicehttp://owl.english.purdue.edu/handouts/grammar/g_verbals.htmlRichard Side, Guy Wellman, Grammar and Vocabulary for Cambridge Advanced and Proficiency

Units 42,43

Units 14, 15

3. Conditionals, Wishes Michael Vince, Intermediate Language Practice http://elc.polyu.edu.hk/cill/eap/2004/U4/pg80ex1conditionalclauses.htmRichard Side, Guy Wellman, Grammar and Vocabulary for Cambridge Advanced and Proficiency

Units 13-15 Unit 5

4. Relative clauses Michael Vince, Intermediate Language Practicehttp://elc.polyu.edu.hk/cill/eap/relativeclauses.htm Richard Side, Guy Wellman, Grammar and Vocabulary for Cambridge Advanced and Proficiency

Units 25,26 Unit 11

5. Reported Speech M. Vince, Intermediate Language PracticeRichard Side, Guy Wellman, Grammar and Vocabulary for Cambridge Advanced and Proficiency

Units 11, 12Unit 13

5. Connectivity http://depts.gallaudet.edu/ESL/comconnectives.htm P.35 – 80U.150 - 153

6.Sentence structure (Overview) http://elc.polyu.edu.hk/cill/eap/2004/u1/sentencetypes.htm

a. simple sentence http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/sentence_types_quiz.htm

http://owlet.letu.edu/grammarlinks/sentence/sentence3.htmlhttp://www.ccc.commnet.edu/sensen/part1/seven/index.html

b. compound sentencec. complex sentence

7.Time, Tenses & Aspects (Overview)

http://www.languagelink.ru/e/tefl/tense.php http://grammar.ccc.commnet.edu/grammar/tenses/tense_frames.htmhttp://www.ccc.commnet.edu/sensen/part1/two/index.htmlhttp://www.englisch-hilfen.de/en/exercises_list/zeitformen.htm

a. simple present & present continuous M. Vince, Intermediate Language Practice Units 2, 3b. simple past & past continuous, past perfect

M. Vince, Intermediate Language Practice Units 4,5

c. simple future & future continuous M. Vince, Intermediate Language Practice Units 8,9d. present perfect & simple past M. Vince, Intermediate Language Practice Units 6,7e. simple past, present perfect & past perfect. Consolidation

M. Vince, Intermediate Language Practicehttp://www.englishpage.com/verbpage/verbtenseintro.htmlhttp://www.english-4u.de/grammar_exercises.htm

Consolidation 1E, IE, I

8.Modals & Communicative purposes (Overview)

M. Vince, Intermediate Language Practice

http://www.englishclub.com/grammar/verbs-modals.htm

Units 18,19

a. expressing certainty / possibility b. expressing obligation / necessity

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c. expressing ability

d. asking for permission e. expressing deductiona. making requests / recommendations/ offers 4. Nouns and articles M. Vince, Intermediate Language Practice Units 33-35

5. Determiners and pronouns M. Vince, Intermediate Language Practice Unit 36

6. Adjectives and Adverbs M. Vince, Intermediate Language Practice Units 37, 38

ANNEX 2 KEY TO EXERCISES

Unit 1: Sociology American Families

48

I A 1 e, 2 d, 3 a, 4 b, 5 c. B Suggested answers: pro-family, child-centred; full-time earner; home owner; … C 1 fed up, 2 head on, 3 laid back, 4 one out 5 unheard of, 6 cut up, 7 off chance, 8 outstrip, 9 ongoing, 10 backup.II A Suggested answers 1 During these same years, Americans became again a property-holding people; because per-capita consumption rose briskly, Americans contrived to channel it into family-centred purchases.2 The ethos of uniformity and obedience passed into the civilian ethos of the 1950s and the military man was transformed into "the corporate man" or "the organization man" of postwar managerial life. 3 It was thought of as a simple time, when the American public was comfortable economically and the “American Dream” was a reality for many people. 4 It is hard to predict how science is going to turn out; if it is really good science, it is impossible to foretell. 5 On the other hand, Thomson understood that the most striking aspect of this family story was change so, although he was a student of Smith, he broke from his master and interpreted it differently. B 1 SCF, 2 PS, 3 SCF, 4 SCF.III A 1 before, that is; 2 First, Second, Third, so that, Fourth, When, Thus, Finally, in order.C Listening paragraph: Although television has consistently privileged the family as the "normal" and most fulfilling way to live one's life, its programs have often presented multiple and contradictory messages. At the same time that a sitcom featured June Cleaver wondering what suit to buy the Beaver, a documentary or news program showed the underside of family abuse or the severe poverty in which some families were forced to live. Because television draws on an enormous stable of representational traditions and creative personnel, and because the industry has attempted to appeal to large nationwide audiences the medium never presents one simple message. Instead it is in the relations among different programs and genres that we begin to get a view of the range of possibilities. Those possibilities have, of course, been limited by larger social ideologies such as the racism or homophobia which affects the quality and quantity of shows depicting non-white and non-heterosexual households. Despite these on-going exclusions however it is evident that the family on television is as full of mixed messages and ambivalent emotions as it is in real life.

Unit 2 Sociology Ally McBeal – Role Model?

I A a S, b G, c G, d S, e G. B 1b, 2 a, 3 d, 4 c. C 1 aspect, 2 emotional, 3 struggling, 4 on target, 5 series. D 1 Role model, 2 negative, 3 follow, 4 parents, 5 model. II A Ally has wit, charm, and a pleasing personality. Ally and her colleagues learned to face professional difficulties effectively and to cope successfully with family issues. They wanted three things out of life: to become successful professionals, to find their soul mate, and to learn about life. Her husband, she thought, would be a brilliant strategist, a caring mentor, and a wise friend. Ally's IQ is higher than her friend's. B 1 They will watch the show either today or tomorrow. 2 Women enjoy both raising their children and going to work. 3 Her colleague is both kind and patient. 4 Ally is not only talented but also charming. 5 Either she begins looking for a soul mate now or risks never finding him. 6 The soap opera was not only very long but also dull. 7 Ally should either eat more or exercise less. 8 The series is both interesting and exciting. C 1 Ally’s colleagues walked out of the office, down the alley and across the street. 2 Women’s motivation to succeed in career seems to be greater than their husbands’. 3 The media focussed on feminist issues, Ally’s possible impact on the audience and offering a good role model. 4 They worked carefully, quickly and quiet. III B 4, 7, 10, 5, 9, 8, 6, 3 , 11. 2, 1.

Unit 4 Sociology McDonaldization

I A First column down: allocate assess, comply, determine, expect, expose, hoped, use; second column down: tell, inform, is attempting, justify, to achieve, to develop, to discover, to use, verify. B 1 Coca-colonisation 2 McDojo, 3 McDegree, 4 McNews, 5 Disneyfication. C. 1 We engaged staff in the initiative by using lunchtime meetings. /We used lunchtime meetings to engage staff. 2. We provided better data on how people used the facilities by documenting when they attended. 3. The council

49

recognised that it needed to manage staff better to develop and deliver this service. So, it set up a restructuring taskforce. II A 1 George Ritzer, a sociologist teaching at the University of Maryland, is the author of a series of studies which surveyed major tendencies of modern social theory. 2 Widely read for their comprehensiveness these studies are regularly updated in successive editions. 3 The reviewed study offers a ‘career report’ of important developments. 4 Ironically, the object is to look for new, innovative ways to create an experience that is exactly the same no matter what McDonald's you walk into, no matter where it is in the world. 5 Refusing to follow the rules, the worker leaves the pickles or special sauce off a hamburger, thereby making for unpredictability. 6. People feel great comfort knowing that McDonald's offers no surprises. 7 Essentially, the Egg McMuffin in New York will be identical to those in Chicago and Los Angeles. 8 He points out that Ray Kroc, the founder of McDonald's, applied the principles developed by Henry Ford to the preparation and serving of food.III A 1 process (McDonaldization), shopping malls; 2 calculability, emphasis on the quantitative aspects…, (portion, size, cost), service, (time…to get the product); 3 USA Today, bland, instant news; 4 “bigger is better”, people order…. .

Unit 5 Social Psychology The Milgram Experiment

I A 1a, 2a, 3b, 4a; B 1 obedience, conformity; 2 conforming; 3 non-conformity; 4 conform; 5 conformity; 6 (non-)conformists, conform, non-conformism; 7 authority; 8 authoritarianism, authoritarian.II A 1 Milgram set an experiment at Yale University to test how much pain ordinary citizens ordered by an experimental scientist would inflict on others. 2 Milgram’s experiments show that Nazi crimes are not difficult to understand, suggesting that the major factor was the human wrong propensity to obey authorities. 3 Milgram’s experiment was repeated dozens of times with many different groups of people but the results were always the same: most people will obey external authority over the dictates of conscience. 4 Recent research on obedience to authority over conscience has suggested that obedience is not inevitable. 5 Sherman, a psychologist, conducted an experiment that proved that moral reflection and discussion found in the best types of education can strengthen the power of conscience over authority, substantially enhancing choices of ethical quality. III A The question of what constitutes "language proficiency" and the nature of its cross-lingual dimensions is also at the core of many hotly debated issues in the areas of bilingual education and second language pedagogy and testing. Researchers have suggested ways of making second language teaching and testing more "communicative" (e.g., Canale and Swain, 1980; Oller, 1979b) on the grounds that a communicative approach better reflects the nature of language proficiency than one which emphasizes the acquisition of discrete language skills. B Suggested paragraph: Distinction Between Conformity and Obedience - At this point a distinction must be made between the terms obedience and conformity. Conformity, in particular, has a very broad meaning, but for the purposes of this discussion, I shall limit it to the action of a subject when he goes along with his peers, people of his own status, who have no special right to direct his behavior. Obedience will be restricted to the action of the subject who complies with authority. Consider a recruit who enters military service. He scrupulously carries out the orders of his superiors. At the same time, he adopts the habits, routines, and language of his peers. The former represents obedience and the latter, conformity.

Unit 5 Anthropology One Hundred Percent American

I A 1e, 2d, 3a, 4b, 5c. B 1 first floor, 2 cab, 3 trunk, 4 cab, 5 route, 6 candy, 7 cookies, 8 ‘eggplant and French fries’, 9 check.II A 1. The man who bought…; 2. …to visit the town location, which was unknown; 3. Frank invited Mary, whom he had met in Korea, at the party; 4. The writer, whose name he could not remember, signed…; 5. She always wanted to go to a place where she could speak her native tongue. B 1. in which, 2 that, 3 whose, 4 which, 5 who, 6 who, 7 who, 8 in which.III

50

A. Preparation b a e c d

B. Outlining the Exam g f- Deconstruct the Essay Question- Create an Outline i h jC. Writing the Essay m l k n p o q

Unit 6 Anthropology A Cultural Map of the World

I A 1 a, 2 a, 3 b, 4 a, 5 a. C 1b, 2 a, 3 c, 4 a. II A 1 Although Romanian society has almost completed industrialization, it has not improved much the quality of life. 2 In spite of the fact that there is an increasing emphasis on self-expression values in the younger generation, the society at large is still tradition-oriented. 3 However long it might take, Romanians are determined to make up for the lost time during the communist regime. 4 I should not work for a Romanian boss if I were you even if he offers you high wages. 5 Despite the fact that so many researchers worked on them, they still think that the surveys are phony. B 1 Even if people in this country have got no money, they are very happy. 2 The wealth has accumulated lately. Nevertheless, there still are very many poor people. 3 While a new view as to child-rearing has risen, the majority do not take it into consideration. 4 Romania lacks basic democratic values and yet I still think the country is on its way to a better life. 5 As incredible as it may sound, Romanian computer scientists are considered among the best in the world. C ScriptThe most fundamental division in current approaches to understanding human cultural difference seems to lie in the opposition between the so called ‘cognitivist’ approach and the ‘phenomenological’. Three implications of the contrast deserve particular emphasis. The first refers to the ontological status of the human body. In the cognitivist perspective, the body is understood as a passive instrument in the service of cultural reason, delivering sensations for processing by the mind and, in turn, executing its commands. For the phenomenologist, on the other hand, the body is active, intentional rather than instrumental, not something that is used by the cultural subject but rather the very form of the subject’s presence as a being in the world. Second, and stemming from this, the stability of cultural form is seen to lie, in the former view, in the intergenerational transmission of linguistically coded, conceptual information (much as the stability of biological form is attributed to the inheritance of genetically coded information). In the latter view, by contrast, cultural form is seen to be held within the current of human relationships: what each generation contributes to the next are not templates or schemata for the organization of experience, but rather the specific conditions of development under which successors, growing up in a social environment, acquire their own embodied skills and dispositions. Third, if we would seek to know what the world means for the people who live in it, the cognitivist approach directs us to attend to their mental representations, whereas the phenomenological approach directs our attention to bodily kinaesthesis. For one the concept, for the other the performance, is the starting point of analysis.

Implications Cognitivist approach Connectors Phenomenological approachontological status of the human body

body= passive/ instrumental

on the other hand

body= active/ intentional

stability of cultural form

stability= -intergenerational transmission of linguistically coded, conceptual information

the former/ the latter/ by contrast

- held within the current of human relationships- the specific conditions of development under which successors, growing up in a social

51

- templates or schemata for the organization of experience

environment, acquire their own embodied skills and dispositions

meaning of the world

meaning= their mental representations- the concept

Whereas; For one… for the other

bodily kinaesthesis- the performance

Unit 7 Social Work Poverty and Economic Injustice

I A a) negative prefixes: injustice, dislocations, insecurity; unemployment; unsafe; insecure; powerless; ineffective; unpolitical. b) lexical devices: low wages; lack of jobs,…; lacking; low-income communities c) words with negative meaning: victim-blaming; hardship; few; tax cuts; worsened; crumbling (infrastructures); abandoned (housing); violence; gang fights; shootings; brutality; sexism; racism; deprivation; desperate (condition); suicide; negative. B Script: Indeed, many would say that our profession, more than any other, is engaged in working with poor people-those without health insurance, those who live in communities with broken infra-structures and no supermarkets, those who live on the basic incomes provided by Supplemental Security Income, and those who have never felt the dignity of having a job. Social workers see first-hand the debilitating effect of poverty on those struggling to patch together meager resources to pay all the bills. Social work's concern with poverty is linked to the profession's ethical norm of justice. As such, special attention is given to those who are not only poor, but are members of groups that often are excluded from pathways to self-sufficiency, such as women, children, and the mentally ill. Social workers also see the resilience and creativity of those who develop alternative economies and approaches to problem-solving in ways that other economic entrepreneurs might envy. Researchers from social work and other disciplines have demonstrated what it takes to get people out of poverty and to keep people from falling into it. We know it takes a combination of education, support, resources and opportunity. We know that it takes a well-structured services-delivery system guided by committed and competent professionals. Promoting Economic Security through Social Welfare Legislation, NASW, 2003 II A 1 Owing to major economic dislocations, sources of income have been diminished. 2 Rates of poverty increased as a consequence of irresponsible public policies. 3 Inequality reached new highs due to tax cuts and corporate welfare. 4 As a result of lack of social investment, low-income communities were exposed to severe social problems. 5 Given chronic deprivation, people often feel unsafe, insecure, and powerless. B 1 Social workers use their expertise to help people cope with hardships and poverty. 2 She turned on the radio so that her mother may hear the latest news on pension benefits. 3 Last year, Exeter University researchers carried out a national-scale study in order that everybody might learn about major social problems in the area. 4 Mencap has recently organised a fund-raising campaign so as to reduce the effects of chronic deprivation on young children. 5 She wrote a good master dissertation in order to prove that she would be an excellent social worker. C 1 Applicants should learn about the system in order to avoid being denied social security disability benefits. 2 After he lost his job, he subscribed to several social networks so as to avoid becoming socially isolated. 3 The association advocates the disabled children’s attending mainstream education for them to avoid confronting social exclusion. 4 The lecturer highlighted the social status of women in India for her audience to avoid facing similar issues. 5 Frank has written a book on new social identities in order to avoid misunderstanding of group discrimination. VI C The two pie charts illustrate 1preferred modes of communication for six forms of 2media in a survey undertaken in two HD 2 classes, one male and the other 3female, at ADWC in February 2005. A brief description follows.

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First, the 4telephone emerges as the most popular mode for males with a proportion of 27%. It ranks almost as high, at 22% with females, but is tied in their case with 5text messaging. Text messaging also ranks high with men, 6who allot it 1% more. E-mail and instant messenger are close 7thirds and fourths in popularity, scoring 17% and 16% respectively for men, 21% and 18% for their counterparts. Last, male students give the fax only 10%, and letters even less, 7%; females reverse the same 8percentages. To 9conclude, preferences for the six 10modes of communication are almost 11identical for the sexes. Both favour 12communicating by telephone and text message the most, e-mail and instant 13messenger the second most, and letter and fax the 14least. The only minor 15difference is that women prefer communicating by letter and men by fax.

Unit 8 Social Work Solutions to Unemployment

I A

II A 1 The environmental damage caused by factories will probably become more extensive if adequate measures are not imposed. 2 The number of burglaries in the area will increase almost certainly if the number of patrols is reduced. 3 The public is bound to react negatively to any decisions by the government to increase taxes. 4. Research findings confirm that the problem of the overpopulation will probably not be solved over the next few decades. B Problem stated is Parents often have difficulty determining how much allowance to give their children. Cause(s) given for the problem is (are): one reason - hesitation between belief children should learn how to budget and disbelief that they will use it wisely; also - indecision as to list of items for allowance. Effect(s) of the problem is (are): the result – too much/ little allowance/ no clear guidance. Solution(s) offered is (are): to solve – confer regularly with children.

word part of speech meaningcrisis noun serious problemimpact noun, verb Influence, effectsolve verb work out, resolvepredicament noun trouble, problemeffect verb, noun causedisturbing adjective shocking, troublingseriously adverb reallyadverse adjective negative, badalternative adjective, noun other/ choice (way)conclusion noun ending

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