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I. Find the following words and phrases in the text and translate them into Russian:

Placidity – спокойствие, безмятежность

to make frantic scenes – создавать безумные сцены

to give sb. a look of scorn – посмотреть на кого-либо с презрением

 lavishness- щедрость, расточительность

 to know how to pull strings adroitly – искусно пускать в ход связи

 to fall out of love - разлюбить

close-cropped hair – коротко стриженные волосы

to resist an inclination – еле удержаться

weather-beaten skin – обветренная кожа

coltish grace -  щенячья грация

to be on active service – быть в действующей армии

confinement -  лишение свободы

to run a theatre – руководить театром

effusive - несдержанный

virile air – неуверенный в себе

to set one's mind to smth. – сосредоточиться на чем-либо

disconcerting - замешательство

it's a knock out – выдающийся человек

amiability -  дружелюбие

affable manner- мягкая дружелюбная манера

 to exercise great ingenuity in (doing) smth.- проявлять большую изберательность делая что -  либо

to be unperturbed – быть невозмутимым

shrewdness - проницательность

to grizzle – жаловаться, ворчать

it's a mere commonplace – это просто банально

exorbitant - безмерный

to be conciliatory – быть примирительным

to foster one's career – способствовать продвижению чьей-либо карьеры

acumen - сообразительность

to have one's face lifted – подтянуть кожу лица

it's no good crying over spilt milk – уже нет смысла горевать

to have little flirtations – легко флиртовать

masseuse -  массажистка

gossip column – колонка светской хроники

the world of make-believe – мир фантазий

II. Answer the following questions:

1. What did Michael and Julia do when the war broke out?

Michael enlisted at once, but with the help of his father,

one of whose old brother officers was an important personage at the

War Office, he very soon got a commission. As for Julia, she wanted to become a nurse so that she could go out to France too and at least be on the same soil as he, but he

made her understand that patriotism demanded that she should go on acting.  

2. Why do you think Michael enjoyed the war?

Because he liked to be in the center of everybody’s attention.

3. Do you think love is important for a successful family life?

In my opinion, it takes only the third place after respecr and trust.

4. How did it happen that Julia fell out of love with Michael?

She realized that he no longer smelt like a youth, he smelt like a man

5. How did Michael manage to find the money to rent a theatre? What was the theatre called? Who was in the partnership with him?

Finally the money was found by a rich woman who was interested in Julia. the deed of partnership had been signed between Michael and Dolly. the Siddons

Theatre

7. What kind of director was Michael?

Michael ran the the-atre with the method and thrift with which he ran his home and made every possible penny out of their successes.

 8. What irritated Julia in Michael more and more? How did he change in Julia's eyes?

He became disgusting for her. She didn’t want to kiss him or hug him. Everything began to irritate her in Michael, especially his vanity and stinginess.

 9. Why was Julia sad when she thought of her married life?

Because now she did’t love Michael at all.

10. Why was Michael happier than he had been before?

Because Michael proved to be very successful director and all plays were very famous among London citizens. Besides, he was able to cope with financial difficulties and find infamous but very talented actors.

11. Julia's dresser and maid was a Cockney, wasn't she? Please prove it using the examples from the text.

Yes, she was.

“It'd only fidget me to 'ave a lot of elephant's tusks in me mouth."

“I'm young enough to dress 'er. And maid 'er”.

 12. Who was the unknown man who sent flowers to Julia? Why did she write him a thank you note?

It was Mr. Thomas Fennell. She was naturally polite and it was, besides, a principle with her to answer all fan letters. That was how she kept in touch with her public.

III. Make up a list of words and phrases describing Michael's appearance and character. Say what you think of him.

·        He had a very good figure

·        He was the best- looking actor on the English stage

·        the thinness of his mouth

·        he had a gallant bearing

·        He had an easy manner and he talked like a gentleman

·        He was good-looking and kindly

·        He was eager to get on

·        His voice was a trifle thin

·        He was easy enough in ordinary dialogue

·        Very simple-minded in some ways

·        He had no fantasy and his ideas were commonplace

·        Honest

·        He devoted anxious care to his figure

·        He was prudent and all he wanted was admiration

·        He was prosy, near with his money, self-complacent

IV. Comment on the phrase from chapter 9: "Roger had been entered for Eton within a week of his birth." Comment on it. Give a short presentation on public schools in Britain.

V. Dramatization. Act out the dialogue between Julia and her maid, Evie (see chapter 10)

VI. Give a summary of chapters 7-10. (in written form)

When the first World War broke out, Michael was sent to the army. The military uniform became him. Julia didn't  want to leave him, but he insisted on her staying in London. He was sure, that Julia shouldnt let people forget her, as an actres. She continued to play and finally she became well known as the best actress of younger generation. Her glory became so strong that it was possible for her to dare to leave the stage for some months and to give birth to a child. Shortly before the war ended she suddenly understood she had fallen in love with Michael.

After 1 World War, they inherited some money from Michael's parents and they decided to set out their own theater. The financial supporter was "the rich old woman" Dolley de Friz who had been the fan of Julias' talent since she was in Jimmy's troupe. Julia adviced Michael to be an administrator in spite of his still playing at the stage, and it turns out to be the best decision.
Remembering the past, Julia felt some kind of sadness for her love died. The only thing she had - was the art and everyday perfomances.

chapters 3-6

TASKS for Chapters 3-6

I. Explain in English or give definitions of and find contextual synonyms for the following words and phrases:

Asset – advantage – the good characteristic of smb’s chatacter
a sumptuous supper – luxurious supper
extravagance – absurdity – something that sounds or looks strange in a particular sutuation
 thrift - economy
to remonstrate – to be against sm or smth
equanimity – composure – keep calm
at a loose end – without any job, being of not busy
to jeopardize – to take a risk
alacrity – liveliness -  promptness in response
susceptible to – to be under influence of smth
obsequious – being menial
a retainer - retaining fee

II. Find quotations in the text. State their meaning and their function.

“neither a borrower nor a lender be” (Lord Polonius, Hamlet) – it was Michael’s credo and this feature attracted Julia. This quotation means that You should be able to mange on your own and not need to borrow. In the same vein, don't lend to others. They ought to make provision for themselves.

Nemo me impune lacessit . It means No one "cuts" (attacks) me with impunity

I could not love thee half so well, if i loved not honor more ("To Lucasta, Going to the Wars"). In the context of the story it means that there was no sexual relationships between Michael and Julia till they have got married and Michael was proud of it. This fact played important role in his life perception.


III. Explain the metaphor "she is a millstone round his neck." Who does it refer to?

"she is a millstone round his neck" means that there is a responsibility that is difficult to bear and causes you trouble. Michal think that a marriage for a young actor is silly at least and as a result his or her husband or wife will be just “millstone round his neck”.

IV. Comment on the context of the following phrases:

- "He was too modest to resent an unfavourable criticism." (Ch.3)

Such phrase characterizes Michael and his attitude toward both negative and positive reviews. He was never upset with criticism.

- "... after all he was born a gentleman." (Ch.4)

While talking with Julia, Michael’s father expressed his attitude towards his son’s profession. In fact, He didn’t approve of it, nevertheless he considered his son to be a gentleman.

- "He is going to be a flop." (Ch.5)
Jimmie and Julia are talking aboit Michael and his perspective in acting.

- "'I suppose it's beastly of me,' she thought, 'but thank God, thank God.'" (Ch.6)

Julia was happy about Mivhael’s failure in the USA.

V. Dramatize the dialogues between:

- Julia and Michael, as he invites her to his parents' house for Holy Week;

- Julia and Colonel Gusselyn;

- Julia and Michael, as he proposes to her;

- Michael and his father discussing the proposal;

- Julia and Michael after the talk with the American manager;

- Julia and Jimmie Langton.

VI. What techniques are employed by the author to make the reader see the events through Julia's eyes?

Inner speech

VII. Answer the questions:

1. Who was Jimmie Langton and what role did he play in Julia's and Michael's lives?
He was the producer. Julia developed her acting skills as well as Michael became famous with the help of Jimmie Langton.
 2. When did Julia and Michael join the Middlepool Theatre Company?
After the conversation between Julia and Jimmie, she joined the Middlepool theatre.
3. How did Julia and Michael get to know each other?
They were both actors of the Middlepool theatre under the head of the producer Jimmie Langton and they got acquainted during one of the Michael’s repetition where Julia fell in love with him.
4. What did Julia like about Michael?
In spite of the fact that Michael was very handsome, he was not vain and he never enjoyed his appearance.
 4. What did Michael think of good looks and decent families?
He didn’t care of it very much.
5. How did Julia feel about her family?
She didn’t talk much about her family. We just know that her father was a vet.
 6. What were Michael's views on marriage?
Michal think that a marriage for a young actor is silly at least and as a result his or her husband or wife will be just “millstone round his neck”.

7. Why did Michael find Julia extravagant?
She was always there for him, and thenks for her acting skills, she played many roles ntot only in theatre but in life too, and such different “Julias” made Michael considered her to be extravagant. 8. What did Michael read newspaper reviews for? Did Julia share his views?
Michael was too modest to be indignant with negative reviews and he was happy to read positive reviews where his name was mentioned.
9. Who invited Julia to Michael's house for the Holy Week?
Michael’s mother
10. Did Michael's father meet Julia's expectations?
No he didn’t. he was not so strict as he had been described by Michael.
11. What impression did Julia produce on Michael's parents?
They were very pleased by her visit and they really liked her, they thought that Julia perfectly matched their son.
12. Was the proposal expected by Michael's parents?
Yes, it was.
13. What professional offer did Michael receive and who facilitated this?
An American manager, looking for talent and having heard of Jimmie
Langton's repertory company, came to Middlepool and was greatly
taken by Michael. He offered a good part, a boy's part, nine-teen. Eight or ten weeks in New York and then on the road.
14. What steps did Julia take upon finding Michael was leaving for America?
She pretended to be happy for him but in fact when shesat in a great leather armchair willing with all her might the American manager to offer a part that Michael would refuse or a sa-lary that he felt it would be beneath his dignity to accept.
 15. Was Michael a success in America?
No he wasn’t because the manager discovered soon that Michael was very handsome but that was all. He didn’t have talent in acting.
16. Did Julia keep in touch with him while he was away?
He wrote many letters to him which were full of love.
17. Was Julia eager to meet Michael straight at the station?
Yes she was eager to meet Michael as the station.
 18. What were Michael's impressions after staying and working in America?
He was upset but not too much. He believed that his fail was connected with the fact that he was a typical Englishman.
19. What was Michael going to do in England and what were his prospects?
He was going to stay in London and tale Julia with him. And before their departiure, they were going to marry.

VIII. Summarize the events of chapters 3-6.

Meanwhile with the help of Jimmie Langton Julia developed her acting skills as well as Michael became famous in narrow circle. Soon, Julia joined the Middlepool theatre. both  Julia and Michael were actors of the Middlepool theatre under the head of the producer Jimmie Langton and they got acquainted during one of the Michael’s repetition where Julia fell in love with him. Their relationships began to develop but it was obvious that Julia was much more interested in this relationships. She dreamt about marriage but Michael thought that a marriage for a young actor is silly at least and as a result his or her husband or wife will be just “millstone round his neck”. Soon Michael’s mother invited Julia to Michael's house for the Holy Week where he made Julia proposal which she happily accepted. When they had been engaged for rather more than a year an American manager, looking for talent and having heard of Jimmie
Langton's repertory company, came to Middlepool and was greatly
taken by Michael. However, he wasn’t success in America because the manager discovered soon that Michael was very handsome but that was all. He didn’t have talent in acting. Chapter 6 ends with Michaelwas going to stay in London and tale Julia with him. And before their departiure, they were going to marry.

Theatre. Part 1.

TASKS for Chapters 1-2

I. Explain in English or give definitions of and find contextual synonyms for the following words and phrases:

Complacency – the feeling of self-satisfaction - smugness

 Filthy – smth dirty or muddy - muddy

Supercilious – smb who is arrogant - contemptuous

military bearing – a soldier’s appearance and his skills how to behave - carriage

natural flamboyance – smt bright or flaring

stupendous – smth very important - tremendous

staggered – stepped - immense

 natural homage – respect, esteem

entanglement – the situation which is not clear enough - intricacy

 concubinage – a type of relationships when a man and a woman live together without getting married - cohabitation

languorous – listless or indifferent – inactive

flippant rejoinder – thoughtless answer

to risk smth - to expose to a chance of loss – run the venture

a quick study – some kind of quick search or exploration

II. Search for the allusions in the text. Define their type (literary, artistic, historical and others) and functions; explain their meaning.

1. Hamlet. (literary) The Tragedy of Hamlet, Prince of Denmark is a tragedy written by William Shakespeare between 1599 and 1602.

1. George V (historical) (George Frederick Ernest Albert; 3 June 1865 – 20 January 1936) was King of the United Kingdom and the British Dominions, and Emperor of India, from 6 May 1910 until his death.

1. Queen Mary (historical). She was born Victoria Mary Augusta Louise Olga Pauline Claudine Agnes May in Kensington Palace on May 26, 1867 to Duke Francis and Duchess Mary of Teck. Young Mary was the great-granddaughter of George III and a second cousin to Queen Victoria.

1. Beatrice (literary). She is one of the most delightful characters in all of Shakespeare — certainly one of the most talkative and witty

1. Rosalind (literary). She is a fictional character and the romantic female lead in the play As You Like It (1600) by William Shakespeare.

1. Romeo (literary). He is one of the title characters in William Shakespeare's tragedy Romeo and Juliet. 

They are all used to show how much the main heroine was attached to the world of theatre and to as a proof we see the wide range of roles she had already played. 

III. Using direct and indirect evidence from the text give character sketches of Julia Lambert and Michael Gosselyn. Follow the plan:

Julia’s character is very profound and complicates, all her action have dual nature. Julia isnaturally polite to all the people, but still she can be very vulgar in her thoughts and in attitude toher assistant Evie: “Damn that rest!”, but “Julia was not a brilliant conversationalist, but her eyeswere so bright, her manner so intelligent, that once she had learnt the language of society she passed for a very amusing woman.” Moreover, Julia is quick on response, if someone hurts her feeling, she will revenge: “Tom meant nothing to Julia anymore, but she had a score to settlewith Avice and she wasn’t going to forget it. Slut!”Julia’s actions and relations with people are fully determined by her profession of anactress. The author gives direct characteristics to Julia: “She was born an actress and it was anunderstood thing for as long as she could remember that she was to go on a stage.”  She had large dark brown eyes. She talked very differently to herself and to other people. She wasn’t a brilliant conversationalist, but her eyes were so bright, her manner so intelligent. She had a great gift of mimicry. She felt alert and young. She was a very good-tempered woman

 Michael Gosselyn

He had a very good figure, a great mass of curling chestnut hair and large deep blue eyes, a straight nose and small ears. He was the best- looking actor on the English stage. The only thing that slightly spoiled him was the thinness of his mouth. He was six foot tall and he had a gallant bearing. He was so handsome that it took your breath away. He had an easy manner and he talked like a gentleman. He was good-looking and kindly. He was eager to get on. The second While Julia is in love with Michael, she does everything to get him. She tries her best to bea great actress, behaves with dignity and keeps excellent manners. The heroine plays a role of  plain girl for Michael parents in order to impress them: “She felt instinctively that she mustconceal the actress, and without effort, without deliberation, merely because she felt it would please, she played the part of the simple, modest, ingenious girl who had lived a quiet  country life.” She plays her part – and she is successful in it. But whether Julia in love with Michael or not, she plays a role of a loving and perfect wife. “Everyone knew that her marriage with Michael was exemplary. She was a pattern of conjugal fidelity.”

IV. Give a summary of the first two chapters.

The story begins with the conversation between two main characters of the novel -  Michael Gosselyn and his wife Julia Lambert. Through their dialogue, we come to know that Michael Gosselyn is fifty two year-old theater worker while his wife is a famous actress. Then Michael introduces her to the young accountant, Tom who is invited to have lunch with them. Soon Julia finds out that the young man obviously admires her and at the end of their meeting hshe presents him her photo with autograph. While examining photo albums, she begins to remember how everything began, both her acting career as well as her relationships with Michael. After getting acquainted with the respectable producer, Jimmie Langton, Julia made good progress in acting. Here, having been in one  troupe, she fell in love with Michael. We come to know Julia was attracted by Michael's beauty and genteelness and was determined to become married to him at all cost. However, Michael was rather dumb and blind to her schemes, furthermore, he was not a brilliant actor at all, he became so popular only thanks for his beauty.

Film Review

A Farewell to Arms is a 1957 American DeLuxe Color CinemaScope drama film directed by Charles Vidor. The screenplay by Ben Hecht, based in part on a 1930 play by Laurence Stallings, was the second feature film adaptation of Ernest Hemingway's 1929 semi-autobiographical novel of the same name. It was the last film produced by David O. Selznick. An earlier film version, A Farewell to Arms starred Gary Cooper and Helen Hayes.

Frederick Henry is an American serving as an ambulance driver for the Italian Army during World War I. While recovering from a wound in a British base hospital in northern Italy, he meets Catherine Barkley, a Red Cross nurse, and the two engage in an affair. Frederick's friend, the doctor, convinces the army that Frederick's knee is more severely wounded than it actually is and the two continue their romance but never get married. Catherine discovers she is pregnant but after sneaking alcohol into the hospital for Frederick. She informs Frederick's superiors that he has fully recovered from his wounds and is ready for active duty. During their separation, Catherine comes to believe Frederick has abandoned her. Following the Battle of Caporetto, Frederick and his close friend Major Alessandro Rinaldi assist the locals in fleeing the invading German/Austrian armies. When the two ambulance drivers are finally able to report to a local army base, the commandant assumes they are both deserters from the front. Rinaldi is executed by the Italian military; enraged, Frederick knocks out the kerosene lamps and flees, jumping into the river. Wanted by the Italian army, Frederick evades capture and meets up with Catherine. They flee Milan to hide out on a lake on the Italian-Swiss border. Claiming to be tourists trying to evade the war, the two are allowed to remain in neutral Switzerland. Catherine's pregnancy progresses but due to the conditions around them, the pregnancy becomes complicated and Catherine is hospitalized. Their child is stillborn, and Catherine dies shortly afterward. Frederick leaves, shocked, and wanders the empty streets.

I’d like to point the story line which is represented in the film. In comparison with the book, we see different way of how they depict Rinaldi. They make him out to be a backstabber who tries to keep Lt. Henry and Catherine apart. This entirely not the case in book. This is not to mention the inconsistency of this line. 

As for the actors performance, I expecte4d something more from the main actors, although, their performance satisfied me. Excellent photography of the Italian Alps as Selznick wanted to create a momentous canvass of War and its aftermath. The film is not as good as it should have been and not as poor as some have made it out to be. Miss Jones, edgy, intelligent and driven as an Actress is quite good. If you see this movie, pay close attention to Jennifer Jones' excellent portrayal of a reluctant lover who is perhaps suffering from too many demons to actually fall in love completely, the way she wants to.

Speaking about directing, Charles Vidor, who took over the direction in Italy after John Huston walked off the job, has managed to give the film pictorial excitement in a number of beautiful Italian and Swiss locales, even though there is not much significance in the central characters.

All in all, Very long and very melodramatic! Good actors and a realistic story, but it was too melodramatic for my taste. This film, for all its size and color, doesn't do much more by Hemingway's book than was done by the sentimental version of it played by Helen Hayes and Gary Cooper some twenty-five years ago.

Film Review

In Love and War is a 1996 romance drama film based on the book, Hemingway in Love and War by Henry S. Villard and James Nagel, starring Mackenzie Astin, Chris O'Donnell, Sandra Bullock, and Margot Steinberg. This film takes place during World War I, and is based on the World War I experiences of the writer Ernest Hemingway. It was directed by Richard Attenborough. It must be mentioned that this film is largely based on Ernest Hemingway's real experience in World War I as a young soldier in Italy. Furthermore, it’s interesting to point out that the film—apparently in a deliberate attempt to capture what the director called Hemingway's "emotional intensity"—takes liberties with the facts. In real life, unlike the movie, the relationship was probably never consummated, and the couple did not meet again after Hemingway left Italy.
Now, let’s pass on to the plot of the film. This romantic historical drama is based on the diaries of Agnes Von Kurowsky, who while serving as a nurse during World War I had a love affair with a young man who would later become one of the great literary figures of the 20th century, Ernest Hemingway. In 1918, 18-year-old Hemingway has volunteered to fight in the great war; while he goes into battle imagining it to be a lark, he soon discovers that the realities of warfare are far more grim, and during a shelling attack in Italy, his leg is severely wounded. Hemingway has taken a great deal of shrapnel, and the doctors at the field hospital decide that amputation would be the quickest and most effective way to deal with the injury. However, the idea of losing a leg horrifies Hemingway, and he pleads with Agnes (Sandra Bullock), the Austrian nurse looking after him, not to let the doctors cut off his limb. Moved by Hemingway's concern, Agnes convinces the doctors to pursue other treatments, and she looks after him during his long and difficult convalescence. Love and passion bloom between the young and naive soldier and the 26-year-old nurse, but while he's eager for her to return home with him as he follows his muse as a writer, she regards him not as the love of her life but as a passing fling and thinks that he's too young to marry
Then, the first thing which I want to point out is the actors’ performance. Hemmingway is played by Chris O'Donnel, which is my only 'beef' with the casting. Although he does a fine job, we all know that Hemmingway was a more gruff person and it never seemed realistic. Sandra Bullock plays the nurse and I liked her very much in this role. O’Donnell and Sandra are both wonderful even though the film moves rather slowly. An excellent glimpse of WWI and insight into Hemingway. If for no other reason than to see Ms Bullock at her best, to appreciate the depth she can reach at her art, and to just enjoy a well written and acted movie I would recommend this for your collection.
Besides, one piece of criticism I have is that there is an implication at the end of the film that Hemingway suicided because of his failed relationship with Agnes.
However, frankly speaking, I think that the film sometimes seems to be too long and even boring from time to time. The love affair comprises only half of the movie's running length. A lengthy prologue is needed to set up the situation in Italy, so the film is nearly a half-hour old before Agnes and Hemingway meet. The final act, a thirty-minute denouement, is poorly-paced and tedious.

Higher Education in Britain and the USA

Higher Education in Britain and the USA

1. The United Kingdom has a centralised system of admissions to higher education at undergraduate level, UCAS. In general, students are not admitted to universities and colleges as a whole, but to particular courses of study.

During the first few months (September to December) of the final year of school or sixth form college (age 17/18) or after having left school, applicants register on the UCAS website and select five courses at higher education institutes (fewer choices are permitted for the more competitive subjects such as medicine and veterinary medicine). If the applicant is still at school, his or her teachers will give him or her predicted grades for their A-level, Highers or IB subjects, which are then used for the application. If the applicant has already left school, he or she applies with results already obtained. The applicant must provide a personal statement describing in their own words why they want to study that particular subject and why they would be a committed student,and their school must provide an academic reference.

In the United States of America, high school students apply to four-year liberal arts colleges and universities, which include both undergraduate or graduate students. Others attendcommunity colleges, who almost always admit all students with high school diplomas, in preparation for transfer to a four year university. Non-traditional students are usually students over the age of 22 who pursue studies in higher education. Students may apply to many institutions using the Common Application. There is no limit to the number of colleges or universities to which a student may apply, though an application must be submitted for each. Fees are generally charged for each admissions application, but can be waived based on financial need.

Students apply to one or more colleges or universities by submitting an application which each college evaluates using its own criteria. The college then decides whether or not to extend an offer of admission (and possibly financial aid) to the student. The majority of colleges admit students to the college as a whole, and not to a particular academic major, although this may not be the case in some specialized programs such as engineering and architecture. The system is decentralized: each college has its own criteria for admission, even when using a common application form

2. Vocational Schools, Technical Schools, and For-Profit Schools

3. At the end of a university course, graduates are awarded a degree - probably a BA (Bachelor of Arts), BSc (Bachelor of Science) or Bed (Bachelor of Education); post-graduates can take a further course or do research and write a diploma in the hope of getting an MA (Master of Arts) or a PhD (Doctor of Philosophy).

4. Traditionally, the Bachelor of Arts (B.A.) or Bachelor of Science (B.Sc.) degrees require roughly 124-127 credit hours of coursework, divided among various subject, field and optional requirements. The four-year Bachelor's degree is divided into two years of lower-division studies (background or distribution courses in a wide range of subjects), followed by two years of upper division studies (mainly courses required by one's major subject. Students apply for admission to a major subject at the end of their second year.

Full-time students generally complete the Bachelor's degree in eight semesters (four academic years) of study, and would average a course workload of roughly 16 credit hours per semester, or 5-6 classes simultaneously. A full-time student is usually defined as one who takes (and passes) a minimum of 12 credit hours of courses per semester. The maximumnumber of credit hours students are allowed to attempt per semester is usually 20, unless special permission is granted.

5. The SAT test is an aptitude and reasoning test used by most colleges for admission purposes. This test has math and verbal sections, as well as a writing section that includes an essay. Registration for these tests can be done online, and each test date has strict registration deadlines. Keep in mind that since most colleges are making admissions decisions in the spring of the school year, scores from the December test date are most likely the last scores that can be considered for students desiring to enter college as freshmen the following fall. There is a fee for the SAT. Numerous testing locations are provided and include public and private high schools, as well as community college locations. The ACT is a test that colleges may use in the admissions process. In most cases, colleges will accept either SAT or ACT scores--however some Midwestern colleges prefer the ACT. Again, it would be wise to check with individual colleges to determine if they have a test preference. The ACT test measures knowledge in four subject areas: English, Math, Reading, and Science. There is a cost for the basic test. The basic ACT does not include a writing section, but for an additional $14 you may register to take the ACT Writing test. The ACT website provides a listing of colleges that either recommend or require the writing section of the ACT. (Again, register early, as there are strict registration deadlines.) For those interested in pursuing college, let's talk first about the PSAT/NMSQT: The Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test. 

The PSAT can be taken by 8^th – 11^th grade students. The PSAT test is the qualifier for National Merit Scholarship consideration, and only 11th graders are considered for these scholarships. You may register your 10th grader to take the PSAT, but realize that taking  the PSAT in the 10th grade year is basically for practice only. No consideration will be given to a 10th grader for qualifying for a National Merit Scholarship no matter how well the student does on the test. The PSAT test has three sections--Math, Verbal/Critical Reasoning, and Writing. e.g., Resolve conflicts, identity development, specific student concerns (cultural adjustment, learning a new language, social class, racism, substance use, grades, peer pressure, etc.) e.g., Teach staff about various student issues (suicide and loss)

6. Financial Assistance Schemes

The Student Financial Assistance Agency (SFAA) administers the following financial assistance schemes for needy primary and secondary students:

The School Textbook Assistance (TA) Scheme is to provide assistance to needy Primary 1 to Senior Secondary 3 / Secondary 6 students in government, aided, per caput grant schools and local private schools under the Direct Subsidy Scheme for covering the costs of essential textbooks and miscellaneous school-related expenses.

The Student Travel Subsidy (STS) Scheme is to provide travel subsidy to needy students receiving formal primary, secondary education or attending a full-time day course up to first degree level in an acceptable institution, residing beyond 10 minutes walking distance from school and traveling to school by public transport.

The Subsidy Scheme for Internet Access Charges (SIA) is to provide subsidy to needy families whose children are full-time students receiving education at primary or secondary level, or full-time students pursuing Yi Jin Diploma programmes or equivalent courses of the Vocational Training Council to meet the Internet access charges for e-learning at home for their children. The subsidy is granted on a household basis. Eligible families will receive a flat-rate cash grant, regardless of the number of children in the family.

Other Financial Assistance - Applicants passing the means test for financial assistance for primary and secondary students, apart from eligible for applying for subsidies mentioned above in accordance with the conditions of individual schemes, are also eligible to apply for other kinds of financial assistance through the attending schools or relevant organizations including education-related schemes under the Community Care Fund Programme, subsidy for activities under the Hong Kong Jockey Club Life-wide Learning Fund, the Internet Learning Support Programme and the Examination Fee Remission (EFR) Scheme etc. The EFR Scheme is to provide assistance to needy students attending public examinations conducted by the Hong Kong Examinations and Assessment Authority (HKEAA). Please refer to the General Examination Circular on Applications for Examination Fee Remission issued by the HKEAA later for details of application and eligibility criteria.

7. Grading in education is the process of applying standardized measurements of varying levels of achievement in a course.

Grades can be assigned in letters (for example A, B, C, D, E or F), as a range (for example 1 to 6), as a percentage of a total number correct, as a number out of a possible total (for example out of 20 or 100), or as descriptors (excellent, great, satisfactory, needs improvement).

In some countries, all grades from all current classes are averaged to create a grade point average (GPA) for the marking period. The GPA is calculated by taking the number of grade points a student earned in a given period of time divided by the total number of credits taken. The GPA can be used by potential employers or educational institutions to assess and compare applicants. ACumulative Grade Point Average is a calculation of the average of all of a student's grades for all courses completed so far.

8. School counselors have many roles. Their primary goal is to encourage, support, and foster positive academic, career, social, and personal development in child and youth in schools.

Below, we have listed specific responsibilities and roles of school counselors.

1.                  Individual counseling and advisement

2.                  Consultation—working with administrators, teachers, and staff to meet student needs

3.                  Student appraisal—coordinating information that goes into confidential student files and interpreting the info to help qualify students for special programs

4.                  Parent help—meet individual and in groups with parents, provide resources and information on child development, specific topics, etc

5.                  Referral—provide referrals to appropriate professionals in the schools and in the outside community

6.                  Program planning—coordinating work of various school personnel, parents, and other interested parties in implementation of the school counseling program. Students in the USF School Counseling Program have developed programs in the following areas:

7.                  Career development—developing and implementing career awareness as part of the school counseling curriculum

8.                  Change agent for the school atmosphere

9.                  Student advocate in meetings with teachers and staff

10.              Classroom observations on behaviors, relationships and providing feedback to teacher, students, parents, staff

11.              Public relations—explain importance of counseling with school staff, parents, teachers, students, community members, explain problems students may have. Relate to cultural stigmas

12.              Local research—student population characteristics (drug use on campus, etc.)

13.              Screen students—interview new students, etc.

14.              Staff development—around particular issues

10.Government, charities, voluntary sector, prizes,

11. Undergraduate study is appropriate for students who have completed a high school program, but who usually have not received a college degree. Graduate/professional study is generally for students who have completed a bachelor's degree and want to do advanced study in a professional or academic field

12. I prefer written exam and I think that it is very objective while oral one depends on many factors which may vary from the sdudent’s nervous tension to the teacher’s mood.

13. After completing the secondary general education, students need to pass the State final attestation

(written), after which they will be awarded a Certificate of Secondary GeneralEducation.

14.I would like to study to be edicated in the UK as it is well known fact that GB is popular for its high quality education. At the same time I would have possibilities to improve my English by living in English speaking society.

15. the possibility to choose the subject I’t like to study.