Main Trends in Births and Deaths in the United Kingdom Essay Example for Free

Main Trends in Births and Deaths in the United Kingdom Essay The birth rate of a country refers to the number of live births per thousand of the population per year. The general trend for the UK is that there has been a decline in the birth rate since 1900 however there have been fluctuations in the rate due e.g. After World War 1 2 and in the 1960s. Sociologists believe this is because of four major factors: changes in gender roles, falling infant mortality, children being seen as an economic burden and our society becoming more child centred. A main part of the decline can be explained in terms of women simply choosing to have fewer children. As the position of women in society has changed overtime, they have chosen to delay childbearing and to limit the number of children they are having because of several factors. Women now have equality with men because of the Equality Act 2010 as well as receiving increased educational and employment opportunities. Other ways in which women’s position has changed is that there is now easier access to divorce, contraception and abortion meaning that they can avoid unwanted pregnancy so have full choice over when they have a child. Beck and Back-Gernsheim(1995) said that the changes in the birth and fertility rate are due to individualisation meaning that people have more choice to follow their own norms and values as well as making their own decisions, rather the following what society deems acceptable. Also the falling infant mortality rate (number of children dying before their first birthday per thousand of live births) has fallen dramatically as a result of factors such as better living standards, improved hygiene and sanitation, improvements to healthcare and the developments made to the welfare state. Geographers explain that these circumstances lead to a demographic revolution in which birth and fertility fall because women no longer feel they need to have a large number of childre n to protect against the risk of infant mortality. It is clear that the attitudes towards children have changed and society in general has become more child-centred, meaning that we are now more concerned about the welfare of children than in the past. The social norms about childcare have changed significantly and the time and costs involved in raising children have significantly increased, therefore making a large family economically unattractive. In the early 19th century children were often seen as an economic asset because they were able to work and contribute towards the family income at a relatively young age however nowadays legislation has  banned children from working and has also increased the time that children have to stay in education for..Because of this, children are financially dependent on their parents for longer so are seen more as an economic burden rather than an asset. As well as this, due to the improvement of the welfare provision for the elderly, parents no longer need to worry as much about having large a mounts of children to look after them once they are elderly. Since people are now having fewer children, the dependency ratio, along with the birth rate has decreased meaning that there are fewer dependents within the population leading to less childcare and school services needed. Although there has been a decline in the birth rate, the amount of deaths occurring in the UK remains steady and the death rate is decreasing because of the growing population since 1900. The death rate refers to the number of people dying per thousand of the population per year. The average life expectancy is now around 78 years for men and 82 years for women whereas in 1900 it was 45 years for men and 48 for women. This tells us that people are staying healthier for longer and this is because of a number of factors including: improved nutrition and living standards, developments in medicine and improved government provisions of welfare and health. It has been said that over half the decline is the death rate is due to the decrease of infectious diseases and McKeow n(1972) argues that most of the fall in the death rate took place before immunisation and was based mainly on good nutrition and hygiene. Studies by Rowntree and others (1899, 1950) found a rapid decline in absolute poverty meaning that people have better living standards which have allowed significant improvements to diet that help increase resistance to some infectious diseases Medical knowledge has improved dramatically since 1900 because of the establishment of the NHS in 1949 as well as a better knowledge of antibiotics, surgery, treatment and immunisation which have helped decrease the death rate. The government also continues to make provisions for those who need it e.g. EMA, careers allowance, working class credits which allow people to have a better quality of life. After the Beveridge Report of 1944, the range of welfare provisions available has expanded and become more universally available. It provided protection against risk factors such as old age through pensions, and low income through housing benefits, unemployment benefit and the benefit now called income support. There are many of other factors involved in the  decrease of the death rate including that there are a lot less dangerous occupations available to people e.g. mining and factory working as well as having higher incomes meaning that people are able to afford better foods and medicines which contribute to the health and wellbeing of individuals. It is evident that even as the population of the UK increases, the death rate and birth rate are both decreasing. These are both because of a number of factors however the most important for both seem to be the improvement of medical knowledge and practices which stop people from becoming ill and include important things such as medicines, contraception and support services for those who become pregnant or suffer with diseases.

Religion Essays Diversity of Religious Cultures

Religion Essays Diversity of Religious Cultures The impact of immigration greatly affected the diversity of religious cultures and traditions in Australia The impact of immigration greatly affected the diversity of religious cultures and traditions in Australia. It dramatically increased in some groups and causes a decline in others, because of the introduction of new denominations. Before 1945, Australia was predominantly a Christian based society, lacking diversity. The impact admidst the Second World War led to an increase in the Orthodox churches and several branches of Christianity. The abolishment of the White Australian Policy (1970s) meant that Australia was freely open to various peoples from other countries seeking migration to Australia. As a result of this more Africans, Asians and Middle Easterns were able to migrate, most of which brought new religious denominations such as Islam, Hindiusm, Buddhism etc. Prior to 1945, Australia’s religious landscape was mostly dominated by Christians- mostly Catholics and Anglicans. Even within Christians, Anglicans dominated more in numbers as they were supported by the government and held some social authority. However, the aftermath of WW2 with the refugees seeking new lives enabled Jews to come to Australia- which contributed in increasing the number of Jewish adherents in Australia. Also, the slogan ‘populate of perish’ in the 50s- 60s enabled other Europeans to immigrate to Australia, hence increasing the number of Orthodox Christians. Although since 1945, Christianity still outnumbered other religions in Australia, the drop of the White Australian Policy in the early 70s allowed immigration from non- Christian countries such as: Asia, India, Africa and Middle East- bringing religions Buddhism, Hinduism and Islam into Australia. This not only shapes the current religious landscape of Australia having diverse religions other than Christianity, but also effected the rate of Christianity to drop to 67.9% out of the whole population of Australia. Changing patterns of religious adherence 20 percent of Australians are non religious From 1996-2001 > dramatic increase in Islam, Buddhism, Hindu and Judaism Due to the abolishment of the white Australian policy immigration increased. After 1976 the Methodist church seized to exist. After 1976 the two new Christian denominations arose in Australia > Pentecostal church the uniting church in 1981. Christianity as the major religious tradition Originally migration came from Irland / Britain Immigration 14 orthodox denominations in Australia Abolishment of white Australian policy. Denominational switching Within protestant or Anglican denominations people are very prepared two switch denominations. 1991 the church life survey shows that 29% of people had switched in the last 5 years. Reasons for switching is because; New comers joining or rejoining after a number of years. Rise of new age religions: New Age teachings became popular during the 1970s Often use mutually exclus ive definitions for some of their terms A free-flowing spiritual movement Secularism: the belief that religion should not be involved with the ordinary social and political activities of a country. from 1788 to the present day, regular church attendance has increased from 10% to 20%. People who associate themselves with no-religion in the census rose from 7% in 1971 to 16% in 2001. The ANU survey showed 42% of responses believed religion was not important. Outline changing patterns of religious adherence from 1945 to the present using census data There have been significant declines in the number of Christians regularly attending religious services. This decline is most evident in the Anglican Church, the Presbyterian Church and the Uniting Church. The drop in the figures for these three denominations represents both a decrease in the percentage of those who are affiliated with that denomination as well as a decline in actual numbers over the last decade. The proportion of Orthodox Christians in Australia grew rapidly after the Second World War and has remained quite constant over the past decade. Roman Catholics have continued to increase both numerically and as a percentage of the population, and have overtaken Anglicans as the largest denomination in Australia. Pentecostal figures have demonstrated strong growth both numerically and as a percentage of the population since the 1960s. In the last ten years however, this steep ascent appears to have slowed down and reached a plateau. The significant drop in the numbers of people regularly attending religious services should be read in conjunction with the substantial trend in the increasing numbers of people writing No Religion or Religion Not Stated in the census. The figure for religions other than Christianity, on the whole, appears to be steadily increasing from a fairly small base. Buddhist figures have grown at a steady rate from 1972 onwards and is now the largest religion other than Christianity in Australia. Hinduism has maintained steady growth. The numbers of Muslims in Australia have also increased dramatically since 1945. In 2001 the proportion of Jews was similar to that recorded in 1947. Christianity as the major religious tradition The significant decline in the number of Christians regularly attending religious services, especially in the Anglican, Uniting Church and Presbyterian denominations, can be attributed to the aging population, the lack of migrant intake and the general dissatisfaction impacting on other mainstream Christian groups. Roman Catholics are continuing to increase numerically, though not at the rate of the population because of its younger membership and substantial migrant intake. The significant increases in the Pentecostal figures can be attributed to factors such as the lively nature of its worship, its emphasis on contemporary music, the strong sense of community and spiritual support it provides, the charismatic leaders which lead the congregation and the clear cut answers it provides for times of uncertainty. Pentecostalism is an evangelical (fundamentalist and focused on conversion) and charismatic (a strong emphasis on the gifts of the Holy Spirit) strand of the Christian religion. The slow down in the increase of Pentecostal figures in the last 10 years can be attributed to the revolving door syndrome which recognises that large numbers of Pentecostals remain with the Church for a relatively short period of time and because many Pentecostals were encouraged by their leaders to write Australian Christian Church rather than Pentecostal on the 2001 census. Immigration Changed Australia from being mono-cultural, mono-faith to multi-cultural, multi-faith. Since World War 2 and the lifting of the White Australia policy there has been much more diversity in migration and an accompanying increase in the diversity of religious groupings. Migration after World War 2 led to increased number of Catholics from countries such as Italy, Malta etc. This also increased numbers of Orthodox Christians from Greece and Eastern Europe. After the ending of the White Australian policy in 1972 migration developed from a larger range of countries bringing a wider range of religions. Migration has led to significant increases in the numbers of people who are Buddhist, Muslims, Hindus and Jews. Buddhists came from Indo-Chinese countries Vietnam, Laos, Cambodia and in more recent times Malaysia, Hong Kong and China. Muslims came from countries such as Indonesia, Lebanon, Iran and Iraq, Bosnia. Increases have also occurred in Christian denominations where there is a large non-Anglo population Orthodox (Eastern Europe) and Catholic churches (from predominantly Irish to include Mediterranean, Eastern European, Asian, South American, African members). Increased presence of a variety of religious groups has also led to a greater appreciation of this diversity. Denominational switching The vast majority of people affiliated with religious groups in Australia were born into that religion. The phenomena of swapping between denominations or groups of the same religious tradition is known as denominational switching. Denominational switching is more common in Protestant Churches than in the Catholic Church. The majority of Pentecostals have moved from another Protestant denomination to join the Pentecostal group. Pentecostal is the term used to describe Christian denominations which have a strong emphasis on the gifts of the Holy Spirit (speaking in tongues, healing, prophecy etc). They are often relatively small groups which provides for more personal interaction, they also have lively worship. Pentecostalism is the fastest growing Christian group. Most Pentecostals have switched to the group from another Christian denomination. Many leave again after about 2 years this is known as the revolving door syndrome. Rise of New Age religions Census figures show a considerable level of dissatisfaction with traditional religious groups. Alongside this dissatisfaction is an indication of a strong and growing longing for a spiritual dimension to life. New Age is an umbrella term which refers to a range of alternative and/or pseudo-religious groups that people are attracted to. New Age religions are characterised by their adoption of elements of Eastern religions and their subsequent rejection of traditional Western views, and the fact that it favours creation centred spirituality. Some examples of new age religions are feng shui, yoga, tai chi, astrology, tarot cards, numerology etc. Many people uphold traditional religious beliefs and practices but supplement them with new age elements. Secularism Secularism is the belief that religion should not interfere with or be integrated into the public affairs of a society. There are multiple factors which have contributed to the decline of religions relevance for the integration and legitimation of modern life. The increasing pluralism and materialism of society alongside societys increasing individualism and dissatisfaction with traditional religions are major reasons for secularisation. This trend is most evident in the significant increase in the number of people responding No religion in the census alongside an overall decline in the Christian figures recorded in the census.

The Rise Of Islamic Fundamentalism Politics Essay

The Rise Of Islamic Fundamentalism Politics Essay The emergence of radical and extremist Islamist movements has proved to be the principal source of instability in the world. From the 19th century the world has witness to a reawakening of the Muslim world in various places as a result of the encounter with Western culture  [1]  . The rise of radical Islamist groups has been influenced by the leading ideologues of Islamic fundamentalist thought, Jamal Al Din Al Afghani (1839-1897), Maulana Abul Ali Mawdudi (1903-79) the first Amir of the Jamaate-Islami, Ayatollah Khomeini (1909-89) leader of the Islamic Revolutionary Party of Iran, Hassan-al-Banna and Syed Qutb (1906-66) of the Muslim Brotherhood of Egypt  [2]  . These ideologues advocated jihad against non-Islamic societies and states and emphasised that political power is indispensable to the establishment of an Islamic state. The concepts of Dar-el-Islam and Dar-el-Harb and jihad as advocated by the Islamists envisage a perpetual state of confrontation between Islamic and non-Islamic states.  [3]  Though Muslims, like any other non-Muslim, have multiple identities religious, ethnic, tribal, linguistic or territorial, the emphasis by the Islamists on the Islamic identity puts them in collision course with the state and other groups. Islamist intellectuals, ulema and activists have been seeking to blur the distinction between Islam as a religion and nationalism. They prop up the Islamic political consciousness by politicising already existing religious traditions and practices and by resisting change and modernisation. The concept of Ummah or Millat is being invoked to abet, support and legitimise the secessionist movements of Muslims living in non-Muslim states. If one goes by the strict definition of the term Islamic fundamentalism, it stands for a return to the doctrines of Islam in their original form as were practised in the medieval times. It could also mean idealising the historical past of Islam and calling for a return to pure and original Islam, which can be achieved through peaceful, lawful, cultural and spiritual means. But in practice, the focus of Islamists has been Islamisation of the state rather than reform of the individuals. It has generated conflict as the Islamic fundamentalists seek to impose their will through coercion, violence and terror. Islamist extremists pose a challenge to the secular and democratic polity, pluristic social order and inter-religious harmony. With the rise of Taliban to power, Afghanistan became the breeding ground of Islamist terrorism. The Taliban enforced their extremist religious and socio-political agenda and turned Afghanistan into the hub of arms, drugs trafficking and international terrorism with Osama bin Laden using it as a base of Al Qaida and other Islamist terrorist outfits. The threat posed by Laden and the Taliban to world peace and security was universally recognised and UN sanctions were imposed against the Taliban. Undaunted by international criticism, the Taliban unleashed atrocities against women, children, ethnic-religious minorities and political opponents, thereby deepening the internal divide in Afghanistan, besides violating the basic human rights of Afghans. The UN and other international peace initiatives made no headway in the face of determined Taliban opposition to share power with rival Afghan groups. Afghanistan remained fractured and turbulent posing great challenge to peace and security i n the region. The Taliban rebuffing all international appeals and ignoring widespread international condemnation, not only went ahead with the destruction of the colossal Buddhas of Bamiyan, but even made a public demonstration of their savage acts  [4]  . By destroying the rich and composite historical cultural heritage of Afghanistan, the Taliban sought to reaffirm Afghanistans lead role as a puritan Islamist state in South and Central Asia and also to set an agenda for radical Islamist forces. Osama bin Laden and his network played a key role in the terrorist attacks in South Asia, Central Asia, Southeast Asia and also in the West. However, it was only after the 9/11 terrorist strikes on World Trade Centre and Pentagon that the United States and its Western allies recognised the severity of the challenge posed by Al Qaida and the Taliban. The US garnered sufficient political will to lead the global war against terrorism. The US-led forces have severely mauled the Taliban and the Al Qaida, destroyed much of their military machine and bases. However, both the Taliban and elements of the Al Qaida network still exist and are again growing within Afghanistan and neighbouring Pakistan. Leaders and thousands of supporters of Al Qaida and the Taliban militia have shifted to Pakistan. So ensuring sustainable security and stability in Afghanistan is a great challenge facing the international community. This can be achieved only by total elimination of the Al Qaida network, their sup porters, financiers, safe havens and training camps in various parts of the world. METHODOLOGY STATEMENT OF THE PROBLEM To analyse the reasons of rise of Islamic Fundamentalism in Afghanistan and its threat to the world. hypothesis Islamic Fundamentalism is a global phenomenon and its affects can be felt across frontiers. Afghanistan has become fountain head of Islamic fundamentalism. Afghanistan lies in the middle of a region fermenting Islamic fundamentalist terrorism. This is one single-largest source of terrorism on the planet earth, with scope for expansion into Central Asian Region, China, Eastern Europe, South and South East Asia. JUSTIFICATION OF THE STUDY With the development of modern communications and various connections between the terrorist groups on the increase, the trend of global terrorism is on the increase. Islamic fundamentalism which has been raising its head to support terrorism as a weapon for its war against the non believers. While all religions have their chauvinists, it is resurgent Islam which somehow appears to be at the forefront of terrorism. Of course there is a secular version of Islam but the vast majority of the Muslims believe that they can be true Muslims only if they live in an Islamic state. It is the self perception that true believers have a God given right to promote the historical relevance of a religion that is behind much of todays global terrorism. In fact Islamic fundamentalists are hypothesising that with the end of the cold war, secularism in their countries is giving way to their brand of Islam and are presenting themselves as an alternative to westernised rulers.  [5]   Afghanistan, which has had a long turbulent past including a period of erstwhile Soviet occupation, has been taken over by Islamic fundamentalism after a long and bitter conflict between various groups out of which as of late the Taliban has been the most successful. The Taliban have been trained in various Deeni Madrasas  [6]  and have been indoctrinated to enforce a very strict kind of Islamic rule on Afghanistan which is unlike any traditions in that countries much volatile past. Moreover with weapons and infrastructure supplied by the US to fight the Soviet occupation and those left behind by the Soviets gives a chance to the restless youth of Afghanistan to export terrorism with a religious face throughout the world. In view of this, it is quite possible that Afghanistan will become a major focal point for Islamic terrorists to train and act on the existing non Islamic states with the overt/ covert support of Islamic states. SCOPE 7. The study would concentrate on the rise of Islamic Fundamentalism in Afghanistan with special reference to Taliban and its effect on the world. METHODS OF DATA COLLECTION 8. The study is primarily based on information gathered from books written by prominent Indian, foreign authors as well as information available on the internet. The books and periodicals used for the purpose of research have been drawn from the Library of Defence Services Staff College (DSSC), Wellington. Other sources of information are articles written in Indian, Pakistani, Western newspapers and news services such as the CNN and BBC as well as some defence journals. A bibliography of the sources is appended at the end of the text. The guidance given by Colonel SK Karwal, the Directing Staff has been of immense value in preparation of this paper. Afghanistan being a very current topic has undergone a series of ups and downs during the course of my preparation of the dissertation. ORGANISATION OF DISSERTATION 9. It is proposed to study the subject under the following heads:- (a) Chapter I. Introduction Methodology. (b) Chapter II. The Growth of Islamic Fundamentalism in Afghanistan. (c) Chapter III. Afghanistan as Source of Terrorism in the Region. (d) Chapter IV. Religious Intolerance. (e) Chapter V. The Nexus between Drug Trafficking and Terrorism. (e) Chapter VI. The Afghanistan Conflict and Energy Security. (f) Chapter VII. Conclusion.

Hizballah Role In A Unified Middle East :: essays research papers fc

The Monroe Doctrine was developed because the United States and Britain were concerned over the possibility of European colonial expansion in the Americas. Hizballah, or party of god, was developed along the same lines of separationism, because originally the Shiite Muslims began the organization as a revolt against Western influences and the Israeli’s occupation of Lebanon. The future of the Hizballah and the Islamic Resistance (the parties militant wing) is unclear as well as the future of the entire Middle East. The Hizballah will be forced to either adjust to the rest of the Middle East, or the organization will have to be eradicated. In the event that the Middle East is unified and the Hizballah organization is able to adjust, the Hizballah will try and influence the rest of the area to take on a â€Å"Monroe Doctrine† approach to foreign affairs as well. The Islamic Resistance could remain a terrorist force even under a unified Middle East as long as the militia is able to work with other armed forces. In the past the Islamic Resistance has worked with the Irish Republic Army (IRA) in order to purchase arms, including surface-to-air missiles, rocket-propelled grenade launchers, machine guns, explosives, and detonators (Thomas 118). Although both of these groups have been known terrorist organizations (The IRA working for Sinn Fein), the â€Å"birds of a feather† policy was upheld because of mutual interests. Just like in the Monroe Doctrine the Hizballah worked with a once adversary, the IRA-a Western influence, in order to grapple with Israel over the colonization of the Lebanese land. Even under a Unified Middle East, the Hizballah party will continue to hold on to the belief that the Middle East is better off without any influence from the godless West. The party has already successfully conducted aims at the United States under the sponsorship of Iran and with the blessings of Syria (Jaber 21). In a Unified Middle East with two countries backing the party, the Hizballah is already steps ahead of other political organizations. The principle of ridding Lebanon of the Israeli and Western influence will simply spread to ridding the Middle East of any outside influence. With this type of policy, an attack on one nation in the region will bring the other nations online to deal with and intervene if necessary to rid the area of outside influences. In order for the Hizballah party to build this modern Middle East doctrine, a strong political presence must be on hand to implement the policy.

Truth and Order in Ionescos Bald Soprano Essay -- Bald Soprano Essays

Truth and Order in Ionesco's Bald Soprano      Ã‚  Ã‚   Any sense of order, of sense itself, is shattered and constantly questioned by Eugene Ionesco in his play "The Bald Soprano". A serious challenge is made against an absolute notion of truth. Characters throughout the play, however, continue to struggle to maintain and share a unified and orderly existence. Empiricism is espoused by several characters. They submit that life experience is all that is necessary to establish unshakable order and thus, truth. Mrs. Smith states, "Truth is never found in books, only in life" (29). While this empirical debate underscores the need for an unmediated knowledge of truth, Ionesco simultaneously undermines empiricism as a viable method of attaining it. On a basic level, order diminishes, deteriorates, and virtually disintegrates as the play proceeds.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Empiricism is essentially deductive in nature; a logical premise is established from direct sensory experience. This method calls into question even the most commonplace assumptions. Nothing is accepted as given without sufficient proof. In this manner ordinary events like tying one's shoe or reading the newspaper in the subway are made to seem extraordinary. Each otherwise mundane experience contains a new vitality. Mr. Martin exclaims, "One sees things even more extraordinary every day, when one walks around" (22). The characters seem to lack a certain sense of familiarity (or boredom, perhaps) with such mundane events. Each experience, regardless of size or scope, force the characters to constantly remain in the process of reevaluating and refining the most basic assumptions upon which their lives are based. Mrs. Smith's incessant externalized inner monologue at the open... ...le isolated statements cease to be intelligible. Ionesco's language late in the play is a language of non sequitirs and nonsense. Far from articulating a unified notion of truth, language unleashes the capacity to express a cacophony of voices and viewpoints. Unequivocal statements of any sort become virtually impossible because the power to negate them is embedded in the fabric of language itself. Ironically, as the play reaches its seemingly chaotic crescendo, Ionesco himself seems to submit to some vaguely cyclical notion of order. The dialogue of the players disintegrates and then reintegrates into a single sentence, thus allowing the play to begin again with new faces, but undoubtedly the same dramatic dà ©nouement.    Works Cited Ionesco, Eugene. "The Bald Soprano." Four Plays by Eugene Ionesco. Trans. Donald M. Allen. New York: Grove Weidenfeld, 1958.

Why do the students cheat on the exams?

Keywords: study, student, deadline, Exam In the university context Just like any other society, we have crime and dishonesty and amongst all , students' cheating is just one of the appearances of these . Firstly I'd like to specify a clear definition And remind of what exactly is exam and why is it an inseparable part of the education Cause I believe that we should have a clear image of what we are doing and why are we doing it in order to be a professional .In education an examination is a test provided to see if the person who wants to take a degree or special certificate is capable of being taken that certificate or not. † adopting this definition we conclude that taking an exam is a requirement of receiving a degree. So this can be first motto for this essay â€Å"no exam,no degree ; no degree,no exam. † Students have different motives for study , they study In their specific majors as engineers-to be , translators-to be , accountants-to be , etc . They have to learn essential materials to be a standard engineer , translator , accountant , etc . W we successful expert and the other case in which the student is Just trying to get the degree and is not into learning the major and getting a good expert , however shocking , but this case is very frequent in Iran universities . And I think it is caused by disagreement of education and Jobs taken by graduates . By dropping the second group out of analyze circle ,we have the students who really want to learn things they have to learn during education period , and the intention of the writer is to inspect these students' cheating and express why they tend to cheat in this step . Titer believes that in standard context they will study well with no dishonesty and therefore will get the degree with no cheating. But life is never perfect and problems like emotional problems and financial affect students' life and these problems in the life tend to ruin the plan of study. And makes the student to miss the d eadlines , most of the students in order to not miss the deadlines decide to use their last weapon And cheat . Because in this situation if they don't cheat they'll ruin the whole schedule of their education.They cheat and they pass the exam with n acceptable mark, and seemingly everything is okay. But in the next semesters the hidden wound in the body of education, shows up. With no time to cure it. And this is where a dishonest solution, makes the problem deeper. But encountering deadlines is not always the same in every student. There are some foresighted students who by missing the deadline seemingly ruin the plan but in fact they strengthen it by keeping it pure . Shampoo says – ‘l AS May your nightmares become more agitated – . You contemplate the interpretation – GAS b so that when you get up

Mr. Know All Summary

Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have . If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8 . I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. m  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock.Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? ill press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- . I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8.I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4.Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't broughtEx. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were   had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have . If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  w ouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. m  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock.Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought 1. Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidaysB * When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a) she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will bec ome a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in i t. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be un der the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can hel p you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidaysB * When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he w ill buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). . How is Tom going to get to work tomorrow? He isn’t sure. If it’s rains, ___________________________ If it’s sunny, __________________________ 2. Where are you going to have lunch today? I’m not sure. If I’m not a hurry, ______________________ If I have some time, ____________________ 3. Where is Patty going to go after school today? She isn’t sure. If she has a lot of homework, _______________ If she doesn’t hav e a lot of homework____________________ 4. What are Mr. nd Mrs. Green going to do tonight? They aren’t sure. If they’re tired, __________________________ If they have some energy, __________________ 5. What’s Jane going to do tomorrow? She isn’t sure. If she still has a cold, _______________________ If she feels better, ____________________ 6. What’s Henry going to have for dessert this evening? He isn’t sure. If he decides to stay on his diet, _________________ If he decides to forget about his diet, _____________