1

КИЇВСЬКИЙ УНІВЕРСИТЕТ
ІМЕНІ БОРИСА ГРІНЧЕНКА

Інститут філології
Кафедра англійської філології та перекладу

PEOPLE AND
COMMUNITY
Part II

КИЇВ-2020
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MODULE 1. NOMEN EST OMEN

WARMING UP

1. Work in pairs. Answer the following questions. Share your ideas

with the whole group.

1. Why do you think people give names to children?

2. How important are names during our lives?
3. Do you think names can influence our destiny?
4. Do you feel comfortable having your name? Would you like to
change it? Why (not)?

2. Read the given proverbs and quotes. Choose one and share your
opinion with the rest of your group.

· "It ain't what they call you, it's what you answer to." ~ W.C. Field
· "Names are an important key to what a society values. Anthropologists
recognize naming as 'one of the chief methods for imposing order on
perception." ~ David S. Slawson
· "And we were angry and poor and happy, And proud of seeing our names
in print." ~ G.K. Chesterton
· From our ancestors come our names, but from our virtues our honors.
· Tigers die and leave their skins; people die and leave their names. ~
Japanese proverb
· Good men must die, but death cannot kill their names.

3. Read the quote and the poem. Which point of view do you support?
Why? Get ready to read out the poem to your classmates.

“What's your name,' Coraline asked the cat. 'Look, I'm Coraline. Okay?'
'Cats don't have names,' it said.
'No?' said Coraline.
'No,' said the cat. 'Now you people have names. That's because you don't
know who you are. We know who we are, so we don't need names.”
― Neil Gaiman, Coraline

POEM
“The Naming of Cats is a difficult matter,
It isn't just one of your holiday games;
 3

You may think at first I'm as mad as a hatter

When I tell you, a cat must have THREE DIFFERENT NAMES.
First of all, there's the name that the family use daily,
Such as Peter, Augustus, Alonzo or James,
Such as Victor or Jonathan, or George or Bill Bailey -
All of them sensible everyday names.
There are fancier names if you think they sound sweeter,
Some for the gentlemen, some for the dames:
Such as Plato, Admetus, Electra, Demeter -
But all of them sensible everyday names.
But I tell you, a cat needs a name that's particular,
A name that's peculiar, and more dignified,
Else how can he keep up his tail perpendicular,
Or spread out his whiskers, or cherish his pride?
Of names of this kind, I can give you a quorum,
Such as Munkustrap, Quaxo, or Coricopat,
Such as Bombalurina, or else Jellylorum -
Names that never belong to more than one cat.
But above and beyond there's still one name left over,
And that is the name that you never will guess;
The name that no human research can discover -
But THE CAT HIMSELF KNOWS, and will never confess.
When you notice a cat in profound meditation,
The reason, I tell you, is always the same:
His mind is engaged in a rapt contemplation
Of the thought, of the thought, of the thought of his name:
His ineffable effable
Effanineffable
Deep and inscrutable singular Name.”
― T.S. Eliot, Old Possum's Book of Practical Cats

3. Read the given text. Work in groups. Think of an ending to it.

Angus Alan Alastair Alpin Andrew Alban Anderson
Margo Fallis
Mr. and Mrs. Anderson were very proud of their new baby boy. They were so proud
that they didn’t want him to have just any old name. They wanted him to have a long,
important and very special name, so they called him Angus Alan Alastair Alpin Andrew
Alban Anderson. He wouldn’t be called Angus. He wouldn’t be called Alan. He wouldn’t
be called Alastair, Alpin, Andrew or Alban. He was going to be called by all of his names.
One day they wrapped Angus Alan Alastair Alpin Andrew Alban snuggly in his
blue blanket and put him into his baby carriage. They took him for a walk to the park. They
ran into Mr. and Mrs. Lennox, who were also taking their new baby boy for a walk. "Oh,
hello, Mr. and Mrs. Lennox," Mr. Anderson said, peeking in to the Lennox’s baby carriage.
Mrs. Anderson asked, "I see you’ve had your baby too. What’s his name?"
 4

Mr. Lennox proudly replied, "Logan."

Mr. Anderson snickered softly and said, "How nice. Logan. You can see we have
had our baby too. His name isn’t as plain as Logan. We’ve named him Angus Alan Alastair
Alpin Andrew Alban Anderson. It’s such a special name for such a special baby boy."
Mr. and Mrs. Lennox looked at each other, and then in a huff said, "We like the
name Logan. It’s just fine!" and walked away.
Mr. and Mrs. Anderson continued on their walk. "Who would call their child
something as unimportant and short as Logan?" he asked. He looked at his son and tickled
him under his chin.
And so it went. Every time they met someone at the park, or at the zoo, or at the
playground, they would snicker at the child’s name and walk proudly away with their son.
Angus Alan Alastair Alpin Andrew Alban grew up very quickly. Soon he was ready
to start kindergarten. Mr. and Mrs. Anderson took their son on the first day of school to
meet his teacher. "Good morning. I am Mrs. MacTavish. I will be Angus’s teacher while he
is in my class," she said, introducing herself.
"Excuse me!" Mrs. Anderson interrupted. "Our son is not to be called Angus. His
name is Angus Alan Alastair Alpin Andrew Alban and we insist that he be called that at all
times!"
All through the school year he went by his whole name. While other children were
learning to write their short names, like Moira, Meagan, Shauna and Jamie, Angus Alan
Alastair Alpin Andrew Alban had to learn to write his long name.
As he grew older, he turned into a handsome young man. Girls began to call him at
home. "Is Angus Alan Alastair Alpin Andrew Alban there? Can I speak with him?" they
would ask.
When his mother and father wanted him to do something around the house they
called, "Angus Alan Alastair Alpin Andrew Alban, come here please."
Graduation night came. Mr. and Mrs. Anderson were so proud to have their son
graduate at the top of his class in high school. The principal handed out the diplomas to
each boy and girl as he called their names. "Rhianna, Catriona, Olivia." But before he could
say Angus Alan Alastair Alpin Andrew Alban, he had to take a deep breath. Mr. and Mrs.
Anderson were so happy. Their son had such a long, important and special name. The other
children names were so short and so plain.
After college, Angus Alan Alastair Alpin Andrew Alban went out to work. He had a
hard time writing his whole name on some of the job applications. He finally found a good
job in a tall building. One day he invited his mother and father over to see his very own
office. They walked down the halls looking at all the nameplates on the doors. They knew
they had found their son’s office when they saw the gold nameplates on his door. They
both read out loud, together, "Angus Alan Alastair Alpin Andrew Alban Anderson –
Attorney at Law."
"Isn’t that such a special name dear?" Mr. Anderson said to his wife. "I am so proud
of our son."
The day came when Angus Alan Alastair Alpin Andrew Alban met and fell in love
with a very special woman. He knew that his mother and father would like her right away.
 5

UNIT 1. COMMANDING HEIGHTS

PRE-READING ACTIVITIES

1. Do the given quiz and find out what you know about the prominent
politician Margaret Thatcher.
1. What was Margaret Thatcher's nickname?
A. Good Queen Marge Mrs. Brown
B. The Iron Lady The Steel Hand
2. What subject did Margaret Thatcher get her college degree in?
A. Political science Marketing
B. Finance Chemistry
3. Who did the United Kingdom fight in the Falklands War?
A. Argentina Ireland
B. United States France
4. What worldwide conflict came to an end under the leadership of Margaret
Thatcher?
A. War against Communism Cold War
B. Hundred Years War World War II
5. What economic policy change did Margaret Thatcher implement while
leading the United Kingdom?
A. Privatization Increased interest rates
B. Union reform All of the above
C. None of the above
6. Margaret Thatcher was the first woman _________ of the United
Kingdom.
A. Union President Chancellor
B. Prime Minister Viceroy
7. Which of the following best describes Margaret Thatcher's political
views?
A. Liberal Conservative
B. Communist Bigger government and higher taxes
C. All of the above
8. Around how long was Margaret Thatcher a member of the House of
Parliament?
A. 2 years 15 years
B. 5 years 30 years
C. She was never a member of the House of Parliament
 6

9. What United States president did Margaret Thatcher work with to fight
against communism?
A. Franklin D. Roosevelt John F. Kennedy
B. Jimmy Carter George Bush
C. Ronald Reagan

2. Read the quotes by Margaret Thatcher. Choose the one you like most
and comment on it.

If you set out to be liked, you would be prepared to

compromise on anything at any time, and you would
achieve nothing.
Disciplining yourself to do what you know is right and
important, although difficult, is the highroad to pride,
self-esteem, and personal satisfaction.
Power is like being a lady... if you have to tell people
you are, you aren't.
If you want something said, ask a man; if you want
something done, ask a woman.
I do not know anyone who has got to the top without
hard work. That is the recipe. It will not always get
you to the top, but should get you pretty near.

Text
Margaret Thatcher (1925-2013)
Excerpt from Commanding Heights by Daniel Yergin and Joseph Stanislaw,
1998 ed., p. 105-113.

PART 1
1. Read Part 1 and do the exercises given below.
Margaret Thatcher, England's first woman prime minister, led the country
from 1979-1990. She is known for her conservative economic policies -- such
as the privatization of state-owned industries -- and the social tensions those
reforms engendered.
 7

She was born Margaret Roberts in 1925, and the roots of both her political
career and her fundamental ideas went back to her childhood. "At heart,
Margaret Thatcher was an extremely bright, lower middle class girl from the
Midlands," explained one of her Cabinet ministers." She believed in hard
work, achievement, and that everything had to be paid for. If you don't have
the money, you don't get it." She was the daughter of a grocery store owner
and local political activist in the Midlands town of Grantham. Alfred Roberts
had wanted to be a teacher, but owing to the modest finances of his family, he
had been forced to leave school at age thirteen to go to work. He saved his
pennies and in due course graduated to owning two grocery stores. He was an
autodidact, very much self-taught, and one of the very best customers of the
local public library. He also was much more interested in local politics than in
groceries.
Alfred Roberts was the most important influence on his daughter. "I owe
almost everything to my father," she said. Later, she added that she owed him
"integrity. He taught me that you first sort out what you believe in. You then
apply it. You don't compromise on things that matter." It was he who
imparted to her the homilies and examples - about hard work, self-reliance,
thrift, duty, and standing by your convictions even when in a minority - that
she was proud to cite when prime minister. He told her that it was not enough
to be a "starter. "You also had to be a "sticker" and "see it through." "Some
say I preach merely the homilies of housekeeping or the parables of the
parlour," she said in 1982. "But I do not repent. Those parables would have
saved many a financier from failure and many a country from crisis." She was
also shaped by the family's commitment to Methodism. On Sundays, she was
in church two or three times a day. The family's life was simple, even spare.
There were few toys, and they lived above the shop. Politics, she would
observe, was the best and most exciting part of her father's life, and politics
was what Alfred Roberts talked about with his daughter. Along with the
homilies, he also imparted to her the lasting passion for politics. The first time
she worked in a campaign was when she was ten.
Her university years were during World War II, and she came to maturity
with an unembarrassed, unabashed patriotism that never left her. The war, not
the Depression, was her formative experience.
She went up to Oxford University, where she studied chemistry, although
without much conviction. Politics was what compelled her. She ended up
president of the Oxford University Conservative Association (although she
did not debate in the Oxford Union because women were not yet permitted to
join). She had settled on politics as her career. In 1945, she went back to
Grantham to campaign for the conservative candidate....
After graduating, she took a job as a research chemist in a plastics
factory and then in the research department of the J. Lyons food company,
testing cake fillings and ice creams. She had no great interest in being a
 8

scientist, but she was determined to support herself away from home. What
she really wanted was to be adopted by a parliamentary constituency.
She was given a constituency in the southeast of England that
traditionally voted a strong Labor majority. She lost. No one had expected
otherwise, and she was very pleased to have had her first shot at Parliament.
On the night of her adoption for the seat, she happened to meet a businessman
named Denis Thatcher, who ran a family paint and chemical company. They
were both interested in politics. And, as she put it, "his professional interest in
paint and mine in plastics" gave them further topics of conversation, as
"unromantic" a foundation as that might have seemed.
They were married in 1951. Having had her fill of chemistry and cake
fillings, she studied for the bar and became a lawyer, specializing in patents
and tax. She had already achieved some prominence. As a young Tory woman
in 1952, she wrote an article for a Sunday newspaper saying that women
should not necessarily feel that they had to stay at home. They could pursue
careers -- including in Parliament, where there were only 17 female MPs out
of 625. And there was no reason not to shoot high, even in Parliament.
"Should a woman arise equal to the task, I say let her have an equal chance
with the men for the leading Cabinet posts. Why not a woman chancellor? Or
foreign secretary?" In 1959, she was elected to Parliament. She had reached
the first rung.
"The natural path to promotion and success at this time," she was to
recall, "lay in the center of politics and on the left of the Conservative Party.
Above all, the up-and-coming Tory politician had to avoid being
'reactionary.'" Prime Minister Harold Macmillan epitomized it all....
Described as a kind of "New Deal Conservative," he had seen it as his duty to
embed the Tory Party firmly in the postwar consensus; and he embraced the
welfare state, full employment, and planning -- all of which he saw as the
"middle way" between the old liberalism, on one side, and socialism and
totalitarianism, on the other. His family firm, Macmillans, had published
Keynes's most important works... and Macmillan was strongly influenced by
Keynes throughout his political career.
Margaret Thatcher subscribed to what she called "the prevailing
orthodoxy" and moved further up the rungs. In 1961, Macmillan made her a
junior minister, and she dutifully followed him as well as his successor, Alec
Douglas-Home.... Then, as part of Edward Heath's team, she became
education minister when he led the Conservative Party to victory in 1970. It
was only in 1974 that she and Keith Joseph broke with Heath and the
mainstream -- amid the economic and social crises, electoral defeat, and the
struggle over the leadership. But she had already been much influenced by the
Institute of Economic Affairs, with which she had worked since the 1960s.
As leader of the opposition from 1974 onward, she left no doubt that
she was also one of the Conservative Party's most committed free marketers.
 9

In the mid-1970s, not long after becoming Leader, she visited the
Conservative Party's research department.... She reached into her briefcase
and pulled out a book. It was Hayek's The Constitution of Liberty. She held it
up for all to see. "This," she said sternly, "is what we believe." She slammed it
down on the table and then proceeded to deliver a monologue on the ills of the
British economy.
[By] 1979, just half a decade after the electoral debacle and her
rupture with Heath and traditionalist conservatism, she was prime minister.
One of the first things she did was elevate Ralph Harris, the director of the
Institute of Economic Affairs, to the House of Lords. "It was primarily your
foundation work," she wrote him, "which enabled us to rebuild the philosophy
upon which our Party succeeded."
... Margaret Thatcher knew exactly what she thought. Government was
doing too much. "We should not expect the state," she declared not long after
taking office, "to appear in the guise of an extravagant good fairy at every
christening, a loquacious companion at every stage of life's journey, and the
unknown mourner at every funeral." She wanted to replace what she called the
"Nanny State" and its cradle-to-grave "coddling" with the much more bracing
risks and rewards of the "enterprise culture." She liked Edmund Burke's quote
that politics was "philosophy in action." But ideas were one thing. Putting
them ... into action, translating them into policy amid the immense
complexities and contentions of modern government and society -- all that
was something else. And if judged only by its first three years, the Thatcherite
revolution might have been deemed a failure....
The new Tory government that took power in 1979 discovered that it
had inherited an even more dire economic situation from Labor than it had
anticipated.... Interest rates were 16 percent; inflation was programmed to rise
to 20 percent; the government deficit was destined to swell. Enormous pay
increases were promised to public-sector workers, a sort of postdated check
left behind by the Labor government that would guarantee still-higher
inflation. The state-owned companies were insatiably draining money out of
the Treasury. To make matters more difficult, Keith Joseph's hopes to convert
the Tory Party had been only partly fulfilled. Thatcher was a minority within
her own government and did not have control over her Cabinet... but Thatcher
knew what she wanted to go after, right from the beginning. "The two great
problems of the British economy," she declaimed, "are the monopoly
nationalized industries and the monopoly trade unions." To conquer them, she
would have to declare war.
Coming to office in the wake of endless strikes, she was forced to focus
on the powerful trade unions. Unless the unions could be curbed and a more
level playing field instituted, nothing of substance could be accomplished. The
government dug itself in, to varying degrees, on a series of strikes. It also got
critical legislation through Parliament limiting the ability of unions,
 10

sometimes battling among themselves for power, to turn every disagreement

into a class war.
2. Study the following lexical units from the text.
 engender  debacle
 autodidact  rupture
 impart  elevate
 homilies  guise
 thrift  coddling
 constituency  dire
 study for the bar  insatiably
 rung  drain
 epitomize  be curbed

3. Match the given words and phrases with the correct definitions.

1. engender A. something that fails completely in an

embarrassing way
2. autodidact B. the practice of spending money carefully so that
you do not waste any
3. impart C. the way that someone or something appears to
people
4. homilies D. to get ready for an examination conducted at
regular intervals to determine whether a candidate is
qualified to practice law in a given jurisdiction
5. thrift E. to improve the status or importance of someone
or something
6. constituency F. to cause a feeling or attitude to exist
7. study for the G. to use so much of something such as money or
bar supplies that there is not enough available for other
things
8. rung H. an end to a friendly relationship or to a peaceful
situation
9. epitomize I. a short speech advising someone how to behave
10.debacle J. to control or limit something that is harmful
11. rupture K. a level of achievement
12. elevate L. to treat someone in a way that gives them too
much protection from harm or difficult experiences
13. guise M. always wanting more and never feeling satisfied
14. coddle N. a person who has taught themselves rather than
receiving formal education
15. dire O. very severe or serious
16. insatiable P. a body of citizens entitled to elect a
 11

representative
17.drain Q. to be the best possible example of a particular
type of person or thing
18. curb R. to give something such as information,
knowledge, or beliefs to someone

4. Write down the words to which the given lexemes are synonyms.
1. ___________________ appearance, pretense, air, aspect
2. ____________________ step, level
3. ___________________ economy, prudence, saving
4. __________________ break, split, breach, fracture
5. ______________________ uplift, raise, heighten
6. _______________________ pass on, transmit, afford
7. ___________________ remove, diminish empty
8. _________________ indulge, pamper
9. ______________________ embody, illustrate

5. Write down the words to which the given lexemes are antonyms.
1. ___________________ full, pleased, satisfied
2. __________________ calm, mild, unimportant
3. _____________ disciple, apprentice, attendant, pupil
4. _________________ aid, assist, encourage
5. __________________ accomplishment, rise, success
6. _________________ drop, fall, depress

6. Fill in the gaps with the words from the box. Translate the sentences
into Ukrainian.
homily draining dire rupture rung
imparts debacle curb insatiable
constituency thrift coddle engendered
autodidact guises epitomizes elevate

1. The marriage caused a _______________ in her relationship with her

mother.
2. The oil ________________ a distinctive flavor to the sauce.
3. It's not my job to _______________ my students.
4. Singapore’s Changi airport __________________ the state’s
efficiency.
5. We need to work together to ____________ the position of women in
society.
6. The senator's ______________includes a large minority population.
7. Fighting legal battles is _______________ the company’s resources.
 12

8. The agency is aware that marijuana companies have found legal

workarounds to their trademark ___________________.
9. Revolutions come in many ______________________.
10. You could be on the first ________________ of a great new career.
11. She was trying to _____________________ her curiosity
12. The issue has __________________a considerable amount of
debate.
13. The public seems to have an _______________appetite for celebrity
gossip.
14. Friends and colleagues described Dr. Tanton as a Renaissance man
and a voracious _____________________.
15. News reports portray the situation as _________________________.
16. Through hard work and ________they sent all of their children to
college.
17. She gave us a little __________________about family values.

7. Translate the following sentences into Ukrainian.

1. Certain behaviours engender unfavourable reactions in people.
2. As was her custom each week night after dinner, the boy's mother sent
Brad down to the municipal library to study for the bar exam.
3. Alcohol can also significantly drain family expenditures.
4. Benjamin Franklin was a celebrated American statesman, and an
autodidact as well.
5. Her desire for knowledge was insatiable.
6. So what had been intended as an orderly hearing ended in a general
debacle, for as soon as Fray Domingo saw his protector dragged toward
the exit door, he leaped at the guards and began pummeling them.
7. From these camps came the most insistent appeal to oppose the forces of
injustice and tyranny in whatever guise they may take.
8. None of the plans have won support from a key constituency: wildfire
victims whose claims could total more than $30 billion by PG&E’s
own estimate.
9. Globalization must benefit every citizen and elevate the income levels of
countries in accordance with universally recognized values.
10. The reform of the United Nations should epitomize our collective
aspirations for a universal and democratic dispensation.
11. These steps should help curb human rights violations.
12. Her presence imparted a sense of importance to the meeting.
13. The alleged threat posed by Yellowstone's 3,600 buffalo came from the
fact that they carry brucella, a bacterium that cycles harmlessly enough
in Bison bison but has considerably more dire effects on cattle.
14. The airline has fallen to the bottom rung of major U.S. carriers in on-
time performance and cancellations, according to Department of
 13

Transportation data.
15. The worst thing you can do for your immune system Is to coddle it.
16. The priest gave a brief homily on forgiveness.
17. Luckily, thrift stores are full of boomboxes and personal tape players
in perfect working order, and stores like Urban Outfitters and Target
also offer brand new players.
18. British consumers’ reactions to possible shortages of food and
pharmaceuticals is impossible to predict, as are the wider economic,
political, and constitutional ramifications of a sudden rupture.

8. Look at the definitions of the given phrasal verbs and decide which
meaning is shown in the text studied.
1. go back
A. to return to a place
B. to return to doing something
C. to have existed for a particular amount of time or since a particular
period
D. to have known each other for an amount of time
E. to think or talk about something from the past
2. see smth through
A. to recognize that something is not true and not be tricked by it
B. to continue doing something until it is finished, especially something
unpleasant or difficult
3. go up
A. to start burning quickly or explode
B. to travel towards the north
C. to increase
D. to be built
E. to go to a university, especially Oxford or Cambridge, at the beginning
of a term
4. end up
A. to be in a particular situation, state, or place after a series of events,
especially when you did not plan it
B. to finish in some manner
5. settle on
A. to give someone money or property in a legal and official way
B. to make a decision between two or more people or things after not being
certain which to choose
6. go after
A. to try to arrest or punish someone
B. to try to get something that other people are also competing for
C. to try to catch or stop someone
 14

9. Translate the given sentences into Ukrainian.

1. Don’t forget, the clocks go back this Sunday.
2. Some of these houses go back to the early 19th century.
3. We didn’t think he’d go back to his wife after everything that’s
happened.
4. I’d like to go back to what Abby was saying just a minute ago.
5. Having come this far, she was determined to see things through.
6. The price of oil has gone up by over 50 per cent in less than a year.
7. Posters for the show are going up all over town.
8. From the air, it looked as if the entire city was going up in flames.
9. Keep on doing that and you’ll end up in serious trouble.
10. You’ll just end up with more problems to fix down the road.
11. The band has yet to settle on a name.
12. You’d better go after her and tell her you’re sorry.
13. It would be dangerous to go after the killer on your own.
14. Our company is going after the software market in western Europe.

10. Fill in the gaps with the correct phrasal verb.

1. He came round for a coffee and we _________ having a meal together.
2. The feud between the two sects ____________to the 11th century.
3. He saw a shaky-looking Halberstadt turn eastwards and __________ it.
4. A look of stony fury ________ his face: she had offended him mortally.
5. It’ll take a lot of effort to ______ the project __________.
6. Blood-sugar levels ____________ as you digest food.
7. To fully understand the issues, we have to _____________ a few years.
8. I fell asleep on the bus and ____________ in Denver.
9. He had left the gas on and the whole kitchen ____________.
10. A drizzly dusk was _____________ the city and the imminence of
nightfall had an instantly erosive effect on her confidence.
11. He'd have to ________ him now, get the wire off him and fix the door.
12. If you _______ to 1960, you'll find that very few jobs were being
created.
13. It is all about the winning and they both simply ______________ it in
their way that gets them there.
11. Study the given sentence from the text. Revise the grammar rule. Do
the tasks given below.
Those parables would have saved many a financier from failure and many
a country from crisis.

The fixed expression many a/an... is more formal than the single word
many, and it is much less common. Many a/an... is used mainly in literary
writing and newspapers. Like the adjective and pronoun many, many a/an... is
 15

used to indicate a large number of something. However, it takes a singular

noun, which can be followed by a singular verb.

1) Choose the correct word in italics.

1. It remained a mystery for many a year/years.
2. Many a politician/politicians have/has promised to make changes.
3. I've been there many a time/times.
4. Many a tale/tales was/were told.
5. Many a man/men has/have tried but few men have succeeded.

2) Paraphrase the given sentences using many a/an.

1. Many students were absent today.
2. Many fans were disappointed that the star didn't show up.
3. Many times I had seen her in my dreams.
4. She remained hidden from the public for many years.
5. Meanwhile, however, poverty levels had increased in many countries.
6. The Advisory Committee cautions against many committees and many
participants.

12. Answer the questions.

1. What did Margaret Thatcher believe in?
2. Why couldn't Margaret's father become a teacher? What did he do?
What was his passion?
3. How much influence did Alfred Roberts have on his daughter?
4. What was Margaret's idea about homilies of housekeeping?
5. What did Margaret Thatcher study in university? What was she
reallu into? Why did she not debate in the Oxford Union?
6. What job did she do after graduating?
7. Where did she get a constituency? Why did she lose?
8. When did she meet her future husband? What did they have in
common? When did they get married?
9. What was her 1952 article about?
10. When did she reach her first rung?
11. What were Harold's Macmillian's ideas about the Tory's policy?
12.When did Margaret Thatcher become the Prime Minister?
13.What were her ideas about the government and its role in the
country's life?
14.What did the new Tory government inherit when they took power in
1979?
15. What were the biggest problems of the British economy? Why was
it important to curb the Unions?

PART 2
 16

1. Read the second part of the text and do the tasks given below.

"The Lady's Not for Turning"

At the same time, the government also got busy trying to displace
Keynesianism with monetarism. Instead of intervening with fiscal policy, the
Tory government believed that its main economic job was to ensure a steady
growth in the money supply that would be commensurate with economic
growth. The traditional Keynesian measures of economic management —
employment and output targets — were abandoned in government budgetary
documents, in favor of targeting the growth in money circulation in the
economy. Huge and immensely controversial cuts were made in government
spending, certainly reversing the trend of almost four decades. Yet the
immediate results were not economic regeneration. Inflation, already deeply
entrenched, was made worse by the oil-price shock of 1979 and the
programmed public-sector pay hikes. Unemployment also continued to
increase. Joseph's vision did not exactly seem to be working out as he had
promised; many more bankrupts than millionaires were being created.
Some of the harshest criticism came from within Thatcher's Cabinet.
One of her ministers denounced the entire intellectual agenda, warning that
"economic liberalism a la Professor Hayek, because of its starkness and its
failure to create a sense of community, is not a safeguard of political freedom
but a threat to it."
... Other politicians might well have compromised. Not Thatcher. She
was determined...."I am the rebel head of an establishment government," she
said proudly....
Yet the clamor for a U-turn, away from the body of ideas that Joseph
and she had propounded in the 1970s, grew stronger and stronger. But she
would not be budged. At the annual Conservative Party conference in 1980,
where many did want a U-turn, Thatcher drew the line. "Turn if you like," she
declared. "The lady's not for turning." It would be her most memorable line....
But the economic pain continued to mount. And as it did, her popularity
declined. What her supporters saw as her resoluteness, commitment to
traditional values, and willingness to speak the truth, her critics viewed as
elements of a domineering, adversarial, and sometimes gratuitously uncaring
personality....
The Tories' support in the polls [fell] to 30 percent, and hers, even
worse, to 23 percent — she was as unpopular as any prime minister since the
start of polling.
Then, on April 2, 1982. Argentinian troops invaded the Falkland Islands
in the south Atlantic, some 200 miles off Argentina's coast. Britain had ruled
the rugged islands for 149 years; and something less than 2,000 Britons lived
there. Argentina had long claimed this bare, uninviting piece of real estate; the
 17

brutal military junta that ruled Argentina wanted it back and hardly expected
significant resistance. But Thatcher decided that Argentinian aggression could
not be allowed to stand. Despite very considerable risks, she dispatched an
armada to retake the islands. "I didn't believe in appeasement, and I would not
have our people taken over by dictatorship, " she later said.... "Yet had I fed
all the factors in a computer —8,000 miles away, winter, problems of supply,
their air cover 400 miles away, we had only two aircraft carriers and if one
were sunk, three to four weeks after loading soldiers before they could land —
the computer would have said don't do it. But we are people of belief."
After several naval battles, a full-scale landing, and three weeks of
tough fighting, the Argentinians surrendered. One result was the collapse of
the military government in Buenos Aires. The victory also transformed
Margaret Thatcher's position at home... and helped set the scene for the
Thatcher Revolution. Thatcher herself was no longer an unpopular, almost
sectarian figure. She had also ... proved that a woman could be prime minister.
But the true test would come with the general election of 1983.... She won
with a huge landslide — a 144-seat majority — the largest since the Labor
victory that ushered in the "New Jerusalem" in the summer of 1945.

The Decisive Battle

The two victories — in the Falklands and at the polls — now gave
Thatcher the opportunity to fight the next war.... The confrontation took the
form of a standoff with the National Union of Miners, led by a Marxist
militant named Arthur Scargill.
The coal industry, nationalized in 1947, was losing money at a
horrendous rate; the government subsidy had risen to $1.3 billion a year. The
industry desperately required rationalization; mines had to be closed and the
workforce shrunk if there was to be any hope of revival. Scargill and his
militants were unwilling to compromise. Mine pits could not be closed they
said, no matter how large the losses. For them, it was not a battle over
modernization but a class war.
Thatcher and her colleagues knew, from personal bitter experience, how
a coal strike had precipitated the downfall of the Heath government almost
exactly a decade earlier.... In preparation for the campaign, Thatcher's
generals made certain that the Central Electricity Generating Board began,
quite early, to stockpile coal inventories to see itself through a cutoff of new
production. There was to be no repetition of the blackouts and power cuts of
1974.
The strike began in March 1984. It was angry and sometimes violent --
thousands were arrested during its course. Not only miners who wanted to
continue working but also their families were subject to constant intimidation.
Police employed mounted cavalry charges to break up mass demonstrations.
 18

The strike became an international cause celebre. Social democrats in Western

Europe collected money on street corners to support the striking workers. The
National Union of Miners solicited funds from Libya's Colonel Qaddafi and
received money from the "trade unions" of Soviet-controlled Afghanistan and,
apparently, from the Soviet Union itself. Despite the intense pressure and the
disruption, the National Coal Board and the government held firm. It took a
year, but the strike finally petered out, and in stark contrast to 1974, this time
the miners' union capitulated. The government had won. The outcome meant a
new era in the basic relationship of labor, management, and government -- in
short, in how Britain fundamentally worked. The decades of labor
protectionism — which had cost the British economy heavily in terms of
inflexibility, red ink, and lost economic growth — were over....
The most decisive element of Thatcherism, and the one — along with the
philosophy itself -- that would have the greatest impact around the world was
what was became known as privatization. It represented the sharpest break
with the postwar Attlee consensus....
Margaret Thatcher and Keith Joseph... wanted to get the government out
of business. To do so, they had to invent a new kind of business, for there
were no guidelines in either the developed or the developing world for what
they intended.
... In the late 1960s, a young conservative politician named David Howell
[had been] charged with working out a plan, as he put it, "to unravel Britain's
huge state sector and at the same time widen capital ownership in British
society." Scouring the United States for ideas, he ran across the word
privatization in the work of the economic and social theorist Peter Drucker.
and he deployed it in a 1969 pamphlet, "A New Style of Government." But
then, as Howell put it, the idea lay "dormant," until Joseph and Thatcher
picked it up....
Thatcher adopted the concept, because she saw in it something much more
than a means to raise revenue for the Treasury or rein in the unions. It was
about changing the balance in society. "I wanted to use privatization to
achieve my ambition of a capital-owning democracy. This is a state in which
people own houses, shares, and have a stake in society, and in which they
have wealth to pass on to future generations." Out of that ambition came her
fervor....
Ultimately, the Thatcher government was able to carry out a
privatization program far bigger than anyone would have expected at the start,
and one that pushed back the frontiers of the state. In 1982 and 1984, the
government's ownership share in North Sea oil and gas was privatized,
creating among other things Enterprise Oil, today one of the world's largest
independent oil companies. The government disposed of its share in British
Petroleum -- acquired by Winston Churchill on the eve of the first world war.
Ports and airports were privatized. Heathrow and other airports are now
 19

owned and operated by a private company, BAA, which also operates airports
in the United States.
The first truly massive privatization was the hiving off of the state
telephone system into British Telecom.... British Gas, British Airways, and
British Steel followed. Later came British Coal and British Rail. The state-
owned water system was privatized in the form of a series of regional water
companies. Most massive of all was the breakup of the state-owned electric
power monopoly into twelve regional distribution companies,* three
generating companies, and one open-access grid company....
Margaret Thatcher's third electoral victory, in 1987, confirmed that
Thatcherism was not an aberration but a change of direction.... But the 1987
victory was also the beginning of the end of an era. The Tory government
created a domestic furor by "bashing on" to make a radical change in local
taxation in the form of the poll tax. And Thatcher became increasingly
nationalistic and angry in her attacks on the moves to strengthen the European
Community. She reviled what she saw as a new bureaucratic monster rising
up in Brussels that would drain sovereignty away from Westminster. She was
particularly enraged about plans to create a single European currency, which,
she was convinced, would lead to German hegemony over Europe.
Her strident stance did more than anything else to alienate some of
those who had been her most important allies in creating the Thatcherite
revolution. They were convinced that Britain should be inside Europe helping
to shape it, not sitting outside and attacking it. All of this was made worse by
the style of Thatcher's leadership. She appeared to have become increasingly
confident of her own opinions, increasingly isolated from other points of
view. She showed little willingness to brook opposition, and she humiliated
even those who had been closest to her. She had become a divisive figure, not
only in national politics but within her own party.
One of Thatcher's closest allies over the years had been Geoffrey Howe,
who had served as chancellor in the first four years of her government and as
foreign secretary for the next six. Deciding that he was not sufficiently anti-
European, she forced him out as foreign secretary, consoling him with the
posts of leader of the House of Commons and deputy prime minister. After a
little more than a year, he had had enough He could no longer tolerate
Thatcher's domineering leadership or what he saw as her crudely nationalistic
opposition to the European Community. His resignation speech in November
1990 regretfully but clearly laid out his disagreements.
The speech precipitated a contest for the leadership of the Conservative
Party. Thatcher was in Paris when she learned that she had come out at the top
of the first ballot but without the required majority.... Warned that she would
eventually lose, and anticipating the humiliation that would follow, she
withdrew her name from the second ballot. A few days later the new leader of
the Conservative Party, John Major, son of a vaudeville entertainer-turned-
 20

businessman, succeeded her as prime minister.

The Thatcher era was over. She did not go out amid a great outpouring
of sentimentality. Her unpopularity extended right across the political
spectrum and into a large segment of her own party. She was seen as self-
righteous, rigid, and uncaring. Her strength -- her convictions -- had also been
her downfall. She was, Geoffrey Howe said afterward, "a great prime
minister." But, in his view, "her tragedy" was "the recklessness with which
she later sought to impose her own increasingly uncompromising views. For
Margaret Thatcher in her final years, there was no distinction to be drawn
between person, government, party, and nation.... The insistence on the
undivided sovereignty of her own opinion dressed up as the nation's
sovereignty was her own undoing."
Yet her legacy proved powerful and lasting in a way that eludes most
politicians. She recast attitudes toward state and market, withdrew
government from business, and dimmed the confidence in government
knowledge. Thatcherism shifted the emphasis from state responsibility to
individual responsibility, and sought to give first priority to initiative,
incentives, and wealth generation rather than redistribution and equality. It
celebrated entrepreneurship. Privatization became commonplace. Labor unrest
no longer continually disrupted the economy. For a number of years
Thatcherism seemed anathema almost everywhere. But by the l990s, it would
turn out that Margaret Thatcher had established the new economic agenda
around the world.

2. Study the following lexical units from the text.

 Fiscal (adj)  cause célèbre (phr)
 commensurate (adj)  peter out (v)
 budge (v)  fervor (n)
 adversarial (adj)  aberration (n)
 appeasement (n)  drain (v)
 sectarian (adj)  strident (adj)
 standoff (n)  elude (v)
 horrendous (adj)

3. Match the given words and phrases with the correct definitions.

1. fiscal A. the act of pacifying or satisfying someone

2. commensurate B. a legal case or political issue that
a lot of people become interested in
and argue about
3. budge C. relating to money, taxes, debts etc that are owned
and managed by the government
4. adversarial D. to gradually become smaller, less, weaker etc
 21

and then come to an end

5. appeasement E. a situation in which neither side in
a fight or battle can gain an advantage
6. sectarian F. an action or event that is very different from
what usually happens or what someone usually
does
7. standoff G. involving people arguing with or opposing each
other
8. horrendous H. to make smth flow away
9. cause célèbre I. matching something in size, quality, or length of
time
10. peter out J.  forceful and determined, especially in a way that
is offensive or annoying
11. fervor K. to change your opinion, or to make someone
change their opinion
12. aberration L. to escape from someone or something, especially
by tricking them
13. drain M.  frightening and terrible
14. strident N. supporting a particular religious group and
its beliefs
15. elude O. very strong belief or feeling

4. Fill in the gaps with words from the box. Translate the sentences into
Ukrainian.

eluded drained fervor petered commensurate aberration

fiscal strident adversarial standoff budge horrendous
cause célèbre appeasement sectarian

1. The political ____________ led to a six-month delay in passing this

year's budget.
2. The federal insurance fund has been ___________ by recent bank
failures.
3. It was thought that skillful monetary and ____________intervention
could rescue the economy.
4. To them we should respond with greater ________________.
5. Salary will be ___________________with age and experience.
6. No __________________ was possible because the crowd only got
angrier with every attempt to calm them down.
7. There was much humour, of a  ________________, bitter sort.
8. He knew, as we all know, that educating children in __________
 22

schools divides the community.

9. It would have been a nightmare, it would have been ___________.
10.He ___________ his pursuers by escaping into a river.
11.Reporters used extreme and ___________ methods to get their
information.
12.By then, the case was becoming a ____________ in British politics.
13.The road became narrower and eventually ___________ out.
14. He won’t ____________________on the issue.
15.The Tories regard it as an ________________ that would be
catastrophic for Britain's system of government.
 23

UNIT 2. TEXTS FOR READING AND DISCUSSION

Article 1

What’s in a name?
Why companies should worry less about their reputations
Apr 21st 2012

PEOPLE have been debating reputation since the beginning of history.

The Bible says that a “good name is rather to be chosen than great riches, and
loving favour rather than silver and gold.” Others have dismissed reputation as
insubstantial — a “shadow” in Abraham Lincoln's phrase, or an “uncertain
flame” in James Lowell's. Shakespeare provided material for both sides:
Cassio described reputation as “the immortal part of myself”, while Iago
dismissed it as “an idle and most false imposition: oft got without merit, and
lost without deserving.”
Today's management-theory industry has no time for such equivocation.
For its acolytes, reputation — or at least the corporate kind — is a “strategic
asset” that can be “leveraged” to gain “competitive advantage”, a “safety
buffer” that can be called upon to protect you against “negative news”, and a
stock of “organisational equity” that can be increased by “engaging with the
stakeholder community”.
On April 17th Gibson Hall — a wonderful Victorian edifice near the
Bank of England — echoed not with the sound of Shakespeare (which would
have suited it), but management speak. The Reputation Institute, a
consultancy, revealed the results of its latest “Reptrack” Corporate Reputation
Survey. And various spokespersons hammered home the importance of
managing reputation. Reputation is so important these days, they said, that we
live in nothing less than a “reputation economy”.
The launch of the British corporate-reputation survey was only one of a
number of similar launches around the world: the Reputation Institute has
offices in 30 countries. And it is only one of many consultancies that plough
this particular furrow. Plenty of other organisations offer firms “holistic”
advice on improving their reputations, such as Perception Partners in the
United States or specialised divisions within many big consultancies. And a
rapidly growing number of niche consultancies, such as ReputationDefender,
give people advice on managing their reputations online. For example, they
offer tips on how to push positive items up the Google ranking and neutralise
negative ones.
It is easy to see why so many bosses are such eager consumers of this
kind of advice. The market value of companies is increasingly determined by
things you cannot touch: their brands and their intellectual capital, for
example, rather than their factories or fleets of trucks. The idea of a
 24

“reputation economy” makes intuitive sense: Facebook is worth more than

General Motors. At the same time, reputation is getting ever harder to
manage. NGOs can turn on a company in an instant and accuse it of racism or
crimes against the environment. Customers can trash its products on Twitter.
Corporate giants such as Toyota and BP have seen their reputations collapse
in the blink of an eye.
How successful are reputation consultancies in rendering the intangible
measurable and manageable? The Reputation Institute has produced some
intriguing results. Americans and Britons are more impressed with “old-
economy” firms than “new-economy” ones. The three most reputable
companies in America are General Mills (which sells food), Kraft Foods and
Johnson & Johnson (drugs and household goods). The top three in Britain are
Rolls-Royce (jet engines), Dyson (vacuum cleaners) and Alliance Boots
(drugs and prawn sandwiches). In Britain the overall reputation of the
corporate sector has declined since last year. In 2011 it looked as if British
firms were recovering from the reputational catastrophe of the financial crisis.
But outrage over bosses' bloated pay and phone-tapping by big media
companies—particularly News Corporation—have reversed that trend.
Nevertheless, there are three objections to the reputation-management
industry. The first is that it conflates many different things—from the quality
of a company's products to its relationship with NGOs—into a single notion
of “reputation”. It also seems to be divided between public-relations
specialists (who want to put the best possible spin on the news) and corporate-
social-responsibility types (who want the company to improve the world and
be thanked for it).

Reputation as a by-product
The second objection is that the industry depends on a naive view of the
power of reputation: that companies with positive reputations will find it
easier to attract customers and survive crises. It is not hard to think of counter-
examples. Tobacco companies make vast profits despite their awful
reputations. Everybody bashes Ryanair for its dismal service and the Daily
Mail for its mean-spirited journalism. But both firms are highly successful.
The biggest problem with the reputation industry, however, is its central
conceit: that the way to deal with potential threats to your reputation is to
work harder at managing your reputation. The opposite is more likely: the best
strategy may be to think less about managing your reputation and concentrate
more on producing the best products and services you can. BP's expensive
“beyond petroleum” branding campaign did nothing to deflect the jeers after
the oil spill in the Gulf of Mexico. Brit Insurance's sponsorship of England's
cricket teams has won it brownie points in the short term, but may not really
be the best way to build a resilient business. Many successful companies, such
as Amazon, Costco, Southwest Airlines and Zappos, have been notable for
 25

their intense focus on their core businesses, not for their fancy marketing. If
you do your job well, customers will say nice things about you and your
products.
In his “Autobiography” John Stuart Mill argued that the best way to
attain happiness is not to make happiness your “direct end”, but to fix your
mind on something else. Happiness is the incidental by-product of pursuing
some other worthy goal. The same can be said of reputation.
Economist.com/blogs/schumpeter
 26

ARTICLE 2
Foreign names and words
Occasionally, a foreign language may provide the mot juste. But try not to use
foreign words and phrases unless there is no English alternative, which is
unusual (so a year or per year, not per annum; a person or per person, not
Per caput or per capita; beyond one's authority, not ultra vires; and so on).

Foreign names of groups, parties, institutions, etc should usually be translated:

Italy's Olive Tree (not Ulivo), the German Christian Democratic Union
(not the Christlich Demokratische Union), the Shining Path (not Sendero
Luminoso), the National Assembly (not the Assemblée Nationale). Even
some placenames are better translated if they are well known in English: St
Mark's Square in Venice (not Piazza San Marco), the French Elysée Palace
(not the Palais de l'Elysée). But if an abbreviation is also given, that may be
the initials of the foreign name (so UMP for France's Union for a
Presidential Majority, SPD for the Social Democratic Party of Germany),
PAN for Mexico's National Action Party).

Break this rule when the name is better known untranslated: Forza Italia, the
Parti Québécois in Canada, Médecins Sans Frontières, yakuza (not 8-9-3),
etc.

Company names made up of foreign words should be roman: Crédit

Agricole, Assicurazioni Generali, etc. Informal names for events,
organisations, government programmes, scandals and so on should be set in
italics if they are not translated into English, which is usually preferable:
bracero, ferragosto, harambee, Mitbestimmung, Oportunidades, rentrée,
scala mobile, Tangentopoli, etc.

If you want to translate a foreign word or phrase, even if it is the name of a

group or newspaper or party, just put it in brackets without inverted commas,
so Arbeit macht frei(work makes free), jihad (struggle), Médecins Sans
Frontières (Doctors Without Borders), Pravda (Truth), zapatero
(shoemaker), etc.

The titles of foreign books, films, plays and operas present difficulties. Some
are so well known that they are unlikely to need translation: “Das Kapital”,
“Mein Kampf”, “Le Petit Prince”, “Die Fledermaus”, etc. And sometimes
the meaning of the title may be unimportant in the context, so a translation is
not necessary (“Hiroshima, Mon Amour”). But often the title will be
significant, and you will want to translate it. One solution, easy with classics,
is simply to give the English translation: “One Hundred Years of Solitude”,
“The Leopard”, “War and Peace”, “The Tin Drum”, etc. This is usually the
 27

best practice to follow with pamphlets, articles and non-fiction, too. But
sometimes, especially with books and films that are little known among
English-speakers or unobtainable in English (perhaps you are reviewing one),
you may want to give both the original title and a translation, thus: “11
Septembre 2001: l'Effroyable Imposture” (“September 11th 2001: the
Appalling Deception”), “La Régle du Jeu” (“The Rules of the Game”),
“La Traviata” (“The Sinner”), etc. Foreign titles do not need to be set in
italics.

Read the ending of the story and compare it with your ending. How
different is yours?
Angus Alan Alastair Alpin Andrew Alban Anderson

She too had a very long and important name.

"Mother, Father, I’d like you to meet my fiancée, Mairi Malvina
Mariota Maggie Murial Morven McKenzie," he introduced her to them.
Huge grins came across Mr. and Mrs. Anderson’s faces.
At the wedding, when the words were spoken, "Do you Angus Alan
Alastair Alpin Andrew Alban Anderson take Mairi Malvina Mariota Maggie
Murial Morven McKenzie to be your wife?" and "do you Mairi Malvina
Mariota Maggie Murial Morven McKenzie take Angus Alan Alastair Alpin
Andrew Alban Anderson to be your husband? I now pronounce you husband
and wife." Mr. and Mrs. Anderson and Mr. and Mrs. McKenzie cried with joy.
Mr. and Mrs. Anderson were so proud. Both their son and his new wife
had such long, important and special names.
A year later Angus Alan Alastair Alpin Andrew Alban and Mairi
Malvina Mariota Maggie Murial Morven had twin babies, a boy and a girl.
Mr. and Mrs. Anderson were so happy. They went right over to the hospital to
see their new grandchildren.
"Angus Alan Alastair Alpin Andrew Alban, I do hope you and Mairi
Malvina Mariota Maggie Murial Morven are going to name your children
long, important and special names," Mrs. Anderson suggested.
"Oh we are," said Mairi Malvina Mariota Maggie Murial Morven,
holding up her new baby girl. "This is Heather."
"And this is Heath," said Angus Alan Alastair Alpin Andrew Alban, as
he held up his new baby boy. He smiled at his wife, and they both felt proud.
 28

ARTICLE 3
Higher education and wages
Which British universities do most to boost graduate salaries?

Aug 12th 2017

THE Conservative-Lib Dem coalition formed in 2010 wanted universities to
expand. Much to the chagrin of thousands of youngsters, it got its way in 2012
by nearly trebling the tuition-fee ceiling to £9,000 ($14,000) a year. With
students shouldering the bulk of the cost of teaching at universities, the
government was able to remove the cap on the numbers that universities were
allowed to accept. An additional benefit of the shift, hoped officials, was that
increased competition for students should drive up standards.
So far competition has not had that desired effect. Most universities charge the
maximum, and there has been little change in the quality of teaching. In a bid
to ensure that students and taxpayers get better value for money, the
government has created a ranking, the “Teaching Excellence Framework”
(TEF), which tries to categorise universities by their teaching quality, not their
reputation. It hopes to be able to link the fees that universities may charge to
instruction.
One way to measure a university’s impact is to look at earnings data, which
the government also hopes to include in future versions of the TEF. On June
13th the Department for Education released the latest wave of its “longitudinal
education outcomes” data, which analyse tax returns to show how much
people earn five years after they graduate. To find out which factors are most
relevant, The Economist has analysed the data and created a ranking that
compares graduates’ wages with how much they would have been expected to
earn regardless of their university.
Our estimate of expected earnings is built from a statistical model that predicts
wages based on the subjects people study, their exam results at school, age,
family income, whether they went to private or state school and where the
university was located. The difference between the predicted and actual
amounts that students earn ought to reflect a university’s impact on graduate
wages. Our analysis measures how well universities perform compared with
the average institution, and is blind to their prestige.
Wait, what about Oxbridge?
The rankings have their flaws. They are based on a single cohort of graduates,
who left university in 2009 in the middle of a financial crisis. Using median
 29

earnings as a measure understates how much variability there is in graduates’

incomes, especially at the top. Nevertheless, the data offer a glimpse of which
universities do most to boost earnings. Those at the top are a mix of the
illustrious (Nottingham and Oxford) and the unfamiliar (Brunel and Robert
Gordon)—see rankings table below.
Most of the differences in median earnings can be explained by just two
factors: how selective a university is and what subjects their students choose
to study there. Once these are accounted for, graduates’ wages are remarkably
predictable. Differences in entry tariffs, as defined by UCAS points mostly
earned in exams taken at 18, account for nearly 70% of the variation in
median earnings. Swots from Cambridge, the most selective university in
Britain, earn almost £40,000 a year on average five years after graduating.
Their peers at Bedfordshire, the country’s least-selective institution, make
only half as much.
Subjects which include some element of maths are well-rewarded. Our
analysis finds that the five fields with the highest salaries are medicine,
veterinary science, economics, engineering and mathematics. By contrast,
creative arts, agriculture and communications graduates earn the least. There
is a big difference between top earners and poorer ones. After half a decade,
medicine and dentistry graduates earn £47,000 a year on average; creative-arts
graduates just £20,000.
Encouraging more students to sign up for maths-related degrees may be hard.
One problem is that schools in Britain produce few maths whizzes compared
with those in other countries, says Anna Vignoles, an economist at
Cambridge. Portsmouth, which tops our rankings, provides remedial maths
and literacy catch-ups for those needing them. Another difficulty is that
universities are not allowed to vary their prices by subject, which means they
have little incentive to nudge students towards courses like engineering or
science, since it is cheaper to teach the humanities.
Alison Wolf, an economist at King’s College London, worries that today’s
financing system means the number of low-quality courses will grow. A
recent study by the Institute for Fiscal Studies, a think-tank, found that
funding per student for humanities and business courses has increased by 47%
since the reforms of 2012, whereas for laboratory sciences it has risen by just
19%. Yet although some business graduates earn a fortune, there is a large gap
between those from higher- and lower-ranked universities. For instance,
graduates who study economics and management at Oxford, the most
lucrative course according to our data, can expect to be earning three times as
much as their contemporaries at the least-selective universities five years after
they leave.
Although graduates from research-intensive universities tend to earn more,
research quality is no guarantee of a good performance in our rankings. Some
of Britain’s grandest institutions do well. Oxford, which comes tenth, adds
 30

£1,900 to graduate earnings compared with the average university. But the top
three universities—Portsmouth, Aston and Newman—are not often found
leading the rankings.
Less reputable universities may struggle to attract the brightest students, but
they can do plenty to ensure that their graduates do well in the labour market.
Many of the universities at the top of our rankings convert bad grades into
good jobs. At Newman, a former teacher-training college on the outskirts of
Birmingham, classes are small (the staff:student ratio is 16:1), students are
few (around 3,000) and all have to do a work placement as part of their
degree. (Newman became a university only in 2013, though it previously had
the power to award degrees.)
Part of Newman’s excellent performance can be explained because more than
half its students take education-related degrees, meaning many will work in
the public sector. That is a good place for those with bad school grades.
Indeed, in courses like education or nursing there is no correlation between
earnings and the school grades a university expects (see chart).
Other universities punch above their weight by establishing links with
successful industries. At Southampton Solent, on England’s south coast, many
students take degrees in courses related to the maritime industry. The
university, which comes 12th in our rankings, has one of only five ship-
handling lakes in the world, where students can be trained using large-scale
models of ships and yachts in a variety of conditions. Similarly, Bournemouth,
which comes fourth, has strong links to the film industry and a global
reputation for visual effects. John Fletcher, a senior administrator at the
university, boasts: “We’ve won many Oscars.”
 31

Some things are beyond a university’s control. Graduates from universities in

richer areas will tend to earn more—we estimate that, all else being equal,
those from a typical university in Glasgow can expect to earn £4,200 a year
less than graduates of a university in London. Our model attempts to account
for geographical differences by being more generous to universities in poor
parts of the country. That graduates from Durham and St Andrews, two highly
selective universities far from London, fare so poorly is surprising given these
adjustments.
First-class universities
The reforms of 2012 increased funding for all universities, but may also have
encouraged wasteful spending. Universities now have an incentive to invest in
things that will lure more students. There has been a big rise in new buildings.
 32

In 2013 universities spent £2.4bn on construction, 43% more than a year

earlier, and they have continued to spend at that level since. Spending on
marketing has grown (Hull University has the naming rights to the local
football team’s training ground, for instance). Surveys suggest that students
are more satisfied with the state of their campuses, and some were shabby
before the investment. But critics question whether this was the best use of
extra cash.
Many universities at the top of our rankings are struggling to recruit enough
students. This is partly because of the tough climate: there is a demographic
dip in the number of 18-year-olds, Brexit is reducing the numbers of European
Union students and the abolition of nursing bursaries has had predictable
consequences. Yet it also reflects the fact that many students choose their
university on the basis of prestige, not teaching quality. Much may depend on
whether the government can begin to shift that calculation.
Even if it does, the importance of selectivity in determining graduate
outcomes suggests that much of a university education is about “signalling”,
rather than learning useful skills. This is no bad thing if it makes it easier for
employers to spot the best employees, making the labour market more
efficient. But, since there has been little improvement in teaching quality, it is
not clear how much students have benefited from the increased fees.
Two years ago we built an American ranking using a similar methodology. In
comparing the two countries, we find that the school grades of 18-year-olds
are a closer predictor of future earnings in Britain than in America. This helps
students, because earnings data can provide guidance about what to study, and
where. It also helps policymakers, because the analysis shows that it is not
always the famous universities that make the biggest difference. Focusing too
much attention on elite universities may be ill-advised if much of their success
is attributable to the calibre of students they attract. It can be better to study
what goes on in Portsmouth and Aston than in Oxford and Cambridge.
This article appeared in the Britain section of the print edition under the headline "University challenge"

ARTICLE 4

Where do The Economist’s unusual names come from?

From a variety of sources. Some are named after people, and others after
trees
The Economist explains Sep 6th 2013 by E.H.

Editor’s note: This week, to mark the 170th anniversary of the appearance of
the first issue of The Economist on September 2nd 1843, this blog will answer
some of the more frequently asked questions about The Economist itself.
ALL writers at The Economist are anonymous. And yet our columns—such as
 33

Bagehot, Lexington, Schumpeter—have fairly unusual names to distinguish

them. Where do the names come from?
Newspapers and magazines have a history of journalists using pseudonyms,
whether for gossip writers or undercover investigative reporters. The use of
names in The Economist indicates that a column is (nearly always) written by
the same journalist from one week to the next. Our two oldest columns,
Bagehot and Lexington, have historical names. Bagehot, a column about
Britain, is named after one of the finest editors of The Economist: Walter
Bagehot (pronounced Bajut), who edited the paper between 1861 and 1877. A
British Liberal politician once described Bagehot as someone who "hated
dullness, apathy, pomposity, the time-worn phrase, the greasy platitude".
Woodrow Wilson kept a drawing of Bagehot in his study. Lexington, our
column on American politics, takes its name from the town in Massachusetts
where the first battle of the American war of independence took place.
Charlemagne, a column on the European politics, was introduced as a
European Lexington, while Banyan, a column on Asian politics, is named
after the banyan tree under which Gujarati merchants would conduct business.
Schumpeter, which started in 2009, is named after the Austrian economist
who compared capitalism to a "perennial gale of creative destruction".
Buttonwood, our column on the financial markets, is named after the tree on
Wall Street under which the agreement establishing the New York Stock
Exchange was signed in 1792. Its name was chosen using an early example of
crowdsourcing: The Economist asked its readers for suggestions. It was
originally an online-only column, but became a column in the paper, with an
accompanying blog, in 2006. We have continued our tradition of unusual
names with our other blogs. Babbage, our blog on science and technology, is
named after Charles Babbage, a 19th-century polymath remembered as one of
the grandfathers of computing. Pomegranate, our blog on the Middle East,
takes its name from the bright-red fruit found in the region. Baobab, a blog on
Africa, is named after a huge tree that grows throughout most of the continent.
Eastern approaches, on ex-Communist Europe, takes its name from the
memoirs of a British soldier, Sir Fitzroy Maclean.
Coming up with the right name for a blog or column can be tricky,
particularly when choosing names that relate to a particular region. We have
to avoid favouring (or offending) any one country. But when it comes to
naming our next column or blog, we will try to avoid naming it after a tree
that begins with the letter B.

State whether the given statements are TRUE or FALSE

1. The Economist was founded at the end of the nineteenth century.
2. The authors' names writing for The Economist are well-known.
3. All the columns in The Economist have quite usual names.
4. The column is written by the same journalist every week.
5. Bagehot and Lexington are the names that have historic origin.
 34

6. Walter Bagehot was considered to be an eloquent writer.

7. Bagehot is mainly devoted to the home affairs.
8. Lexington takes its name from the town in the US where the first battle of the American
civil war took place.
9. Charlemagne deals with foreign political issues in Germany.
10. Banyan was given this name after a square surrounded by Banyan trees where
there were markets in Asia.
11. Schumpeter is a rather recent column in The Economist.
12. The public gave the name to the column " Buttonwood".
13. The column on science and technology is named after a mathematician.
14. The column about the Middle East is named after a vegetable.
15. A tree gave the name to the blog about Africa as it is the most common tree on
the continent.
16. Eastern approaches is a memoires by a British soldier.
17. It's rather problematic to find the right name as it is to be connected with the
British stereotypes about the region.

Find the words in the text to which the given words are synonyms.
1. _____________________ nameless, undisclosed, unnamed
2. _____________________ clandestine, concealed, confidential
3. _____________________ airs, arrogance
4. _____________________ banality, commonplace, plainness
5. _____________________ dealer, seller, trader
6. _____________________ continual, eternal, never-ending
7. _____________________monsoon, windstorm
8. _____________________ public-generated
9. _____________________ everywhere, far and wide
10._____________________ defining, styling, terming

Fill in the gaps with words from the exercise above. Some words can be
used more than once.
1. The speaker seems to have no original ideas; his speech was full of
_________.
2. The tree had come down in a fierce _____________the night before.
3. The ____________ banks raise capital for industry. They don't actually
put it up themselves.
4. It was the foundation on which his whole image rested: the lack of
_______________, the charm, the casual clothes.
5. He worked ______________________ in Germany and Northern
Ireland.
6. I'm not prepared to give credence to ____________________
complaints.
7. The custom of ____________ women after flowers is becoming less
common.
8. With ________________ services, lower wages, and improving
 35

designers in most emerging nations, multinational corporations must

evaluate how to retool products to make them relevant to new markets.
9. The novel's central theme is the __________ conflict between men and
women.
10.He stands in front of the cameras and preaches with unmistakable
___________, treating his opinions as if they were holy writ.
11.The management tried to satisfy staff with some ______________
about the need to make sacrifices for the benefit of the company.
12. __________________ history, people have been persecuted for their
religious beliefs.
13. ____________________ officers found drug-making equipment used
to impregnate paper with LSD.
 36

ARTICLE 5

DOES A BABY'S NAME AFFECT ITS CHANCES IN LIFE?

By William KremerBBC World Service
11 April 2014

When parents spend hours poring over baby name books they may
imagine that their choice will have a major impact on their child's life.
But do names make a difference? Two recent books put this idea under
the microscope.
Choosing a name for a child is complicated. Not only should it sound
right with the family name but future nicknames - good and bad - need to be
taken into consideration. A name might honour a favourite grandparent, but it
will also have a forgotten meaning to be unearthed in books, and dubious
modern associations to be checked on Google.
Dalton Conley and his wife, Natalie Jeremijenko, were halfway through
this pleasant but painstaking process when their baby girl was born, two
months premature.
"We had narrowed down the selections to a bunch of E- names, but we
couldn't ultimately decide," says Conley, who lives in New York. "Then we
came up with the idea of, 'Let's just constrain the first degree of freedom. Let's
just give her the first letter and then she can decide when she's old enough
what it stands for.'"
And so, E was born. Now 16, she hasn't yet felt the need to extend her
first name. "I think once you're given a name, you get used to it - it's part of
you," she says. E's little brother, meanwhile, Yo Xing Heyno Augustus Eisner
Alexander Weiser Knuckles, did take up his parents' offer to change his name.
He added the Heyno and Knuckles when he was four, and his parents made
the changes official.

"I have been called a child abuser online," says Dalton Conley, the author
of Parentology: Everything You Wanted to Know about the Science of
Raising Children but Were Too Exhausted to Ask. "I don't think I've saddled
them with some horrible burden. They like the fact that they have unique
names now."
 37

Over the last 70 years, researchers have tried to gauge the effect on an
individual of having an unusual name. It is thought that our identity is partly
shaped by the way we are treated by other people - a concept psychologists
call the "looking-glass self" - and our name has the potential to colour our
interactions with society. Early studies found that men with uncommon first
names were more likely to drop out of school and be lonely later in life. One
study found that psychiatric patients with more unusual names tended to be
more disturbed.
But more recent work has presented a mixed picture. Richard
Zweigenhaft, a psychologist at Guilford College in the US, pointed out that
wealthy, oddly-named Americans are more likely to find themselves in Who's
Who. He found no consistent bad effects of having a strange name, but noted
that both common and unusual names are sometimes deemed desirable.
Conley, who is a sociologist at New York University, says that children
with unusual names may learn impulse control because they may be teased or
get used to people asking about their names. "They actually benefit from that
experience by learning to control their emotions or their impulses, which is of
course a great skill for success."
But for the main part, he says, the effect of a name on its bearer rarely
amounts to more than the effect of being raised by parents who would choose
such a name.
A similar conclusion is reached by Gregory Clark, the economist behind
the book The Son Also Rises: Surnames and the History of Social Mobility.
Although the main focus of his research is family names, Clark has looked at
first names too - specifically, the names of 14,449 freshmen students attending
the elite University of Oxford between 2008-2013. By contrasting the
incidence of first names in the Oxford sample with their incidence among the
general population (of the same age), he calculated the probability, relative to
average, that a person given a particular name would go to Oxford. (For the
purposes of his research he excluded students with non-English or Welsh
surnames.)
He notes that there are more than three times as many Eleanors at Oxford
than we might expect, given the frequency of that first name among girls in
the general population, and Peters, Simons and Annas are not far behind.
Conversely, there is less than a 30th of the expected number of Jades and an
even smaller proportion of Paiges and Shannons. An Eleanor is 100 times
more likely to go to Oxford than a Jade.
However, there is no evidence that it's the names causing such a marked
discrepancy, rather than other factors they represent, Clark says. Different
names are popular among different social classes, and these groups have
different opportunities and goals.
 38

The changing name game

"Parents are now more likely to want their children to stand out rather
than fit in," says Jean Twenge - she thinks non-traditional first names are a
sign of growing individualism in society
In England, according to Gregory Clark, it has become rarer to name
babies after relatives
In France and Belgium, the move away from saints' names is seen as a
symptom of a secularised society
The increase in non-traditional first names among African Americans has
been linked to the Black Power movement
"That's something that's emerged in modern England that didn't exist
around 1800," he says. When he re-ran his study, but this time looking at
students attending Oxford and Cambridge in the early 19th Century, he found
the correlation between names and university attendance far less marked. First
names simply weren't the social signifiers they are now.
What's happened since then is a move towards unusual, even unique,
names. Before 1800, Clark says, four first names referred to half of all
English men. In 2012, according to the Office for National Statistics, the top
four names (Harry, Oliver, Jack, Charlie) accounted for just 7% of English
baby boys (and the picture was much the same in Wales).
Similarly in the US, in 1950, 5% of US parents chose a name for their
child that wasn't in the top 1,000 names. In 2012, that figure was up to 27%.
As late as the 18th Century, it wasn't uncommon for parents to call
multiple children the same name - two Johns for different grandfathers, for
example. Now parents increasingly look for unique names or spellings of
names. As Jean Twenge points out in her book the Narcissism Epidemic,
Jasmine now rubs shoulders in naming lists with Jazmine, Jazmyne, Jazzmin,
Jazzmine, Jasmina, Jazmyn, Jasmin, and Jasmyn.
As baby names become a matter of choice rather than tradition, they
reveal more about the people doing the choosing. An example of this is the
growing ease with which one can guess whether a person in the US is black or
white. Roland Fryer and Steven Levitt point out that in California in the years
running up to 2003, around 40% of black girls were given names that weren't
bestowed on a single white girl in the state.
 39

The implications of this clearer signalling of class and race are striking. In
a study from 2003, called Are Emily And Greg More Employable Than
Lakisha and Jamal? Marianne Bertrand and Sendhil Mullainathan sent nearly
5,000 CVs in response to job advertisements in Chicago and Boston
newspapers. The CVs were the same, but half were given fake names that
sounded like they belonged to white people, like Emily Walsh or Greg Baker,
and the other half were given names that sounded African American, like
Lakisha Washington or Jamal Jones. The call-back rate from employers was
50% higher on the "white" names then the "black" names. The effects were
noted even for federal contractors with "affirmative action" policies, and
companies boasting they were "equal opportunities" employers.
The researchers inferred that employers were using first names to
discriminate unfairly against black candidates, perhaps at an unconscious
level. Those same prejudices might also come into play at the interviewing
stage, but a black applicant called Greg Baker, who receives an invitation to
an interview, has at least got his foot in the door.
There is also striking evidence of names triggering different outcomes for
schoolchildren.
David Figlio, now at Northwestern University, analysed the scores of
some 55,000 children in a school district of Florida. Instead of just
distinguishing between "white" and "black" names, he codified what aspects
of names meant that they were more likely to belong to black children and
children from low-income families. This allowed him to create a sliding scale,
which went, for example, from Drew to Dwayne to Damarcus to Da'Quan.
Figlio found that the further along this scale he went, the worse the school test
scores and the less likely the student was to be recommended for the schools'
programme for "gifted" students. Strikingly, this held true for brothers within
a family, and even - although the sample size was small - for twins. Figlio
believes that the fault lies with the expectations of schoolteachers and
 40

administrators - at schools with more black teachers, the effects were less
marked.

My name is Sue Yoo and I'm a lawyer.

I can't say with certainty why I decided to become one but I graduated
from college the year that the dot.com bubble burst and the legal profession
seemed like a good, safe career path.
Since they are immigrants to the United States, at the outset my parents
did not understand the impact of the name they were giving me, but I grew up
with people commenting on it all the time. Even before I knew what it meant
to sue anyone people were telling me I should become a lawyer so that's a bit
of support for the theory that a person's name could determine his or her
profession.
In separate research, Figlio used the Florida school data to show that
black boys who are given names more common among girls are more likely to
develop behavioural problems when they reach puberty. The problems
increase significantly when there are girls in the same year group with the
same name.
If names do affect their bearers' chance of success, it may not always be
because of the reactions they cause in other people (the "looking-glass self").
Psychologists talk about "implicit egotism", the positive feelings we each
have about ourselves. Brett Pelham cites the concept in explaining his finding
that individuals called Virginia, Mildred, Jack and Philip proliferate in
Virginia, Milwaukee, Jacksonville and Philadelphia - he believes they are
drawn to live there. Another intriguing 2007 paper, entitled Moniker
Maladies, found that people's fondness for the initials of their names could get
in the way of success. Leif Nelson and Joseph Simmons analysed almost a
century of baseball strikeouts and found that hitters with the initial K had a
higher strike-out rate ("K" denotes a strike-out in baseball). They also found
that graduate students with the initials C and D had a slightly lower grade
point average than A and B students, and A and B applicants to law school
were more likely to go to better colleges.
E Conley certainly has a fondness for her own initial - which in her case is
her name.
"It's just cool that people, especially my friends, will never look at the
letter E in the same way again," she says. But she doesn't seem to think her
unusual name has had a profound influence on her life so far. "It's just an
interesting experience - I'm really no different than an Elizabeth."
Her father reflects that although his children haven't been teased - as some
bearers of unusual names are - part of the reason might be the open-minded
character of their school and neighbourhood. "I wouldn't say that names don't
 41

matter at all," he says. "But how they matter depends on the context."

1. What should be taken into consideration while choosing a name for a

child?
2. How is the process of name giving is described. Do you agree with it?
Why? Why not?
3. What is our identity partly shaped by?
4. What kind of potential has our name?
5. What are Richard Zweigenhaft's findings about names?
6. What benefits for children does Conley, a sociologist at New York
University, produce to have an unusual name?
7. What conclusion has Gregory Clark reached in his book " The Son Also
Rises: Surnames and the History of Social Mobility"?
8. What is Jean Twenge's idea about parents' choice in naming? What do
you think about it?
9. What are tendencies about naming children in different contries?
10. How did Marianne Bertrand and Sendhil Mullainathan prove that the
name matters while trying to employ?
11. What do David Figlio's data demonstrate?
12. What is "implicit egotism" and hoe is it connected with a name?

ARTICLE 6

Do names prejudice how others perceive your status? A study suggests

yes
June 24, 2011 by: Dictionary.com 445 Comments
Are you a Samuel or a Travis, a Katherine or an Amber? According to a
recent study conducted on 89 undergraduate students, a person’s
socioeconomic and educational standing may be in direct correlation with a
person’s name. While researchers point out that a person’s essence, status, and
general fate cannot possibly be defined based on the nature of a name alone,
they do, however, suggest that expectations towards others tend to be closely
associated with individual names. This provocative hypothesis inspired
exploration of that most personal aspect of language, the proper nouns and
names.
Onomastics is the study of the origin, history, and use of proper names.
Derived from the Greek onomastikos meaning “of or belonging to naming,”
onomastic scholars focus on the personal naming-systems used in different
cultures and the pattern of those systems. Researchers point out that people of
certain social and educational backgrounds prefer different names, surmising
that a person’s given name can in fact determine their level of academic
achievement. This is not an exact science, but according to the results of the
 42

referenced study, certain names tend to correlate with various levels of

academic performance.
(Learn about anthroponymy, the study of personal names, and a baby named
“Like” here.)
Participants of the study were asked to guess the success of students with
various names on a scale from 1 to 10, with 10 being the most successful. The
highest scoring names turned out to be Katherine, scoring a 7.42, and Samuel,
scoring a 7.20. With a score of 5.74, Amber ranked lowest among female
names while Travis ranked overall lowest with a score of 5.55. As John
Waggoner, a researcher from Bloomberg University, points out: “Katherine
goes to the private school, statistically; Lauren goes to a public university, and
Briana goes to community college. Sierra and Dakota, they don’t go to
college.”
Perhaps etymology is at play here. After all, the name Katherine is derived
from Greek katheros meaning “pure” and the name is a direct reference to
Saint Catherine of Alexandria and of course, Catherine the Great, Empress of
Russia. In addition, the name has been among the 100 most popular names in
United States since 1880.
Before you go re-thinking your name, the study also suggests that the results
may be relative and that our destinies are not predetermined by our names.
Proof in point is the omission of names such as Robert and Benjamin – two
names that, not so long ago, were closely associated with high academic and
socioeconomic status.
What do you think? Does this study resonate with your personal experience,
or does it feel like a bunch of silliness?
ARTICLE 7
How names influence our destinies
Your name can either help or hinder you professionally and has an
undoubtable influence on your life, what you're drawn to and what you do.
Do names matter?
To a remarkable degree, they do. Though we don't choose them, our names
are badges bearing information about our class, education level, and ethnic
origin — or at least those of our parents. Scientific studies have shown that
the world makes different assumptions about a boy named Tyrone than it does
about one named Philip, and while those assumptions are often wrong, they
can have a considerable influence on the course of a life. A name can even
exert unconscious influence over a person's own choices. Some scientific
researchers contend that there are disproportionately large numbers of dentists
named Dennis and lawyers named Lauren, and that it's not purely an accident
that Dr. Douglas Hart of Scarsdale, N.Y., chose cardiology or that the
Greathouse family of West Virginia runs a real-estate firm. To some degree,
 43

this has always been true: The Romans had the expression nomen est omen, or
"name is destiny."
Has the way we name kids changed?
In this country it has. Most families used to give boys names chosen from a
repertoire established within a family over generations, and while that was
less true for girls, there was a relatively finite range of acceptable names,
largely limited to those of saints. But in recent decades, the number of names
in circulation has exploded. In 1912, when the most popular names in
America were John and Mary, parents of 80 percent of American babies chose
from among the 200 most common names. Today less than half of girls and
about 60 percent of boys are accorded a top-200 name. One study found that
30 percent of African-American girls born in California during the 1990s were
given names they shared with no one else born in the state in the same year.
What influences those choices?
The simple answer is taste, but taste is a complex thing. Names come into and
fall out of fashion much as clothing styles, musical genres, and haircuts do.
None of the top five girls' names from 1912 — Mary, Helen, Dorothy,
Margaret, and Ruth — ranked in the top 40 in 2010, when the leaders were
Emma, Olivia, Sophia, Isabella, and Ava. The name Wendy surged after the
release of the movie and musical Peter Pan in the early 1950s, and Brittany
took off in the 1990s with the career of pop star Britney Spears. The
popularity of the names Isabella, Jacob, and Cullen in recent years has been
linked to characters with those names in Stephenie Meyer's Twilight series of
vampire novels.
Is it good to have a popular name?
In situations where the name is all that is known, people with common first
names fare better than those with unique ones. Studies have found that a
résumé submitted under a name perceived as African-American, such as
Lakesia Washington, gets less attention from potential employers than the
identical résumé bearing a more "Caucasian" name, like Mary Ann Roberts. A
recent Australian study found that people tend to have better impressions of
co-workers and political candidates whose names they can pronounce easily.
Nonetheless, in this era of individual self-expression, many parents view
commonplace names like Thomas or Jane as boring and uncreative. "For some
parents, picking out a baby name is like curating the perfect bookshelf or
outfit," said writer Nina Shen Rastogi in Slate.com. "It should telegraph
refinement without snobbishness, exclusivity without gaucheness, uniqueness
without déclassé wackiness." That's a fine line to walk: Aiden, one of the most
popular boy's names in the U.S. over the last seven years, has now lost the
exclusivity that made it attractive to many parents.
How do we react to our own names?
Research indicates that people are unconsciously drawn to things, people, and
places that sound like their own names. Psychologists call this phenomenon
 44

"implicit egotism." The Swiss psychiatrist Carl Jung noted that his colleague
Sigmund Freud (German for "joy") advocated the pleasure principle, Alfred
Adler ("eagle") the will to power, and he himself ("young") the "idea of
rebirth." A controversial 2007 study cited implicit egotism as the reason why
students whose names began with a C or a D had lower grade point averages
than those with names beginning with an A or a B; students gravitate to
grades, the study argued, that reflect their own beloved initials.
So are our names our destiny?
They undoubtedly have influence, but "destiny" is too strong a word. "Names
only have a significant influence when that is the only thing you know about
the person," says psychologist Dr. Martin Ford of George Mason University.
"Add a picture, and the impact of the name recedes. Add information about
personality, motivation, and ability, and the impact of the name shrinks to
minimal significance." Condoleezza Rice's name might have held her back,
but she was so smart, talented, and driven that she became secretary of state.
On the other hand, there are people like Sue Yoo of Los Angeles, who grew
up with people telling her, "Oh my god, that's your name, you should totally
become a lawyer." Today she's an attorney. "Psychologically," she says, her
name probably "helped me decide to go in that direction."
Names of the West
Where you live has a big impact on what names you prefer for your children.
In the American West, University of Michigan researcher Michael Varnum
has found, parents are more likely to give their children unconventional names
than residents of the Eastern seaboard are. He says that reflects the persistence
of the pioneer preference for "individualistic values such as uniqueness and
self-reliance." You'd think that biblical names would be more popular in
conservative regions, but the reverse is true. Naming expert Laura Wattenberg
says that "classic, Christian, masculine" names like Peter and Thomas are
more popular in blue states, while "an androgynous pagan newcomer like
Dakota" is more likely to show up in a red state. Alaska's Sarah Palin, that
Western avatar of traditional values, is a perfect example of that paradox: She
named her children Track, Bristol, Willow, Piper, and Trig.

1. Find the words in the text to which the following are synonyms.
1. _____________________ hold up, hamper, block
2. _______________________certain, verifiable, testable
3. ______________________appealed to, attracted to
4. _________________ beliefs, hypothesis
5. ________________ noticeable, hefty, reasonable
6. ____________________ apply, exercise, utilize
7. ______________________ allege, claim
8. ____________________ control, manage, handle
9. __________________ restricted, limited, definite
 45

10.___________________ flow, grow, rise stream

11.__________________ prosper, manage, get along
12._______________ still, however, though
13.__________________ customary, prevalent, humdrum
14.___________________ clarification
15._________________________ humble, ignoble, baseborn
16.___________________ insanity, absurdity, idiocy
17.___________________ defend, encourage favour
18._____________________ decrease, diminish
19.____________________ bizarre, eccentric, offbeat
20.__________________ bisexual, cross-sexual

2. Fill in the gap with the correct preposition

1. ______________ a remarkable degree
2. badges bearing information ________our class, education level, and ethnic
origin
3. have a considerable influence ___________ the course of a life
4. exert unconscious influence __________a person's own choices
5. ____________________ some degree
6. largely limited ________ those of saints
7. from a repertoire established within a family____________ generations
8. ___________ recent decades
9. the number of names _________ circulation
10.Names come _____ and fall ________ ______ fashion
11.ranked ________ the top 40 in 2010
12.surged _________ the release of the movie and musical
13.Brittany took ________in the 1990s
14.a résumé submitted _______________ a name
15. ... has a big impact _________________ what

3. Fill in the gaps with the words from the box. Use the correct grammar
forms of the words.
run exert commonplace surge
recede
wackiness unconventional fare hinder
advocate androgynous finite déclassé
refinements considerable contend

1. Forecasters are predicting a pre-Christmas __________________ in

spending.
2. The Shakers acquired their name because of their
__________________ practice of dancing with shaking movements
during worship.
 46

3. It is now __________________ for people to use the Internet at home.

4. The world’s __________________ resources must be used wisely.
5. His parents were poor and __________________.
6. Language barriers __________________ communication between
scientists.
7. The floodwaters had __________________ only by the end of March.
8. She had to __________________ with his uncertain temper.
9. I __________________ quite well in the examinations.
10. He __________________ his leadership abilities intelligently to unite the
staff of his company.
11. He __________________ higher salaries for teachers.
12. I have given __________________ thought to the matter.
13. He used surgery and cosmetics to make his face look pasty and bizarrely
__________________.
14. Recent __________________ to production techniques proved to be
successful.
15. The demon wakes up and __________________ ensues.
16. Andrea has always dreamt to __________________ her own catering
business.

ARTICLE 8

HOW AN ETHNIC-SOUNDING NAME MAY AFFECT THE JOB HUNT

WALLACE IMMEN
Published Thursday, Nov. 17, 2011 7:15PM EST
Last updated Thursday, Sep. 06, 2012 11:10AM EDT
You may have a string of prestigious degrees and years of experience in
Canada, but potential employers may never get that far into your résumé if
your name sounds foreign, a new study has found.
An underlying reason appears to be subconscious discrimination, the
researchers suggest.
“What we think is happening is recruiters have to go through piles of résumés
very quickly. If they see an unfamiliar name, they may get an initial first
reaction that they have concerns about whether the person has the social and
language skills the job requires,” said Philip Oreopoulos, assistant professor of
economics at the University of Toronto and co-author of the study.
Even if the résumé clearly addresses such concerns of hiring managers,
“sometimes they can’t shake that first reaction,” he said. “And that can be the
difference in deciding not to contact that very qualified person for an
interview.”
It’s an underlying reason for a common complaint from immigrants to Canada
that they never hear back from prospective employers, even when they are
applying for jobs that precisely match their expertise. In fact, the results
suggest that a foreign-sounding name alone can put even Canadian-raised and
 47

educated job applicants out of the running for a job, Dr. Oreopoulos said.
The study (titled “Why do some employers prefer to interview Matthew, but
not Samir?”) found that English-speaking employers in Montreal, Toronto and
Vancouver – who should have an awareness of the diversity of talent in the
work force, given their city’s multicultural populations – are about 40 per cent
more likely to choose to interview a job applicant with an English-sounding
name than someone with an ethnic name, even if both candidates have
identical education, skills and work histories.
The researchers sent out more than 7,000 hypothetical résumés to hiring
managers at companies in the three cities that had advertised jobs requiring
that applicants have a bachelor’s degree and fluency in English. The positions
covered a number of professional fields.
For 25 per cent of the résumés, the fictitious applicants were given English-
sounding names such as Carrie Martin and Greg Johnson, with relevant
Canadian undergraduate degrees and Canadian experience at three previous
jobs.
The researchers found that those applications were 35 per cent to 40 per cent
more likely to be contacted by employers than the second 25 per cent of the
résumés which were identical, except that the supposed applicants had
Chinese-, Indian- or Greek-sounding names.
An additional quarter of the résumés had Chinese- or Indian-sounding names,
equivalent international degrees and the same level of Canadian experience.
Their call back rate was a further 10 per cent lower.
The final group of résumés had Chinese- or Indian-sounding names,
international education and foreign experience – and drew few responses from
potential employers. The results were similar in all three cities in the study.
The researchers then went on to try to find out why hiring managers might be
biased against applications from candidates with ethnic-sounding names.
The managers were contacted and asked about why ethnic-sounding names
might be a reason to not follow up on a qualified candidate’s application. Dr.
Oreopoulos said it was very difficult to get recruiters to talk about their own
potential discrimination, so the researchers asked participants to suggest
reasons why other hiring managers might be more likely to choose people
with English-sounding names for interviews.
Even though the researchers pointed out to the recruiters that all the applicants
had relevant education and experience and ability in English, “the respondents
tended to jump to the conclusion that those with the ethnic names were
immigrants,” Dr. Oreopoulos said. Many respondents implied that would raise
questions about whether the person had the social and communications skills
to be successful in the job, he said.
It’s a dilemma with no easy solutions for job applicants, Dr. Oreopoulos said.
“You could change your name, but your name is a significant part of your
identity. I definitely wouldn’t recommend changing your name to get a higher
 48

chance of getting a job,” he said.

He suggested one tactic might be for a job seeker to put his or her name in a
smaller type size or in a less visible location on the résumé, while playing up
language skills and other necessary experience..
Another approach would be to take advantage of the trend toward video
résumés, which can make it clear that you have the language and presentation
skills to do the job, he added.
As for employers, he suggested that one way to reduce potential bias among
hiring managers would be to specifically ask for résumés that mask the
applicant’s name, similar to what is done for orchestra rehearsals in which the
musicians play for the vetting committee behind a screen.
For example, in a job application the name and contact information could be
on a separate sheet at the back of the résumé rather than on the cover page, he
suggested.
Ultimately, “I think the onus is much more on employers to be aware of their
potential bias and look beyond names, so they take advantage of the quality
and experience of the best candidates,” Dr. Oreopoulos said.
“If our theory is correct, it’s in the employers interest. If it is subconscious,
then employers are missing out on good candidates.”
The research was published as a working paper for the federally financed
diversity research agency Metropolis British Columbia. It was co-authored by
University of Toronto doctoral candidate Diane Dechief and edited by a team
from the faculties of Simon Fraser University and the University of British
Columbia.
HR MANAGERS’ RESPONSES
The researchers found that human resource managers were reluctant to talk
about their own potential discrimination, so instead they were asked to suggest
why others might give short shrift to a résumé from a job applicant with a
foreign-sounding name. Among the replies from 33 hiring managers:
“Foreign sounding names may be overlooked due to a perception that their
English language skills may be insufficient on the job.”
“When you’re calling someone with an English-sounding name, you know
what you’re getting into. You know you can call Bob Smith and can talk to
him as quickly as you want to ...”
“I personally am guilty of gravitating toward Anglo names on résumés, and I
believe that it’s a very human condition – [a result of]resistance to change.”
“... It’s difficult to imagine hiring someone with a long first name, as it might
be impractical in terms of answering the phone and saying it. People with
easy-to-use shorter names are easier to hire and work with.”
“I’m down to about seven seconds to vet a résumé ... I do realize how unfair
the whole process is.”

ARTICLE 9
 49

Hurricane Names - How Are Hurricanes Named?

Recent and Future Hurricane Names

In the Atlantic Ocean, tropical storms that reach a sustained wind speed of 39
miles per hour are given a name, such as "Tropical Storm Fran." If the storm
reaches a sustained wind speed of 74 miles per hour, it is called a hurricane -
such as "Hurricane Fran." So, hurricanes are not given names, tropical storms
are given names, and they retain their name if they develop into a hurricane.

History of Atlantic Hurricane Names

Names have been given to Atlantic hurricanes for a few hundred years. People
living in the Caribbean Islands named storms after the saint of the day from
the Roman Catholic liturgical calendar for the day on which the hurricane
occurred such as "Hurricane San Felipe." When two hurricanes struck on the
same date in different years, the hurricanes would be referred to by names
such as "Hurricane San Felipe the first" and "Hurricane San Felipe the
second."
In the early days of meteorology in the United States, storms were named with
a latitude / longitude designation representing the location where the storm
originated. These names were difficult to remember, difficult to communicate
and subject to errors. During the Second World War, military meteorologists
working in the Pacific began to use women's names for storms. That naming
method made communication so easy that in 1953 it was adopted by the
National Hurricane Center for use on storms originating in the Atlantic Ocean.
Once this practice started, hurricane names quickly became part of common
language, and public awareness of hurricanes increased dramatically.
In 1978, meteorologists watching storms in the eastern North Pacific began
using men's names for half of the storms. Meteorologists for the Atlantic
Ocean began using men's names in 1979. For each year a list of 21 names,
each starting with a different letter of the alphabet, was developed and
arranged in alphabetical order (names beginning with the letters Q, U, X, Y
and Z were not used). The first tropical storm of the year was given the name
beginning with the letter "A," the second with the letter "B" and so on through
the alphabet. During even-numbered years, men's names were given to the
odd-numbered storms and during odd-numbered years, women's names were
given to odd-numbered storms (see the table for recent name lists).
Today, the World Meteorological Organization maintains the lists of
Atlantic hurricane names. They have six lists which are reused every six
years.
Names used for Atlantic Tropical Storms
2017 2018 2019 2020 2021 2022
Arlene Alberto Andrea Arthur Ana Alex
 50

Bret Beryl Barry Bertha Bill Bonnie

Cindy Chris Chantal Cristobal Claudette Colin
Don Debby Dorian Dolly Danny Danielle
Emily Ernesto Erin Edouard Elsa Earl
Franklin Florence Fernand Fay Fred Fiona
Gert Gordon Gabrielle Gonzalo Grace Gaston
Harvey Helene Humberto Hanna Henri Hermine
Irma Isaac Imelda Isaias Ida Ian
Jose Joyce Jerry Josephine Julian Julia
Katia Kirk Karen Kyle Kate Karl
Lee Leslie Lorenzo Laura Larry Lisa
Maria Michael Melissa Marco Mindy Martin
Nate Nadine Nestor Nana Nicholas Nicole
Ophelia Oscar Olga Omar Odette Owen
Philippe Patty Pablo Paulette Peter Paula
Rina Rafael Rebekah Rene Rose Richard
Sean Sara Sebastien Sally Sam Shary
Tammy Tony Tanya Teddy Teresa Tobias
Vince Valerie Van Vicky Victor Virginie
Whitney William Wendy Wilfred Wanda Walter

Retired Hurricane Names

The only change that is made to the list of Atlantic hurricane names is the
occasional retirement of a name. This is done when a hurricane causes so
much death and destruction that reuse of the same name would be insensitive
to the people who suffered losses. When that happens the World
Meteorological Organization replaces the name. For example, "Katrina" has
been retired from the name list and will not be used again.
In addition to retirements, there are a few names that were simply changed.
For example, on the 2007 list the names Dean, Felix and Noel were replaced
with Dorian, Fernand and Nestor for the 2013 list.
When There Are More Than 21 Named Storms
There are normally fewer than 21 named tropical storms in any calendar year.
In the rare years when more than 21 storms are named, the additional storms
are given names from the Greek alphabet: Alpha, Beta, Gamma, Delta are
used for their names.

Find in the text the English equivalents to the following Ukrainian word
combinations:
1. досягти стійкої швидкості вітру
 51

2. зберегти своє ім'я

3. назвати бурю/шторм на честь
4. приписувались імена
5. на початку
6. позначення широти/довготи
7. схильні до помилок
8. спосіб давати імена
9. громадське усвідомлення щодо
(небезпеки) ураганів значно зросло
10. бути розробленим і упорядкованим в
алфавітному порядку
11. парні роки
12. непарний
13. рідкісне вилучання імені
14. ім'я, що вийшло із вжитку

Read the following text. Render it into Ukrainian.

Ураган - назва тропічних циклонів, в основному, у Північній та
Південній Америці. Саме слово "ураган" - це спотворене ім'я бога страху
Хуракана в індіанців південноамериканського племені кіче.
На заході Тихого океану урагани називають "тайфунами" (від
китайського "тай фунг" або "тай фин", що означає "великий вітер"), в
Індійському океані та Бенгальській затоці - "циклонами", біля берегів
Австралії - "віллі віллі", в Океанії - "віллі вау", а на Філіппінах - "багіо".
До появи першої системи присвоєння імен ураганам, вони
отримували свої назви безсистемно і випадково. Часом ураган називали
іменем святого, у день якого сталося лихо. Так, наприклад, своє ім'я
отримав ураган Санта-Анна, який досяг міста Пуерто-Ріко 26 липня 1825
року, у день св. Анни. Назва могла даватися за місцевістю, яка
постраждала від стихії найбільше, наприклад, тайфун затоки Ісеноумі у
Японії (вересень 1959 року), який зруйнував місто Нагоя і забрав 5000
людських життів.
Широке поширення імена циклонів отримали під час Другої
світової війни. Метеорологи військово-повітряних та військово-
морських сил США вели спостереження за тайфунами у північно-
західній частині Тихого океану. Щоб уникнути плутанини, військові
метеорологи називали тайфуни іменами своїх дружин або подруг. Після
війни національна метеослужба США склала алфавітний список жіночих
імен. Основною ідеєю цього списку стало використання коротких,
простих імен, що легко запам'ятовуються.
в Японії ураганам не надають жіночих імен через менталітет. Для
 52

японців жінка апріорі не може нести зло, це чисте й ніжне створіння.

Тому в Японії ураганам дають імена рослин і тварин.

IDIOMS WITH PEOPLE'S NAMES

1. Study the given idioms.

1. Barbie Doll (slang) – an attractive but silly person (usually about a woman,
but may refer to a man);
2. before you could say Jack Robinson – very quickly;
3. doubting Thomas – a skeptic; a person who refuses to believe without
clear proof;
4. every Tom, Dick and Harry – any / every ordinary man;
5. GI Joe – an American soldier;
6. Hobson's choice – the choice in which only one thing is offered; take it or
leave it; the absence of choice;
7. Jack of all trades – a person who is able to do many manual jobs;
8. Joe Blow; Joe Doakes (AmE slang) – a typical average citizen;
9. Joe Citizen; John Q. Public (AmE slang) – a typical representative of the
public;
10. John Bull – a typical Englishman; the English people;
11. John Doe (fem.: Jane Doe) – 1. an unnamed person in legal proceedings
(see also Richard Roe); 2. an anonymous average citizen;
12. John Hancock (AmE slang) – a person's signature; (John Hancock –
American statesman of the 18th century who was the first to sign the
Declaration of Independence.)
13. John Henry (AmE slang) – a person's signature (see John Hancock);
14. Johnny-come-lately – a newcomer; a participant who started later than the
others;
15. Johnny-on-the-spot – the person who is always there, always ready to
perform a task or to seize an opportunity;
16. the Jolly Roger – a pirate flag;
17. keep up with the Joneses – to try to achieve the same social position and
wealth as one's neighbors or acquaintances;
18. let George do it – let someone else do it (i.e., don't ask me because it
doesn't concern me);
19. Mr. Nice Guy – a decent, friendly man;
20. Mr. Right (fem.: Miss Right) – the person whom someone would like to
marry; a perfect match;
21. Murphy's law: If anything can go wrong, it will. (Or: Anything that can go
wrong, will go wrong.)
 53

22. Peeping Tom – a voyeur; a person who secretly watches other people
undressing;
23. the real McCoy (slang) – any genuine, authentic thing, not an imitation;
24. Richard Roe – usually, the second unnamed person in legal proceedings
(see John Doe);
25. rob Peter to pay Paul – to borrow from one to give to another;
26. Santa Claus, Saint Nicholas, Father Christmas;
27. Simple Simon – a simpleton (a character from a nursery rhyme);
28. tin Lizzie (slang) – 1. an early Ford car; 2. any old, cheap automobile;
29. Tommy Atkins – a British soldier;
30. Uncle Sam – the U.S.; the U.S. government.

2. Fill in the gap with the correct idiom. Each idiom is used twice.
Mr. Right Tom, Dick and Harry
Hobson's choice John Doe
before you could say Jack Robinson Johnny-on-the-spot
let George do it John Bull
Doubting Thomas GI Joe
Barbie doll Johnny-Come-Lately

1. They'd have our heads off _____________________________________.

2. In fact, legend has is that when ______________________, the Apostle,
Saint Thomas, landed on the shores of Kerala, my home state, somewhere
around 52 A.D., he was welcomed on shore by a flute-playing Jewish girl.
3. We couldn't have every __________________ going around doing it,
could we?
4. Sadie couldn't get it through her head, though I helped her eagerly, I wasn't
a ______________________________.
5. Let's just stay here and ________________________.
6. You'll find your_________________ one day.
7. He jokingly referred to dinner as a _________________ between
soup and salad or salad and soup.
8. You were just passing by in your___________________ outfit?
9. _____________________is traditionally depicted as a fat man wearing a
waistcoat with the British flag on it.
10.When it comes to investing, she's no _________________________.
11.So, you go out, and you find yourself a little ________________ wife.
12.The judge issued a ____________________________ warrant so the
police could arrest theculprit when they identified him.
13.Now every ____________________________seems to have a car.
14.You're not somebody's silent daughter, being lied to, ignored, crying alone
in a room, 'cause they want to pose you like you were just their little
________________.
 54

15.He's a ______________________________ that died during surgery.

16.I don't mean to be a ________________________, but I don't see anything
that would have caused a panic attack, do you?
17.Let me guess, you were a_______________________________man?
18.Well, thank you, but as my ______________________ guardian angel,
you have no idea what you're talking about.
19.In all this he could count on, as we can always count on, good old
___________.
20.So now you're _____________________________. I can rely on you.
21.If his attitude is_____________________, he won't succeed in our firm.
22.And_________________________________, the bird flew away.
23.Maybe this was the mysterious _______________... I'd been waiting my
whole life to meet.
24.I wasn't given any right to choose. It was clearly_____________________.

3. Study the given idioms. Fill in the gaps with correct idioms.
1. A Dear John letter-- a letter written to put an abrupt end to a
relationship
2. Jack-of-all-trades -- someone that can do many different jobs
3. As happy as Larry -- extremely happy
4. We are even Steven --to be on equal terms with someone, it's an
expression used when someone has paid back an old debt
5. For Pete's sake! -- a phrase that expresses surprise or impatience
6. To live the life of Riley -- to live in a thoughtless way because you
are rich
7. To keep up with the Joneses
8. Mr. Right (fem.: Miss Right )
9. Murphy's law
10. Before you could say Jack Robinson
11. Hobson's choice
12.The real McCoy (slang)

1. I don't like this cheap wine : what I want is ____________________ .

2. The burglars escaped at the arrival of the police ________________.
3. My cousin Bob can do all sorts of jobs,he fixes everything. He's a real
_______________ .
4. After he won 100,000 pounds at the lottery he began to
__________________ .
5. Peter and Rose Brown can hardly make ends meet, nevertheless they try to
_________________________________.
6. After so many unfortunate affairs, she's finally met her
______________________ they're going to be married soon.
7. One of the screws is missing: without it I can't fix up the mike. It's
 55

_________________.
8. ____________________ stop making those horrible cracking noises!
9. This is all the money you lent me. We ______________________ now.
10. Julia could do nothing but accept the proposal : it was ________________
.
11. After I gave the child my brand new trainers, he went away
______________________ .
12. After being engaged for 4 years, she sent him a ________________ and
left him for good.

Idioms with the names of countries, cities, streets, and nationalities

4. Study the given idioms.
 as American as apple pie – truly American; typically American;
 be Greek to someone – to be completely unintelligible to someone;
 the Big Apple – the nickname of New York City;
 Black Russian – a cocktail made from coffee liqueur and vodka;
 carry coals to Newcastle – to bring something to a place which has plenty of such
things already;
 Dixie, also Dixie Land, Dixieland – 1. the southern states of the U.S.; 2.
historically, former southern slave-owning states of the U.S.; 3. "Dixie" is a 19th-
century song about the American South;
 Dixieland – a style of jazz originating in New Orleans; a Dixielander is a musician
who plays Dixieland jazz;
 double Dutch – completely unintelligible language (especially, incomprehensible
technical jargon);
 French leave – departure without goodbye, notice, or permission;
 go Dutch – to pay for oneself (in restaurants, in movie theaters);
 grin like a Cheshire cat – to smile or grin inscrutably;
 Indian summer – a period of warm weather in autumn; a pleasant or successful time
nearly at the end of someone's life, job, or otherperiod:
 in plain English – in simple, understandable language;
 in Queer Street – in financial instability; in difficulty or trouble;
 the land of Nod – the mythical land of sleep;
 Madison Avenue – the advertising industry of the United States;
 meet one's Waterloo – to be defeated;
 on Easy Street – in wealth; in financial security and comfort;
 Pardon my French – used as an apology for vulgar or obscene language;
 Silicon Valley – the world of computers and high technology;
 Utopian dreams / schemes – beautiful but impracticable plans;
 56

 Wall Street – American money market; American financial oligarchy;

 the Windy City – Chicago.

5. Fill in the gaps with correct idioms from the box.

 the land of Nod  go Dutch

 in plain English  Silicon Valley
 black Russian  French leave
 the Windy City  Madison Avenue
 Pardon my French  utopian
 as American as apple pie  Wall Street
 on Easy Street  grinned like a Cheshire cat

1. Chicago is known for good steaks, expensive stores and beautiful

architecture. Unfortunately, ________________ also enjoys a
reputation for corrupt politics, violent crime, and some of the strictest
gun control laws anywhere in the country.
2. A term, "techno-_____________," is often applied to people who
believe a technology will bring about a perfect world.
3. ___________________________, but this tasted like shit.
4. ___________________________seems to be ignoring other indications
that consumers are spending less.
5. Many ______________________m companies are growing so fast,
they are eager to build a skilled high-tech workforce.
6. Mother read the children a bedtime story to hasten them
_____________________.
7. These instructions are written in _________________________.
8. He took ___________________ when the party was in full swing.
9. Leather jackets are __________________________ and Harley-
Davidsons.
10.If you could put it in ____________________ I might be able to
understand.
11.He did not say anything, but just looked at me and
_____________________________________________________.
12.In order to live ______________________ my father worked hard day
and night.
13.A ________________________ mixed drink is made in a rocks glass
with ice with 50 percent vodka and 50 percent Kahlua.
14.No, no. You treated us last time. Let's ____________________ today.
15.Wavy-haired, trim, he is all _________________________, even in
jeans and tennis shoes.
 57

6. Fill in the gaps with correct idioms with the names of countries, cities,
streets, and nationalities.
1. The 9000 model cellular phone is made in Finland, but the technology
inside is ________________________.
2. He took ______________and slipped out through door when nobody
was watching.
3. He made his best films in his seventies ; it was for him a real
_______________________.
4. I wish they'd write _____________________, instead of all this
business jargon.
5. She was surprised when he suggested they ____________________.
6. This article's so full of jargon it's just ______________________ to me.
7. Poor little Tom only ____________________________ when he was
scolded.