Unit1

Task 1

1. Your job as a future employee is to help the hiring manager mitigate/alleviate that risk. 2. You need to help them identity you as a prospective/expected “key player”. 3. Kelly was outstanding and outshone/surpassed every other player on the field. 4. Better still, develop a reputation inside your lab and with people your lab collaborates with as a person who fosters and initiates/originates collaborations. 5. He is a former scientist who transitioned/transferred to industry many years ago and then on to a senior management position.

6. The unions mobilized/organized thousands of workers in a protest against the cuts. 7. This creates a requirement not only for people who can act quickly, but for those who can think fast with the courage to act on their convictions/beliefs. 8. His speech was made with such great ambiguity/vagueness that neither supporter nor opponent could be certain of his true position.

9. The scientist who is transitioning into the business world must prioritize his or her relationship assets/advantages above their technical assets. 10. This approach, combined with a liberal use of the pronoun “we” and not just “I” when describing your accomplishments, can change the company’s perception/impression of you from a lone wolf to a selfless collaborator.

11. I’m trying to foster/encourage an interest in classical music in my children. 12. A German company collaborated/cooperated with a Swiss firm to develop the product. Tash2

1. Details of the highly sensitive information have not been made public. 2. Working at home requires a good deal of discipline. 3. He never ceased to be amazed by her physical strength. 4. The article made no reference to previous research on the subject. 5. The great strength of our plan lies in its simplicity. 6. The palace and its grounds are open to the public during the summer months. 7. Supporters demonstrated outside the courtroom during the trial. 8. I didn’t enjoy studying Philosophy – I found it too much of a theoretical discipline. 9. Ask your teacher to act as one of your reference. 10. He said he left the company because of a personality clash with the director. 11. Different cultures have different ways of disciplining their children. 12. The study demonstrates the link between poverty and malnutrition. 13. The disclosure of the information will not be criminal offence if it can be shown that it was in the public interest. 14. The book will become a standard work of reference. 15. It’s partly the architecture which gives the town its personality. Task3

The independence-versus-interdependence issue has been written about regularly and

is often introduced as the major issue separating the two worlds of scientific employment: academic and industrial. For decades, academia has paid lip service to the idea of collaboration, but the incentive-and-reward system has been slow to adjust. Despite the widespread interest in collaboration and its obvious value in an academic setting, collaboration remains informal and is actually discouraged by the tenure process, in which scholars are penalized for sharing credit for their work with others.

Large-scale academic collaboration has taken place successfully in the past; the

Manhattan Project and contemporaneous radar research, and numerous experimental

particle physics projects, to cite just a few examples, are not perhaps academic in the purest sense, but they demonstrate that academic scientists can play well with others. More recently, new systems biology studies are bringing a sense of teamwork into academic life science labs, but there have been some growing pains. Still, in most of academic science – including the life science – the lone wolf still rules. Unit4

Task1

1. Although such a statement may seem self-centered, it’s actually quite insightful/perceptive. 2. Among other things, people who like themselves are more open to criticism and less demanding/exacting of others. 3. It can be romantic, exciting, obsessive/compulsive, and irrational. 4. And, people who say they are “in love” emphasize caring, intimacy, and commitment/fidelity. 5. In any type of love, caring about the other person is essential. Although love may involve passionate yearning/desire, respect is a more important quality. 6. Instead, it is an unhealthy or possessive/jealous dependency that limits the lovers’ social, emotional, and intellectual growth.

7. These misconceptions often lead to unrealistic expectations, stereotypes, and disillusionment/disenchantment. 8. It means paying bills, putting out the garbage, scrubbing toilet bowls, being up all night with a sick body, and performing myriad/numerous other “oatmeal” tasks that are not very sexy.

9. Even during the preteen years, romantic experiences are cultured in the sense that societal and group practices and expectations shape/form romantic experience. 10. Once desire diminishes, disappointed lovers may wonder where the “spark” in their relationship has gone and may reminisce/recall regretfully (and longingly) about “the good old days”. Task2

1. The two countries have always maintained close relations. 2. When we’re together, all he talks about is business. I wish he were more romantic. 3. The museum is closed while essential repairs are being carried out. 4. She had packed two cases with clothes, towels and other essentials. 5. His coaching has added another dimension to my game. 6. We’re not on intimate terms with our neighbors. 7. He maintains that the money was donated for international purposes. 8. The beauty of the scene defies description. 9. He intimated his wishes with a slight nod of his head. 10. Computers design tools that work in three dimensions. 11. This was the first time that I dared to defy my mother. 12. The castle is set in one of England’s most romantic landscapes. 13. I did not realize the dimensions of the problem. 14. Her income was barely enough to maintain one child, let alone three. 15. He surprised me with his intimate knowledge of Kierkegaard and Schopenhauer. Task3

If we look at love in other countries and cultures, we find many variations. In societies,

like India, love is not necessarily a prerequisite for marriage. Even highly educated Indian men and women who date non-Indians while living in Western countries often consent to arranged marriages. Respect for parents’ wishes, family traditions, and duty to the kin group are more important than love. Most middle and upper-middle class women in India can marry whomever they want. Many, however, prefer arranged marriages and have veto power over undesirable candidates. Arranged marriages are attractive because they offer more stability than love. According to one highly educated woman in Calcutta who has been happily married for three years to a man she had met just three times before their engagement, love isn’t essential for marital happiness: “I met a lot of people I liked, but no one was suitable for marriage, because I was looking for practicality also. Love is important, but it’s not sufficient.