Loading...
Signing About Activities -Unit 2
QuizĀ by Necole Robinson
Customize this quiz to suit your class
Instantly translate to 100+ languages
Tag the questions with any skills you have. Your dashboard will track each student's mastery of each skill.
Give this quiz to my class
The Philippine Flag Our country is officially identified through our flag. The Philippine flag has three colors: white, blue, and red. White signifies purity; blue means hope and peace; and red denotes bravery. The three stars symbolize the three big groups of islands of our country-the Luzon, Visayas, and Mindanao. The eight rays of the sun signify the eight provinces that first revolted against the Spaniards. These are Bulacan, Pampanga, Tarlac, Nueva Ecija, Laguna, Batangas, Manila, and Cavite. We respect our flag to show that we respect our country. We should not treat it like an ordinary cloth because it symbolizes our country. An old flag should be burned and not be used as a rag. Title: National Hero Body text: Dr. Jose Rizal was from a middle-class family from Calamba, Laguna. He is regarded as a genius who fought the Spaniards through his writings, especially the novels "Noli Me Tangere" and "El Filibusterismo." The two novels exposed the anomalies and wrongdoings of the Spanish government against the Filipino people. He wrote the poem "Mi Ultimo Adios" the eve before his execution in Bagumbayan (now known as Rizal Park). National Fruit A mango is sour when it is green, but very sweet when it is ripe. This heart-shaped fruit symbolizes the kindness of the Filipinos. It has a big tree that bears fruits abundantly during summer. National Animal A carabao is a model of hard work and industry. It is the best companion of farmers in the field. It is black and looks like a tamaraw. A carabao is a very strong animal in terms of work. It symbolizes the Filipinos as hardworking and patient. National Bird The Philippine eagle, also known as haribon, stands over 5 feet (1.6 m) tall. It has a large, sharp, and aggressive beak and has powerful talons. Philippine eagles are excellent hunters, and live in tropical rainforests. These eagles lay just one or two eggs each year. National Tree The narra is a hardy tree that grows big and is found mainly in the Bicol Region, Mindanao, and Cagayan Valley forests. Most of the desks and tables in schools are made of narra. It signifies the strong personality of Filipinos in facing trials in life. National Flower The sampaguita has white, star-shaped petals with a sweet fragrance. It is made into garlands, which are given to visitors and special persons on occasions. It signifies purity and among Filipino women. National Fish Bangus or milkfish is our national fish. It grows in ponds or freshwater and tastes delicious. Its white, shiny scales signify our beautiful country. National Dance CariƱosa is a dance of love using a handkerchief and a fan. It symbolizes the true love expressed by Filipinos. National House A nipa hut is a small but beautiful house made from bamboo and sawali or cogon leaves. Filipinos used this kind of house during the olden times. At present, there are still people using this as a dwelling place, but most of the time, they use it as a rest place or cottage. National Costume Barong Tagalog is the national costume for Filipino men. It is made from pineapple fiber or other native materials. Filipinos wear this on special occasions such as formal events or weddings. Baro at Saya is the national dress for Filipino women. Most of them are made from jusi or pineapple fiber and other native materials. This dress shows the gracefulness of Filipino women. National Leaf Our national leaf is a palm tree. It is wide and narrow like an open fan. Farmers use this to protect their crops from the harsh sunlight and rain. It grows like a tree with thorns in its body. National Language Our national language is Filipino, which is based in Tagalog. Through the efforts of former President Manuel L. Quezon (known as the "Father of the National Language"), Filipino was widely disseminated and is now used in all parts of the country. With this, Filipinos in different cultures and native tongues can still communicate with each other. National Food Lechon (litson) is an important dish served at many occasions, especially on fiestas. Lechon is a suckling pig, slowly roasted over live coals to make it crispy and tasty. National Footwear Bakya is the national footwear of the Philippines. It was most popular from the 1950s to the 1970s before the introduction of rubber slippers. There are several colors and designs of bakya that suit the taste of most Filipinos. Valuing Our National Symbols Symbols represent a country and its people. We have to respect and value these symbols because they tell something about our country and of who we are as Filipinos. Here are some ways of valuing our national symbols: When singing the national anthem, stand straight and place your right hand on your left chest. Remove your cap or close your umbrella. Ask the people walking to stop while the flag is being raised. Tell other children to stop chatting while singing the national anthem. Most importantly, sing the national anthem wholeheartedly. Retirement of a Flag: A worn-out flag should be disposed of respectfully. It should be burned in a dignified ceremony, not thrown away or used for other purposes. Help in saving and conserving our forests. They serve as habitat of our national bird and other animals. You may also help organizations that promote reforestation, clean and green programs, and tree planting activities. Do not pick flowers when visiting parks. Instead, help in keeping these places clean and beautiful. Avoid throwing thrash in their surroundings. Patronize products that are made here in our country and made by Filipinos. Tell your family and friends to buy products of the Philippines especially those of which are our national symbol. Aside from patronizing our own products, let us use and love our national language. It is good to learn foreign languages, but do not forget to use our own language correctly and proudly.Etymology explains the origin of the word itself. Example: Using the example term āarbitrationā: Arbitration comes from the Latin judicium which means ājudgmentā. 2. History discusses the history of the term, its use, and controversies associated with it. Example: The use of arbitration as third-party mediation dates from the 1630s. 3. Cause and Effect discusses how the situation came about and what effects it may have. Example: An arbitration clause is considered to be ambiguous when the parties do not express clearly, that in case of conflict, the method to use to settle the disagreements will be arbitration. Hence, parties are compelled to refrain from signing confusing agreements to arbitrate, because the general rule is that arbitration is prompted out of the contract, and if there is not an explicit arbitration clause within the contract it would not be an agreement to arbitrate. 4. Description lists and defines the term. Example: Arbitration is the process of solving an argument between people by helping them to agree to an acceptable solution. It is the formal process of having an outside person, chosen by both sides to a disagreement to end the disagreement. 5. Principles of Operation discusses how something functions, including any special materials or conditions required. Example: Arbitration is conducted by a trained arbiter who sets down the rules that the parties must abide by. The object of arbitration is to obtain a fair resolution of disputes by an impartial third party without unnecessary expense or delay. Parties should be free to agree on how their disputes are resolved, subject only to such safeguards as are necessary for the public interest. Courts should not interfere. 5 6. Classification shows how the topic fits into a larger category. Example: Arbitration is one of the alternatives to going into a formal court to settle disputes. 7. Contrast shows how the topic differs from others in the same class. Example: In an arbitration proceeding, no lawyers are present. The main difference between arbitration and litigation law is that the court is involved in the case of litigation, as it is a lawsuit, whereas, in arbitration, a settlement between the parties is done outside of court. 8. Comparison shows how the topic is similar to others in the class. Example: As with lawsuits or other court proceedings, the decision in an arbitration proceeding is legally binding on the parties. 9. Analogy explains and compares two dissimilar topics, where the second is familiar to the audience. Example: An arbiter is like a refereeāhe or she listens to both sides and decides as to who is at fault, without the intervention of outside parties. 10.Examples represent other things because they have all the main qualities or characteristics that the thing they represent also have. Examples: Arbitration was used to settle the dispute between the labor union and management. Two people who are divorcing cannot agree on terms and allow a third party to come in to help them negotiateOn 8 August 1967, five leaders ā the Foreign Ministers of Indonesia, Malaysia, the Philippines, Singapore and Thailand ā sat down together in the main hall of the Department of Foreign Affairs building in Bangkok, Thailand and signed a document. By virtue of that document, the Association of Southeast Asian Nations (ASEAN) was born. The five Foreign Ministers who signed it ā Adam Malik of Indonesia, Narciso R. Ramos of the Philippines, Tun Abdul Razak of Malaysia, S. Rajaratnam of Singapore, and Thanat Khoman of Thailand ā would subsequently be hailed as the Founding Fathers of probably the most successful inter-governmental organization in the developing world today. And the document that they signed would be known as the ASEAN Declaration. It was a short, simply-worded document containing just five articles. It declared the establishment of an Association for Regional Cooperation among the Countries of Southeast Asia to be known as the Association of Southeast Asian Nations (ASEAN) and spelled out the aims and purposes of that Association. These aims and purposes were about cooperation in the economic, social, cultural, technical, educational and other fields, and in the promotion of regional peace and stability through abiding respect for justice and the rule of law and adherence to the principles of the United Nations Charter. It stipulated that the Association would be open for participation by all States in the Southeast Asian region subscribing to its aims, principles and purposes. It proclaimed ASEAN as representing āthe collective will of the nations of Southeast Asia to bind themselves together in friendship and cooperation and, through joint efforts and sacrifices, secure for their peoples and for posterity the blessings of peace, freedom and prosperity.ā It was while Thailand was brokering reconciliation among Indonesia, the Philippines and Malaysia over certain disputes that it dawned on the four countries that the moment for regional cooperation had come or the future of the region would remain uncertain. Recalls one of the two surviving protagonists of that historic process, Thanat Khoman of Thailand: āAt the banquet marking the reconciliation between the three disputants, I broached the idea of forming another organization for regional cooperation with Adam Malik. Malik agreed without hesitation but asked for time to talk with his government and also to normalize relations with Malaysia now that the confrontation was over. Meanwhile, the Thai Foreign Office prepared a draft charter of the new institution. Within a few months, everything was ready. I therefore invited the two former members of the Association for Southeast Asia (ASA), Malaysia and the Philippines, and Indonesia, a key member, to a meeting in Bangkok. In addition, Singapore sent S. Rajaratnam, then Foreign Minister, to see me about joining the new set-up. Although the new organization was planned to comprise only the ASA members plus Indonesia, Singaporeās request was favorably considered.ā And so in early August 1967, the five Foreign Ministers spent four days in the relative isolation of a beach resort in Bang Saen, a coastal town less than a hundred kilometers southeast of Bangkok. There they negotiated over that document in a decidedly informal manner which they would later delight in describing as āsports-shirt diplomacy.ā Yet it was by no means an easy process: each man brought into the deliberations a historical and political perspective that had no resemblance to that of any of the others. But with goodwill and good humor, as often as they huddled at the negotiating table, they finessed their way through their differences as they lined up their shots on the golf course and traded wisecracks on one anotherās game, a style of deliberation which would eventually become the ASEAN ministerial tradition. Now, with the rigors of negotiations and the informalities of Bang Saen behind them, with their signatures neatly attached to the ASEAN Declaration, also known as the Bangkok Declaration, it was time for some formalities. The first to speak was the Philippine Secretary of Foreign Affairs, Narciso Ramos, a one-time journalist and long-time legislator who had given up a chance to be Speaker of the Philippine Congress to serve as one of his countryās first diplomats. He was then 66 years old and his only son, the future President Fidel V. Ramos, was serving with the Philippine Civic Action Group in embattled Vietnam. He recalled the tediousness of the negotiations that preceded the signing of the Declaration that ātruly taxed the goodwill, the imagination, the patience and understanding of the five participating Ministers.ā That ASEAN was established at all in spite of these difficulties, he said, meant that its foundations had been solidly laid. And he impressed it on the audience of diplomats, officials and media people who had witnessed the signing ceremony that a great sense of urgency had prompted the Ministers to go through all that trouble. He spoke darkly of the forces that were arrayed against the survival of the countries of Southeast Asia in those uncertain and critical times. āThe fragmented economies of Southeast Asia,ā he said, ā(with) each country pursuing its own limited objectives and dissipating its meager resources in the overlapping or even conflicting endeavors of sister states carry the seeds of weakness in their incapacity for growth and their self-perpetuating dependence on the advanced, industrial nations. ASEAN, therefore, could marshal the still untapped potentials of this rich region through more substantial united actionPolicy for Bloodborne Pathogen Exposure Incident as per OSHA regulation (29 CFR 1910.1030) Purpose: To ensure that ASC staff members are protected against potential exposure to bloodborne pathogens per OSHA regulations (29 CFR 1910.1030). Scope: This policy applies to all ASC staff members who may be exposed to blood or other potentially infectious materials during their duties. Policy: An exposure incident is defined as a specific eye, mouth, other mucous membranes, non-intact skin, or parenteral contact with blood or other potentially infectious materials that results from the performance of an employee's duties. Any spill or accident that results in an exposure incident must be immediately reported to the Infection Control Nurse, first-line leader, or another responsible person. The employer shall make available the hepatitis B vaccine and vaccination series to all employees who have occupational exposure and post-exposure evaluation and follow-up to all employees who have had an exposure incident. The employer shall provide a confidential medical evaluation and follow-up for the exposed employee, which shall include at least the following elements: ā¢ Documentation of the route(s) of exposure and the circumstances under which the exposure incident occurred. ā¢ Identification and documentation of the source individual, unless the employer can establish that identification is infeasible or prohibited by state or local law. The source individual's blood shall be tested as soon as feasible and after consent is obtained to determine HBV and HIV infectivity. ā¢ Collection and testing of blood for HBV and HIV serological status. ā¢ If the employee consents to baseline blood collection but does not consent to HIV serologic testing, the sample shall be preserved for at least 90 days. If, within 90 days of the exposure incident, the employee elects to have the baseline sample tested, such testing shall be done as soon as feasible ā¢ Post-exposure prophylaxis, when medically indicated, as recommended by the U.S. Public Health Service. ā¢ Counseling. ā¢ Evaluation of reported illnesses. The employer shall ensure that the healthcare professional evaluating an employee after an exposure incident is provided with the following: A copy of OSHA regulation 1910.1030 A description of the exposed employee's duties as they relate to the exposure incident Documentation of the route(s) of exposure and circumstances under which exposure occurred Results of the source individual's blood testing, if available. All medical records are relevant to the appropriate treatment of the employee, including vaccination status, which is the employer's responsibility to maintain. The employer shall obtain and provide the employee with a copy of the evaluating healthcare professional's written opinion within 15 days of the completion of the evaluation. The healthcare professional's written opinion for Hepatitis B vaccination shall include the following: Whether it is indicated for the employee If the employee has received such a vaccination The healthcare professional's written opinion for post-exposure evaluation and follow-up shall include the following: That the employee has been informed of the results of the evaluation That the employee has been told about any medical conditions resulting from exposure to blood or other potentially infectious materials which require further evaluation or treatment All other findings or diagnoses shall remain confidential and not be included in the written report. An employer must establish and maintain accurate medical records for each employee with occupational exposure. Records should include the employee's Name, hepatitis B vaccination status and dates, results of medical testing and follow-up procedures, healthcare professional's written opinion, and information provided to the healthcare professional. Records must be kept confidential and not disclosed without the employee's written consent, except as required by law. Records must be kept for at least the duration of the employee's employment plus 30 years. Form 7.041 Employee Consent Form for Testing for HBV and HIV Serological Status Following Accidental Exposure I, __________________________, understand that I have been involved in an accidental exposure incident and may be at risk for contracting Hepatitis B Virus (HBV) and Human Immunodeficiency Virus (HIV) under 29 CFR 1910.1030. Therefore, following OSHA standards, I am being offered the opportunity to be tested for these viruses. I understand that the testing will involve a blood sample and that the results will be kept confidential and will only be shared with authorized personnel. I also understand that testing is voluntary and that I have the right to refuse to test. By signing this form, I consent to be tested for HBV and HIV following the accidental exposure incident. Signed: __________________________ Patient's Name: __________________________ Form 7.042 Patient Consent Form for Testing for HBV and HIV Serological Status Following Accidental Exposure I, __________________________, understand that a staff member involved in an accidental exposure incident may be at risk for contracting Hepatitis B Virus (HBV) and Human Immunodeficiency Virus (HIV) following 29 CFR 1910.1030. Therefore, by OSHA standards, the staff member may be offered the opportunity to be tested for these viruses. I also understand that testing of my blood is necessary to determine if I am infected with HBV and HIV. The results will be kept confidential and only shared with authorized personnel. I understand that testing is voluntary and that I have the right to refuse to test. By signing this form, I consent to the staff member being tested for HBV and HIV and to my blood testing following the accidental exposure incident. Signed: __________________________ Form7.043 Refusal of Testing Patient/Employee (Circle One) I,_____________________________________, understand that I have the right to refuse testing for Hepatitis B Virus (HBV) and Human Immunodeficiency Virus (HIV) following an accidental exposure incident per 29 CFR 1910.1030. I understand that if I refuse to test, it may impact my ability to receive appropriate medical treatment and the healthcare facility's power to respond to the exposure incident. Following 29 CFR 1910.1030, The source individual's blood shall be tested as soon as feasible and after consent is obtained to determine HBV and HIV infectivity. The employer shall establish that legally required consent cannot be obtained if permission is not obtained. When the source individual's consent is not required by law, the source individual's blood, if available, shall be tested, and the results documented. Signed: __________________________Create multiple choice questions using the following information: In November, Mrs. Baker has Holling read The Tempest. Despite his preconceptions, Holling is captivated by all the "good stuff" in the play, especially the cussing, which he decides to learn by heart. He figures that Mrs. Baker could not have read the play herself; if she had, she certainly would not have let him have it. Holling is amazed when he discovers that his teacher not only has read the play, but she knows the bad parts as well. Mrs. Baker gives Holling a one-hundred-and-fifty question test on The Tempest, and assigns him to read the play again, telling him "there is a lot more to (it) than a list of colorful curses." The deadline set by Holling's classmates for him to bring them cream puffs arrives, but although Holling's father's company has won the Baker's Sporting Emporium contract, he refuses to extend an advance on his son's allowance. Desperate, Holling goes to Goldman's Best Bakery, offering to work for the money he lacks to buy the cream puffs. Coincidentally, Mr. Goldman, who is active in Long Island's Shakespeare Company, needs a boy to perform in their upcoming Extravaganza, and because of his work with Mrs. Baker, Holling fits the bill. Mr. Goldman gives Holling the required number of cream puffs in exchange, but sadly, while the students are at recess, Caliban and Sycorax, the escaped rats who inhabit the classroom walls and ceiling, come out and decimate the treats. Somehow, the disaster is blamed on Holling; he must clean up the mess, and his classmates decree that he still owes them cream puffs. The next Wednesday, Holling brings five cream puffs to school, which is all he can afford. In addition to facing his classmates' ire, he has to deal with the fact that, in the Shakespeare Company Holiday Extravaganza, he must play the part of Ariel, who is a fairy, and wear yellow tights with white feathers on an unmentionable part of his anatomy; "not a good thing for a boy from Camillo Junior High." To Holling's surprise, just when things are at their darkest, Mrs. Baker comes through for him, bringing cream puffs for the students on his behalf. That afternoon, Mrs. Baker and Holling discuss The Tempest, and whether or not Caliban, the "monster," deserves a happy ending. Holling argues that, as the antagonist, he does not, but Mrs. Baker muses whether Shakespeare might have shown, even in a monster, the capacity of humankind to use defeat to grow. Mrs. Bigio stumbles into the classroom at this point, emitting sounds of indescribable sadness; she has just learned that her husband has been killed in a futile reconnaissance mission in Vietnam. Two nights after his funeral, the Catholic Relief Agency, which houses Vietnamese refugees, including Holling's classmate Mai Thi, is the target of a hate crime. Holling reflects that Shakespeare, with his happy endings for nearly everyone in The Tempest, is wrong. He says, "sometimes, there isn't a Prospero to make everything fine...and...the quality of mercy is strained." In December, Camillo Junior High is awash in "signs of the season." Mrs. Baker, however, does not share the holiday spirit, but Holling is too absorbed with his problems with the Shakespeare Holiday Extravaganza to wonder why. As always, Holling seeks help from his family, but to no avail; his mother comments insipidly that his embarrassing costume is cute, his father tells him to wear it to please Mr. Goldman, who might one day need an architect, and his sister warns him that if news of his role gets to the high school, no one better find out they are related. The only thing that prevents December from being a total disaster is Mrs. Baker's announcement that Mickey Mantle will be signing autographs at the Baker Sporting Emporium. Unfortunately, Mrs. Baker also tells the class about Holling and the Shakespeare Extravaganza, and encourages the students to attend both events. Holling's classmates are intensely curious about his role as Ariel, whom he euphemistically describes as "a warrior." Mr. Goldman tells Mrs. Baker that Holling needs "some practice on interpretation", and she practices with him, playing the part of Prospero. Mrs. Baker is a terrific reader, and when she and Holling rehearse the part where Prospero releases Ariel from bondage, Holling is inspired, realizing what it means to be free "to create his own happy ending." On the night of the performance, Mrs. Baker, Mrs. Bigio, Danny Hupfer and his parents, Meryl Lee, and Mai Thi are in the audience to support Holling, unlike his own parents, who do not want to miss the Bing Crosby Christmas Special on television. Holling executes his part with such passion that his classmates are moved to tears, and do not even notice what he is wearing. When the show is over, Holling, finding the dressing room locked, rushes outside, still in costume, where his father is supposed to be waiting to take him to Baker's Sporting Emporium to see Mickey Mantle. Typically, his father is not there, and Holling, frantic, flags down a bus and begs the driver to take him to the Emporium. The driver takes pity on him and complies, getting him to the Emporium just in time, but when Holling approaches Mickey Mantle for an autograph, the famous player looks derisively at his costume and snaps rudely, "I don't sign baseballs for kids in yellow tights." Danny Hupfer witnesses this snub, and loyally returns his own autographed baseball to Mickey Mantle, saying, "I guess I don't need this after all." Holling and Danny leave together in silence, smarting because "when gods die, they die hard." During the days remaining until holiday break, Mrs. Bigio is especially cantankerous; her cafeteria cooking is unappetizing at best, and her comments to the students are impatient and unkind. Holling, remembering Mrs. Bigio's sadness when she received the news of her husband's death, does not complain, but he is bewildered at the sheer desolation he witnesses when Mrs. Bigio bitterly tells Mai Thi that she "shouldn't even be here...a queen in a refugee home while American boys are sitting in swamps on Christmas Day." After school on the last day before break, Mrs. Baker gives Holling, Danny Hupfer, and Doug Swieteck each a new baseball and mitt, and sends them to the gym, where, to their delight, they meet Joe Pepitone and Horace Clark in their Yankee uniforms, and receive tickets to Opening Day at the Stadium. Mrs. Baker's family knows what happened with Mickey Mantle, and wants to make it up to the boys. The next day, President Johnson declares a Christmas ceasefire in Vietnam, and the holiday season begins in earnest.We were making out sorrowful way back home along the beach when it happened. Kikanbo ambushed us. He came charging out of the trees, scattering sand at us and then climbed up Kensukeās leg and wrapped himself round his neck. It was such a good moment, a great moment. That night Kensuke and I sang āTen Green Bottlesā over and over again, very loudly, over our fish soup. It was, I suppose, a sort of wake for the two dead gibbons, as well as an ode to joy for Kikanbo. The forest outside seemed to echo our singing. But in the weeks that followed I could see that Kensuke was brooding on the terrible events of that day. He set about making a cage of stout bamboo at the back of the cave to house the orang-utans more securely in case the killer men ever returned. He kept going over and over it, how he should have done this before, how he would never have forgiven himself if Kikanbo had been taken, how he wished the gibbons would come when he sang, so he could save them too. We cut down branches and brush from the forest and stacked them outside the cave mouth so that they could be pulled across to disguise the entrance to the cave house. He became very nervous, very anxious, sending me often to the hilltop with the binoculars to see if the junk had returned. But as time went by, as the immediate threat receded, he became more his own self again. Even so, I felt he was always wary, always slightly on edge. i need questions for the learning objective Give reasons for authorial choices and explain how meaning is enhanced through choice of words and phrases.Check reading comprehension of the following text:Last weekend was one of the most exciting weekends of my life. My friends and I decided to go on a hiking trip to the nearby forest. We started early in the morning, and as we walked, we chatted and laughed, enjoying the fresh air and the beautiful scenery. The sun was shining, and the birds were singing, and we felt free and adventurous. We were wearing comfortable shoes and carried backpacks with snacks and water. As we walked deeper into the forest, we suddenly heard a rustling sound in the bushes. We stopped and listened, and soon enough, a small black bear emerged from the trees. We froze, not knowing what to do, but our guide quickly instructed us to stay still and not to make any sudden movements. The bear seemed to be curious and sniffed around us, but eventually wandered off back into the forest. After the encounter with the bear, we were a bit shaken but also excited. We continued our hike, keeping a closer eye on our surroundings and being extra cautious. We talked about the bear encounter for the rest of the trip, and it became a story to tell to our friends and family back home. Even though it was a scary moment, it made the adventure even more memorable.Ella, drama student from Sydney, Australia 6.45: I'm not good at getting up early. Three alarm clocks - at 6.30, 6.40 and 6.50. 8.00: Voice training. Important for an actor. 8.45: Gymnastics - I like it. It helps me concentrate better and makes me feel good. 9.30: Singing and dance workshop. It's hard work, but it gives me energy. Music and rhythm. Love it! 11.00: First break-drink, drink, drink- water, of course. No drinks with sugar in them. Makes the body and the mind tired. 11.15: Performance workshop. Hard work. Our teachers are fantastic, but they tell you when you make mistakes! 12.30: Lunch break - I eat nuts and fruit, or a salad at one of the cafĆ©s nearby. I never eat carbohydrates, you know, pasta or other heavy stuff. 2.00: A lecture about acting, for example, how to move on the stage, what to do with your hands, etc. Not always easy to concentrate after lunch. 3.30: Short break. I try not to fall asleep. The day has been very firing! 3.45: Voice training workshop, dance and singing. 6.00: Evening rehearsal. We practise for a performance at the end of term. We're doing a musical this term. Hard work and great fun. 9.00: I go home. 10.00: Zzzzl