A parent phones to ask about workshops for her two daughters during the school holidays.

• Tiny Engineers (ages 4–5):

• Design protective covers for eggs and drop them from a height (egg-drop challenge).

• Compete to build the tallest tower.

• Create balloon-powered cars and race them.

• Junior Engineers (ages 6–8):

• Build model vehicles (cars, trucks) and animals.

• Learn programming/coding to make them move.

• Competition: build the longest bridge using recycled materials (winner gets a prize).

• Create a 5-minute animated film using software, which they can take home.

• Build and program a humanoid robot to move its arms and legs.

• Other Details:

• Price: £50 for 5 weeks.

• Time: Wednesdays, 10–11 a.m. (not Mondays anymore).

• Location: Building 10A, Fradstone Industrial Estate, Grasford.

• Parking: Plenty available.

• Speaker: Julia Simmons – Managing Director (since beginning of this year)

• Company type: Manufacturer of metal goods

• Event: Welcome talk for 2-week work experience students

  History of the Company

  • Founder: Ronald Stevenson

  • Entered steel industry: 1923 (after leaving school)

  • Company founded: 1926

  • Plans started: 1924

  • Original plan: Make components for machine tools & automotive industry (cars and lorries)

  • Delay: 5 years (first produced for hospitals & healthcare industry)

    Development and Future Plans

    • Expansion: Premises expanded over years (large enough site → no relocation)

    • Problem: Layout not ideal for modern production

    • Future plan: Major refurbishment within next 5 years

    Work Experience Schedule

    • Morning: Presentation by managers (start with R&D department)

    • Activities: Observe and talk to staff (don’t interrupt work)

    • School visit: No teacher visit this year (previously visited weekly)

    Orientation Around the Site

    • Reception: Current location; designed to be welcoming

    → From reception (corridor to the left):

    • End door: Coffee room

      • View: Main road & trees

      • Meeting point each morning

    → Factory:

    • Large room on far side of site

    → Warehouse:

    • Next to factory

    • Access: Lorries via road to turning area

    • How to reach: Cross courtyard → door on the right

    → Staff canteen:

    • Next to reception

    • Food: Good

    • View: Poor (corridor/courtyard & access road)

    → Meeting room:

    • Go along corridor left of courtyard → at the end → last room on the right

    • No natural daylight

    → Human Resources (HR):

    • At front of building

    • From reception → go left → second room

    • View: Main road

    → Boardroom:

    • Past courtyard → at the end → on the left (next to factory)

    • View: Trees

• Tom and a female student (classmate)

• Talking about their art project on the theme: Birds

Stage 1 – Starting the Project

• Theme: Birds → not interested at first, but getting into it now

• Introductory stage: almost finished

• Initial research:

  • Given handouts (books, websites) → seemed boring at first

  • Became more interesting after reading

  • Many possible aspects: colour, movement, texture

Field Trips

• Bird Park visit: disappointing (raining, few birds seen)

• Natural History Museum trip: much better

  • Interested in evolution exhibits

• Workshops with Dr Fletcher:

  • Good, especially brainstorming sessions

  • Tom missed them (was ill)

Previous Students’ Work

• Wish they could’ve seen last year’s projects

• Probably not allowed → to avoid copying

Project Proposal

• Both have drafted proposals

• Tom: hasn’t handed in → needs to amend

  • Problem: notes are descriptive, not evaluative → will fix

• Female student: didn’t realise evaluation was required → will check hers

Planning Tools

• Both did a timeline and a mind map

  • Enjoyed doing them

• Action plan:

  • Tom found it hard to explain rationale (basis for decisions)

  • Girl didn’t realise she had to include that → will add it

Other Project Components

• Tom has done video diary presentation

• Already decided his outcome

• Girl heard: better to keep outcome vague for flexibility
  → Tom agrees, will make it less precise

🖼️ Choosing Paintings (Analysis Section)

Each student chooses paintings of birds to discuss their meanings.

1. Tom’s choice:

• Falcon by Landseer

  • Bird standing, head turned, seems to stare directly

  • Impression: a bit scary

  • Girl suggests → talk about possible danger implied by the look

2. Girl’s first choice:

• Fish Hawk by Audubon

  • Bird swooping with fish in talons, big black wings

  • Could discuss: predators / food chains

  • She’ll focus on: rapid motion impression

3. Tom’s second choice:

• Kingfisher by Van Gogh

  • Perching on reed near stream

  • Beautiful blue, red, black shades

  • Chosen for personal memory: saw a real kingfisher with grandfather

  • Girl confirms: personal link allowed

4. Girl’s next choice:

• Portrait of William Wells (artist unknown)

  • Middle-aged man holding a bird he shot

  • Expression shows uncertainty/regret

  • Meaning: human ambivalence in exploiting nature

5. Tom’s next example:

• “Vairumati” by Gauguin

  • Woman + white bird eating lizard

  • Symbolism: never-ending cycle of existence

6. Girl’s final example:

• Portrait of Giovanni de Medici (as a child)

  • Boy holding tiny bird carefully → gentle, protective

  • She likes the tenderness / care it expresses

• Jan → new to the area, wants to get involved

• Peter → secretary of the Buckworth Conservation Group

Regular Activities

1. Beach cleaning

• Frequency: a few hours per month

• Purpose: keep the beach free of litter

• Problem: a lot of rubbish, people not responsible

• Dogs: Not allowed on the beach (allowed on cliffs)

• Children: Welcome

2. Nature Reserve Management

• Work needed all year round

• Tasks include:

  • Maintaining paths → for visitors’ safety

  • Creating new habitats

    • Finished: making & installing bird nesting boxes

    • Next: encouraging insects (important for biodiversity)

  • Butterfly species project

    • Identifying & recording different species

    • Jan interested (did moth counting before)

  • Wall repair project

    • Location: southern side (between parking area & woodshed)

    • Reason: damaged by storm last month

Programme of Events

• Held both on weekends and weekdays

Guided Walk

• Destination: Ruston Island

• Date: a week on Saturday

• Meeting point: Dunsmore Beach car park

• Time: at low tide (sands dry enough to walk)

• Activities:

  • Exploring island habitats

  • Possible to see seals near shore or on beach

• Duration: full-day walk

• Bring: picnic + waterproof boots (wet crossing)

• Jan needs new boots (old ones have a hole)

• Jan will join the walk

Woodwork Session

• Location: Hopton Wood

• Date: 17th (this month)

• Time: 10 a.m. – 3 p.m.

• Suitable for beginners: (two experts lead the session)

• Focus:

  • Learning to use tools

  • Making wooden spoons

• Keep items made: participants can take home their work

• Cost:

  • £35 (includes lunch)

  • £40 (includes camping overnight)

• Jan chooses: day visit (£35)

Result

• Jan decides to join the group

Before departure:

• There are 3 staff members and 15 passengers on board (18 people total).

• Balance the boat: no more than 9 people on one side.

• Boats are newly upgraded — dark red seats and light-green exterior.

Lunch:

• Free lunchbox provided. Choose one of the following:

  1. Ham & tomato sandwiches

  2. Cheddar cheese roll

  3. Salad with eggs & tuna

• Each box includes crisps and a chocolate bar.

• Don’t throw litter into the sea; staff will collect it.

Sights to see:

• Lighthouse: built in 1838 to protect sailors; located on cliffs.

  • Originally maintained by convicts, later by families.

• Wildlife:

  • Penguins (shy and rarely seen)

  • Sea eagles (nest on cliffs)

  • Fur seals (can be seen swimming, very curious)

  • Orca whales (rare)

  • Dolphins (often swim beside the boat)

• Caves:

  • Famous and beautiful, only accessible by sea.

  • Passengers can take a kayak tour another day for a closer look.

Route:

• Travel through a narrow channel → see rock formations → cave openings → guide explains what’s beyond.

• Tim’s farm was far away; he doesn’t drive.

• Wanted 1 month → only got 2 weeks.

• Stayed on the farm (no need to travel).

• Hard to find farms (few have websites).

• Both found placements through personal contacts.

Type of farms:

• Tim: Hill farm – mainly sheep (Cheviots, used for carpets).

• Diana: Valley farm – sheep (Suffolks, bred for meat) and dairy cows.

Experiences:

• Tim helped a sheep give birth (with the farmer’s help).

• Saw a vet treat a lamb’s broken leg.

• Diana mixed up milk from treated cows → whole batch wasted.

Animal feed & supplements:

• Both noticed animals (even chickens) get vitamins and electrolytes.

• Farmers said supplements are expensive and not always necessary.

• Used only when animals really needed them.

Health care & vets:

• Farmers said they can handle minor operations themselves.

• Still recognize vets are important.

Course feedback (last term’s modules):

• Medical Terminology: Tim found it easier than expected; Diana found it difficult.

• Diet and Nutrition: Concern about poor checking of pet food contamination.

• Animal Disease: Very interesting—studied animals like camels, buffalo, alpacas; little known about diseases in developing countries.

• Wildlife Medication: Learned about helping birds in oil spills; inspired idea for dissertation.

Arranging the placement:

• Tim’s farm was far away; he doesn’t drive.

• Wanted a 1-month placement → only got 2 weeks.

• Stayed on the farm (no need to travel).

• Hard to find farms because most don’t have websites.

• Diana found hers through a friend of her mother’s.

Type of farms:

• Tim: Hill farm with Cheviot sheep → valued for strong wool (used for carpets).

• Diana: Valley farm with Suffolk sheep → bred for meat. Also had dairy cows.

Main experiences:

• Tim helped a sheep deliver a lamb (with farmer’s help) — felt proud and excited.

• Watched a vet set a lamb’s broken leg — found it educational.

• Diana made a mistake: mixed antibiotic milk with milk for humans → all had to be thrown away.

Animal feed & supplements:

• Both noticed animals (even chickens) got vitamins & electrolytes.

• Farmers said supplements are expensive and not always needed.

• Used only when animals seemed to require them.

• Expensive and cheap supplements are basically the same.

Health & vets:

• Farmers said they could handle minor treatments themselves.

• Still recognized that vets’ professional skills are essential.

Course Feedback (Modules)

1. Medical Terminology:

   • Diana: found it difficult and intimidating at first.

   • Tim: thought it would be hard but actually found it straightforward.

2. Diet and Nutrition:

   • Discussed lack of inspection for pet food contamination compared to human food.

   • Both found that surprising and worrying.

3. Animal Disease:

   • Very interesting — studied animals like camels, buffalo, alpacas.

   • Realized little research exists on diseases in these animals.

   • Expected more knowledge about disease control and eradication — but there wasn’t much.

4. Wildlife Medication:

   • Learned about helping birds affected by oil spills.

   • Tim found it inspiring and considered writing his dissertation on that topic.

• The park covers 170 acres (69 hectares).

• Three main habitats: wetland, grassland, woodland.

• Woodland: includes an oak plantation and mixed species.

• Wetland: formed from old gravel pits (dug 40 years ago), now filled with water → 2 large lakes + smaller ponds + a stream.

Wildlife:

• Many species of birds, insects, deer, and rabbits.

Educational Visits:

• Organized for school groups; activities adapted for all ages.

• Main subjects covered:

  1. Science: studying plants, trees, insects; collecting and analyzing data.

  2. Geography: learning map reading and compass navigation.

  3. History: exploring how land use has changed over time.

  4. Leisure and Tourism: learning about visitors, their needs, and park management.

  5. Music: using natural materials to make sounds; exploring rhythm and tempo.

Educational Benefits:

• Encourages creativity, independence, and discovery.

• Helps children gain self-confidence and develop new skills.

Practical Information:

• Suitable for 30–40 children.

• If over 30 → £4.95 per child (only pay for those who attend).

• Free for teachers and adults (any number).

• Payment by invoice after the visit.

• Meeting of the Twinning Association (Stanthorpe – Malatte).

• Relationship between the two towns is growing stronger.

2. Recent Visit to Malatte (France)

• 25 members from Stanthorpe spent a weekend in Malatte.

• Activities: learned about cheese production and tasting.

• Theme park trip was cancelled.

• Boat trip on the river was the highlight.

3. 25th Anniversary Celebration

• Malatte: will build a footbridge in the municipal park.

• Stanthorpe: decided to plant a poplar tree in the museum gardens.

• A garden seat was considered but not approved.

4. Fundraising Events

• Pancake evening → record profits.

• French cookery demonstration → very successful.

• Film show → limited space, looking for a larger venue next year.

5. French Visitors’ Visit (Next Week)

• Coach arrival: 5 p.m. Friday.

• Friday evening: stay at home, have dinner or barbecue (they’ll be tired).

• Saturday morning: market day in town.

• Saturday evening: event at football club with Toby Sharp and his band (English & Scottish songs).

  • Toby also organized last year’s quiz night.

6. Sunday Trip – Farley House

• Map provided for directions.

• Car park: bottom of map.

• Farm shop: in the old stables (far left corner of courtyard).

• Café: on the right as you go in.

• Disabled entrance: far side of the house (avoid main stairs).

• Adventure playground: north end of the large lake (for children).

• Kitchen gardens: rectangular, walled, NE of house near smaller lake (fruit & vegetables).

• Temple of the Four Winds: follow path from car park → past stables & house → take right-hand fork → woods on left → temple at the end (great view).

• Developing a vegan egg alternative made from chickpeas.

• Initially had two goals, but found chickpeas even more beneficial.

Friend’s Project:

• Focused on reusing waste food — especially stale bread.

• Process: break down bread → make paste → reform using 3D printing.

• Created biscuits with different patterns, colors (by adding fruit/vegetables).

• Plans to send samples to local restaurants.

New Technology Mentioned:

• Touch-sensitive food labels:

  • Smooth = food fresh.

  • Bumpy = food spoiled.

• Originally for visually impaired people.

• Could also be used in hospitals/pharmacies for drug storage.

Food Trends Discussion:

• Growing interest in local products → reduce imported foods.

• Need to reduce plastic packaging → government should act.

• Ongoing popularity of gluten-free and lactose-free foods, even for non-allergic people.

• Increase in celebrity chef-branded products (e.g., spice mixes, frozen meals).

• Rise of ghost kitchens: hidden facilities for delivery-only meals (not real restaurants).

• Use of mushrooms for health treatments (heart problems, etc.) → risky if not properly verified.

• Students discuss using recycling footwear as their presentation topic.

• At first, they thought there wouldn't be much to say, but after reading the article, they realized the topic is much broader.

General points from the article

• The number of trainers recycled is very high because young people wear them all the time.

• Footwear sales have increased, but recycled footwear has decreased from 11% → 6%.

• Reason: many shoes are rejected and do not go through the recycling process.

Examples of rejected shoes (from the recycling manager)

1. Ladies’ high-heeled shoes

   • Suede, beige, expensive

   • Worn once in a wet field → heels stained with mud & grass → cannot be resold

2. Leather ankle boots

   • Heels worn (but not the main issue)

   • One shoe was a lighter colour from sun exposure → pair didn’t match

3. Red baby shoes

   • Only one shoe found

   • People don’t tie pairs together → other shoe missing

   • They were new, but still unusable

4. Trainers

   • Looked like from a marathon runner

   • Sole extremely worn → hole you could put a finger through

Recycling challenges

• 90% of shoes in recycling bins end up in landfill.

• A project tried to make new shoes using good parts from old pairs → failed because shoes didn’t match (not because of hygiene concerns).

• Parts were eventually shipped overseas.

Reflection

• Students see the topic is more complex than personal recycling habits.

• Want to take a broader approach to explain what really happens after shoes enter recycling bins.

• Good reputation, lots of benefits

• All employees, including temporary staff, get training

• Uniform: white T-shirt + black trousers (no free uniform)

• Staff discount at all restaurants (not weekends)

• Most restaurants in city centre → easy to reach by bus

• Late shifts after midnight → company pays taxi

• Requirements:

  • Teamwork / fit in well

  • Eye for detail

  • Good communication skills + English certificate

Job 1: Breakfast Supervisor (Wivenhoe Street)

• Location: Wivenhoe Street, near Cork Street

• Responsibilities:

  • Check portions

  • Ensure cleaning procedures followed

• Salary:

  • Start: £9.75/hour

  • After 3 months: £11.25/hour

• Hours:

  • Start: 5:30 a.m.

  • Finish: 12:30 p.m.

  • Restaurant serves from 7 a.m.

• Pros: afternoons & evenings free

• Cons: very early start

Job 2: Junior Chef (City Road)

• Responsibilities:

  • Support sous chef and senior staff

  • Check stock weekly

  • Handle deliveries

• Salary: £23,000/year

• Promotion possible if performance is good

• Hours:

  • Evenings & weekends

  • Closed on Mondays

  • 1 Sunday off every 4 weeks

• Speaker: Mark Reynolds, Communications Manager.

• Purpose: Overview of the new housing development near Nunston.

2. Reasons for choosing the site

• Currently used for farming.

• Close to new industrial centre → high housing demand.

• Airport nearby (20 minutes) – convenient but not a main factor.

• Hospital (15 km) and large secondary school nearby → important reasons.

• Steep slope: a drawback but accounted for in planning.

3. Public feedback

Positive:

• Wide range of accommodation types & prices.

• Easy to drive out to the countryside.

• Design blends well with landscape, protects trees & wildlife.

• Suitable for people of all ages.

Concerns:

• Want more cyclist facilities.

4. Map / Layout Overview

• South side: main road to Nunston.

• West side: London Road.

• Inside: about 400 houses + 3 apartment blocks.

5. Key Facilities

• Primary school (up to age 11):
  → On road from South Entrance, at 2nd left corner.

• Sports centre:
  → West side, below road branching from London Road.

• Clinic:
  → Below the lake, right of a street of houses.

• Community centre:
  → Northeast, next to housing for residents 65+.

• Supermarket:
  → Between the two entrances, south of three large trees near London Road.

• Playground:
  → In the curve of the main road from South Entrance,
  with view of the lake.

• Presentation by Michelle & Adam.

• Topic: Laki volcanic eruption (Iceland, 1783).

• Many primary sources available → clear picture of how catastrophic it was.

• People at that time tried to understand the science for the first time.

2. Key focus of the presentation

• Political impacts

• Social impacts

• Economic impacts

3. Observations at the time

• Accounts were consistent, though terminology varied.

• Many weather stations already existed → hourly weather data.

• “Laki haze”: volcanic fog over Europe.

  • Unusual fog (pre-industrial era, sulphur smell unfamiliar).

  • Reported symptoms: headaches, respiratory issues, asthma attacks.

  • Sun looked strange red.

4. Scientific recognition

• Benjamin Franklin wrote about the haze.

• He realised its cause was the Iceland eruption.

• But a French naturalist discovered the link earlier.

5. Immediate impact

• Biggest impact in Iceland → many deaths.

• Ash drifted quickly; effects lasted years.

• 2 years later → strange weather in North America and North Africa.

6. Consequences in different countries

Iceland

• Farming devastated.

• Livestock poisoned by fluorine-contaminated vegetation.

Egypt

• Unusual weather → drought.

• Nile failed to flood → crop failure.

• Worst famine → more deaths than any other country; worse than plague.

UK

• Mortality rate doubled.

• Many deaths among people under 25 → respiratory illnesses.

USA

• Weather severely affected.

• George Washington: snowbound until March in Virginia.

• Ice on the Mississippi River → unprecedented.

• Customer asks for information about copying old photos to digital format.

2. Photo Requirements

• Max size: 30 cm.

• Minimum: 4 cm.

• Must be removed from frames.

• Must be separate (not glued in albums).

3. Cost

• £195 for 300–400 photos (basic service).

• Includes 1 disk.

• Extra disks: £5 each.

• Payment only after work is completed.

4. Grouping Photos

• Customer can sort photos into groups.

• Company will create separate folders for each group.

• Customer may name folders (e.g., “Grandparents”).

5. Additional Services

• Standard service:

  • Colour touch-up.

  • Contrast improvement.

• Fragile photos:

  • Scanned by hand.

• Photo editing available:

  • Remove objects, change background.

• Not possible: Improve photos that are out of focus.

6. Delivery & Processing

• Processing time: 10 days.

• Best to pack photos in a strong cardboard box (plastic can break).

• Photos returned after payment received.

• Buildings from different periods:

  • 1970s

  • Last 5 years

  • Dartfield House (100+ years old)

• Dartfield House history:

  • Built for businessman Neville Richards.

  • He died before completion.

  • Sold to local council, used as offices.

  • Plan for a tourist centre failed.

  • Became nucleus of the school 40 years ago.

2. Lower School Site Development

• Lower school separated from main site by a road.

• Planning permission granted for both sites.

• Lower school → will move to new buildings on the main site.

• Developers → will build houses on old lower school site.

• Construction begins in next few months.

3. Canteen Problems

• Existing canteen:

  • Always full to capacity.

  • Only one serving point → long waiting times.

  • Students barely finish lunch before lessons.

4. New Food Hall

• Opens next week.

• Several serving areas (details below).

• Parents should discuss with children which food they want each day.

• Only healthy food, no junk food.

• Payment: same system → online top-up electronic card.

• Old canteen:

  • Still used for seating.

  • Students can eat Food Hall meals or home meals.

  • May later be used partly for storage.

5. Serving Points in Food Hall

All serving points include side dishes, drinks, desserts.

a. World Adventures

• Different country’s cuisine each day (e.g., Chinese, Lebanese).

• Menu planned weekly.

b. Street Life

• International food from three cultures.

• Students can suggest countries (e.g., Thai, Ethiopian, Mexican).

• One country replaced periodically (e.g., Jamaican).

c. Speedy Italian

• All dishes meat-free and fish-free (for non-meat eaters).

• Plenty of variety.

6. After-School Lessons

• Swimming: very popular, waiting list.

• Cycling: off-road practice → more students cycle to school.

• Drama classes soon at the performance centre:

  • For fun or acting in a play (at least one play/year).

• Students learn to use sound & lighting systems.

• New grand piano donated by former student → some can learn at school instead of local college.

• Forgetting dreams may protect us from confusing dreams with real events.

• Not due to lack of memory space.

B. Can dreams predict the future?

• Many believe they can, but:
  → Only remember dreams that “come true”.
  → Thousands of dreams that don't come true are forgotten.
  → So it’s coincidence.

C. Segmented sleeping

• In the past, people woke up mid-night, talked/eat, then slept again.

• Some say it increases creativity.

• Student tried it → stopped after a week (didn’t fit lifestyle).

D. Children taking naps

• Study done by students to find age to stop napping.

• No clear results; methodology took most time.

E. Planning their assignment

1. Research question:
   → Relationship between hours of sleep & number of dreams.

2. Participants:
   → About 12 people, from another department (History).

3. Methodology:
   → Self-reporting, paper questionnaires completed right after waking.

4. Ethical guidelines:
   → Check risk assessment & avoid unnecessary stress for participants.

5. Data analysis:
   → Calculate correlation; present results in a graph.

6. Evaluation:
   → Reflect on success & research limitations.

• Collect books (needs a car).

• Flexible schedule.

• Help update computerised records.

• Library located in West Room, Village Hall.

B. Lunch Club for Elderly

• Needs drivers to pick up elderly from nearby villages.

• Possible hobby groups — volunteer is interested in art groups.

C. One-off Help for Residents

• Mrs Carroll: needs lift to hospital (Tuesday morning).

• Mr Selsbury: needs help with weeding in his garden before moving house.

D. Monthly Social Events

1. 19th October – Quiz Night

   • Need refreshments (volunteer will provide).

2. 18th November – Dance Event

   • 1930s band.

   • Volunteer will help check tickets at the door.

3. New Year’s Eve Party – at Mountfort Hotel

   • Dinner + band provided by hotel.

   • Need a poster → volunteer can design (he was a graphic designer).

• No need to retell the plot (everyone knows Romeo and Juliet).

• Focus on effectiveness of the production, not Shakespeare’s language.

• Include emotional impact of the performance.

• Comment on key scenes (e.g., balcony scene, Mercutio–Tybalt fight).

• Mention theatre space use → optional because word limit (800 words).

B. Review of The Emporium Theatre Production

1. Set & Lighting

• Set: visually stunning, most memorable, though similar ideas seen before.

• Lighting: dim, sometimes hard to see; but good for creating quiet moods.

2. Costumes & Music

• Costumes: modern (contemporary), surprising but effective.

• Music: great at the beginning; musicians talented but underused in Acts 2–3.

3. Acting

• Actors’ weakness:

  • Lines spoken too fast.

  • Some parts not loud enough (slightly different opinions between speakers).

C. Broader Observations About the Play

• Watching different versions shows how relevant the play still is today.

• Themes still relatable:

  • Teenagers vs parents (more relatable than violence and extreme emotions).

• Watching in translation:

  • Easier to follow than expected.

  • Focused on expressions rather than words.

  • Ending was emotionally powerful.

D. International Appeal of Shakespeare

• Translated into more languages than any other writer.

• Appeal because:

  • Themes are universal.

  • Characters have depth.

  • Plays work on multiple levels.

  • Directors can reinterpret in many ways.

• Topic: how digital technology affects languages.

• Case study: Icelandic, spoken by ~321,000 people, mostly in Iceland.

2. Icelandic Language Characteristics

• Number of speakers is small → but not the main problem.

• Icelandic doesn't borrow words; it creates new vocabulary.

• Language has changed very little in 1,000 years.

• Can still form modern terms (e.g., "vafri" = browser, from "to wander").

• Icelandic is alive and expanding.

3. Main Problem: Influence of English Through Technology

• Young Icelanders spend lots of time in the digital world.

• Digital content (games, apps, films, books) = mainly English.

• Promotes bilingual skills, BUT influence of English is overwhelming & fast.

Effects on Younger Generations

• Teenagers sometimes speak entirely in English at school.

• Young children may describe pictures more easily in English.

• Risk: young people may lose their mother tongue.

4. Why Icelandic is Disadvantaged Digitally

• Tech companies offer options for big languages (e.g., French)
  → but Icelandic population is tiny (similar to city of Nice).

• Icelandic grammar is complex, harder for tech companies to support.

• Tech giants don’t see Icelandic as financially worth developing.

5. Government Action

• Funding a Language Technology Fund:
  → develop Icelandic apps, social media, digital tools.

• But progress is slow and difficult.

6. The Future of Icelandic

• Positives:

  • Still the official language of education and government.

  • Has survived 1,000+ years.

  • Experts say its future in Iceland is stable.

• Negatives:

  • Becoming a second choice for young people.

  • Cultural identity may weaken.

  • Concern: children learning two languages but not mastering either →
    difficulty expressing themselves properly.

• Topic: Effect of digital technology on languages and speakers.

• Case study: Icelandic, ~321,000 speakers, mostly in Iceland.

• Problem: not the number of speakers, not borrowing words.

2. Characteristics of Icelandic

• Vocabulary increasing → new words created internally (e.g., “vafri” = web browser).

• Language has changed very little in 1,000 years.

• Can handle 21st-century concepts.

• Still alive and growing.

3. Problem: English Influence via Digital Media

• Young Icelanders spend lots of time online, mostly in English.

• Smartphones, apps, games, films, books → mostly English.

• Positive: improves bilingual skills.

• Negative: overwhelming English influence, rapid change.

• Parents/grandparents less affected (strong native Icelandic skills).

• Consequences:

  • Teenagers may speak English in playgrounds.

  • Younger children may describe pictures more easily in English.

  • Risk: loss of mother tongue.

4. Challenges for Icelandic in Technology

• Internet companies prioritize languages with larger populations (French vs Icelandic).

• Icelandic grammar is complex → tech giants not interested.

5. Government Action

• Language Technology Fund → develop Icelandic apps, social media, digital systems.

• Progress = difficult but necessary.

6. Future Outlook

• Positives:

  • Official language of education and government.

  • Survived 1,000+ years.

• Negatives:

  • Becoming a second choice for young people.

  • Possible cultural/identity loss.

  • Children learning two languages, neither fully fluent → may affect self-expression

• Club: Wayside Camera Club

• Contact: Breda speaking

• Applicant: Dan Green

2. Personal Details

• Email: dan1068@market.com

• Address: 52 Marrowfield Street, Peacetown, ~10 miles from club

3. How He Heard About the Club

• Suggested by a relative who belongs to another photography club

• Relative recommended Wayside Camera Club

4. Reasons for Joining

• Interested in competitions

• Enjoy socializing with other photographers

5. Membership Options

• Full membership: £30/year → includes voting rights

• Associate membership: £20/year → no voting rights

• Dan chooses full membership

6. Photography Experience

• Entered 3 competitions in the past, no wins yet

• Example theme: “Domestic Life” → photos related to home

• Some mushrooms are extremely poisonous → never eat mushrooms picked by others.

• Avoid mushrooms near busy roads.

• Poisonous mushrooms can look similar to edible ones.

• Smell is not a reliable indicator of edibility.

• Just because animals eat them doesn’t mean they’re safe for humans.

2. Edibility and Preparation

• Mushrooms can be eaten cooked or raw.

• Peeling is not necessary.

• Some edible mushrooms are brightly colored (not always pale).

3. Where and When to Collect

• Good habitats: local parks, playing fields, wooded areas.

• Early morning is best to beat competition from people and wildlife.

• Beginners should not go alone or rely solely on books/photos.

• Using apps can help, but signal may be unreliable.

• Ideal to go with a group led by an expert.

4. Conservation Rules

• Don’t pick all mushrooms in one area.

• Collect only enough for personal use.

• Avoid trampling young mushrooms or other plants.

• Don’t pick endangered/protected species.

• Mushroom habitats affected by housing development and water usage.

5. Storage and Cooking

• Collect in brown paper bag, store in fridge immediately.

• Best to cook soon after washing carefully.

• Safe to try in various dishes: stir fries, risottos, pasta.

• Eat small quantities at first → some people may react badly.

6. Encouragement

• Wild mushrooms offer variety not found in shops.

• Be adventurous with types and recipes.

• First Industrial Revolution (19th century, Britain)

  • Automation began with textile industry machines.

  • Workers called Luddites destroyed machines fearing job loss.

  • Industrialisation created more jobs than it destroyed.

2. Future Work Outlook

• Optimistic view: robots will handle repetitive tasks, freeing humans for more engaging work.

• Concerns:

  • People may not have more leisure time.

  • Lower unemployment may take time.

  • Working age increasing as life expectancy rises.

3. Technology and Job Changes

• Accountants: jobs increased ×20 vs 19th century, more efficient due to technology.

• Hairdressers: demand increased due to higher earnings, technology has little effect.

• Administrative staff: major changes in responsibility and status, less monotonous work.

• Agricultural workers: dropped from ~25% (1871) to <0.2% of population.

• Care workers: minimal in 19th century, now growing due to longer lifespan.

• Bank clerks: declining since 1980s, ATMs reduce demand, future uncertain.

4. Key Insights

• Technological change affects job type, demand, and working methods.

• Some jobs are resilient despite technology; others are vulnerable.

• Predicting the future impact of technology on employment is difficult.

• Space Traffic Management (STM): A system to manage the movement of satellites and objects in Earth’s orbit.

• Goal: To prevent collisions between satellites and other space objects.

• Comparison with Air Traffic Control: STM is similar, but for space.

2. Current Problems

• Increasing number of satellites: Satellites are cheaper now; operators launch whole constellations of thousands of satellites.

• Lack of effective tracking systems: Satellites do not have to transmit identifying information.

• Space debris: Broken satellites, old space stations, small pieces that are dangerous.

• Limited transparency:

  • Some satellites are military or commercial, and operators may not share information.

  • Data collection is difficult: location, characteristics, speed (thousands of km/h).

• No continuous sensors: Only predictions of satellite orbits are possible.

3. Proposed Solutions

• Standards for sharing information:

  • International agreement on how data is presented.

  • Must be global, accessible, and reliable.

• Centralized database: Collect and manage all information on satellites and space debris.

• International cooperation:

  • STM must build trust among all satellite operators worldwide.

• Addressing space congestion:

  • As satellite numbers increase, STM becomes more important.

• Call between: Greg Preston (Employment Agency) & Julie Davison (job seeker).

• Purpose: Discuss a potential receptionist job at a medical centre in Fordham.

2. Job Details

• Position: Receptionist at a medical centre.

• Location: Chastons Road, near the station in Fordham.

• Main duties:

  • Dealing with patient enquiries (in person and on the phone).

  • Making and rescheduling appointments.

  • Keeping the database up-to-date.

  • Some general administrative tasks.

3. Requirements

• Previous experience (Julie worked at a sports centre).

• Ability to work in a high-pressure environment and stay calm.

• Good IT skills.

• Confidence in interacting with the public.

4. Contract Details

• Start date: Beginning of next month.

• Duration: Temporary until the end of September (possibility of extension).

• Hours: 7:45 AM – 1:15 PM.

• Transport: Parking available; also accessible by bus.

5. Next Steps

• Employment agency will forward CV and references to the medical centre.

• Julie to contact the centre to arrange an interview.

• Entrance building constructed in 1880 for Alfred Palmer (Palmer biscuit factory).

• Became student hall in 1911, museum in 1951.

• Modern extension added in 2005 for collections.

• Owned by the university – main building mostly not accessible to visitors.

• Entry is free, includes galleries, outdoor areas, special exhibition rooms.

• Photography allowed; cloakroom available.

• Donation box present.

2. Museum Activities

• Activities for children and students, e.g., museum club (free).

• Demonstrations: specialist cheesemaker in Farmhouse Kitchen.

3. Key Areas and Exhibits

1. Four Seasons

   • Four-minute animation of a woodland scene.

   • Designed by film studies students.

2. Town and Country

   • Photographs of prize-winning sheep and shepherds.

3. Farmhouse Kitchen

   • Oldest collection of butter and cheese-making equipment.

4. A Year on the Farm

   • Seating for school visits, memory test available.

5. Wagon Walk

   • Farm carts from across the country with display boards.

   • Visitors advised to keep children close.

6. Garden Areas

   • Bees are Magic (currently closed; honey for sale in the shop).

   • The Pond: baby ducks, tiny frogs; fenced and safe.

4. Visitor Guidance

• Visitors can explore galleries, garden, or revisit areas.

• Staircase leads to landing with view over galleries.

• Keep children safe around fragile exhibits.

• Origami can be a powerful educational tool.

• Children develop skills while having fun.

• Helps with:

  • Listening carefully to follow steps.

  • Concentration and focus.

  • Fine motor skills, especially for younger children.

  • Teamwork and problem-solving (if done without step-by-step instructions).

  • Understanding geometric concepts, symmetry, and fractions.

2. Individual Children Observed

1. Sid – initially disruptive, benefited from hands-on activity, improved concentration.

2. Jack – independent, experimented rather than asking for help.

3. Naomi – lost interest briefly, motivated by competition to improve.

4. Anya – very attentive, produced perfect bird with little effort; could handle more difficult tasks.

5. Zara – first-time experience, unsure initially, but outcome was positive.

3. Teacher’s Role

• Preparation is key: showing physical examples step-by-step supports verbal instructions.

• Physical examples help children visualize the goal.

• Activity works better when teacher is well-prepared and demonstrates clearly.

4. Discussion Points

• Origami isn’t widely used, possibly because:

  • Teachers may think it’s less appealing than digital tools.

  • Teachers may feel unskilled with hands-on crafts.

• Potential in teaching:

  • Reinforce geometry concepts.

  • Introduce fractions.

  • Practice symmetry.

• Seen as engaging, hands-on, and motivating for students.

• Focus on Victor Hugo, French writer.

• Famous work: Les Misérables (1862).

  • Adaptations: stage musical (1980s), film (2012).

• Many know the story, but less about the author himself.

2. Early Career and Achievements

• Prominent figure in Paris during his career.

• Leading figure of the Romantic movement in literature.

• Highly respected by colleagues.

• Active socially: gave speeches on social issues, e.g., poverty.

3. Focus on Guernsey

• Hugo lived on the island of Guernsey in the British Channel Islands.

• The talk highlights his home there and its significance.

• Tardigrades are microscopic/near-microscopic animals.

• Belong to phylum Tardigrada.

• Length: 0.05–1 mm (largest species up to 1.2 mm).

• Common nicknames: water bears (move like bears, live in water), moss piglets (appearance from front).

• First discovered in 1773 by Johann Goeze.

2. Physical Characteristics

• Body: short, rounded, barrel-like, with four segments.

• Legs: each segment has a pair; claws or suction discs.

• No lungs; oxygen transported in body fluid.

• Head: squashed appearance; mouth has stylets to pierce plant/animal cells.

3. Habitat

• Found worldwide, in wet environments: lakes, plants, moss.

4. Survival and Extremes

• Can survive extreme conditions:

  • Temperatures: −200°C to +148°C

  • Radiation, high pressure

• Enter cryptobiosis under extreme conditions:

  • Curl into a tun, metabolism <1%

  • Resume activity when rehydrated

  • Produce protein to protect DNA

• Examples:

  • Revived after 30+ years in tun state (2016)

  • 120-year-old tun reported in 1948 (not repeated)

• Space survival tests: record ~10 days

5. Diet

• Consume liquids, not chewable food.

• Feed on moss juices, seaweed fluids, or other tardigrades.

6. Conservation

• Existed for ~500 million years, survived five mass extinctions.

• Not evaluated by IUCN; not endangered.

• Described as thriving.

• Shannon has recently moved into a new flat.

• Her cousins are visiting, and she needs to cook for them.

• Discussion about where to buy fish, vegetables, and other ingredients.

2. Fish Market

• Located at the far end of Kite Place, over the bridge, on the right.

• Opens until 4 PM; recommended to go by 3:30 PM.

• Specializes in fish and shellfish, e.g., salmon, prawns.

• Suggested trying samphire (a type of seaweed) – fry in butter.

3. Organic Shop

• Name: Rose (named after a flower).

• Sells vegetables, spices, coconut, and other organic products.

• Located in a grey building near the fish market; shop on the left at the entrance.

• Also sells items for dessert, e.g., mango, melon, tarts.

4. Supermarket

• Only needed if ingredients are unavailable.

• Accessible via purple minibus number 289.

5. Cooking Plans

• Shannon plans to cook a fish curry for her cousins.

• Ingredients include: 12 prawns, spices, coconut.

• May also get home-made brown bread.

• Desserts: prefers melon or strawberry tarts.

6. Notes / Tips

• Arrive early at the fish market to avoid items running out.

• Organic shop offers a variety of products beyond vegetables.

• Trying new ingredients like samphire is encouraged.