четверг, 2 мая 2024 г.

Police continue to arrest pro-Palestine student protesters across the US

 

Police continue to arrest pro-Palestine student protesters across the US

www.theguardian.com/us-news/article/2024/may/02

More than 1,600 people have been arrested at 30 schools, most recently at UCLA and Dartmouth College in New Hampshire

Police arrested dozens of pro-Palestine demonstrators on college campuses across the US on Wednesday night into Thursday morning.

Dozens of students were arrested at the University of California, Los Angeles, as police cleared a fortified encampment. At least 90 students were arrested at Dartmouth College in New Hampshire.

More were arrested at the University of New Hampshire and the University of Buffalo in New York. In Oregon, police moved into the school’s library, which has been occupied by demonstrators since Monday.

The protests are part of a movement to force schools to divest from businesses that support the war in Gaza, and reflect how the war has become a major flashpoint in US politics. More than 34,000 people have been killed in Gaza since Israel began a campaign to dismantle Hamas, the Gaza health ministry has said. More people in Gaza have been thrust into near starvation, as Israel has limited food aid to the area.

On 7 October, Hamas killed more than 1,200 people and took roughly 250 hostages in an attack on Israel. Since the campaign again Hamas began, the US has provided substantial military support to Israel, including most recently in a $15bn aid package.

Student protests have grown across the country since an encampment sprung up at Columbia University in New York in mid-April. In many cases, police and universities have responded with force to demonstrations that threaten to continue into commencement season. Hundreds have been arrested in the weeks since the protests began.

California highway patrol officers detained dozens of protesters at UCLA on Thursday morning after a 24-hour standoff, CNN reported, after university authorities apparently told police the fortified encampment was an “unlawful assembly”.

California police tore down plywood and pallets that protesters used to reinforce their encampment, and also reportedly used stun grenades, also know as flash-bangs, to try to disperse the crowd and zip-tied detained protesters. By early morning, police had “full control” of the encampment area, according to one witness.

The night before, counter-protesters attacked the encampment, but police did little to stop the violence, a scene that has since prompted criticism of police and university authorities.

“The community needs to feel the police are protecting them, not enabling others to harm them,” Rebecca Husaini, chief of staff for the Muslim Public Affairs Council, said in a news conference on the Los Angeles campus on Wednesday.

At Dartmouth, where an encampment had only recently sprung up, a professor said the university responded with “full force”, and posted a video of a white-haired colleague being grabbed and dragged away by police.

“In the hour or so it was allowed to exist, this was the model of a peaceful, inclusive protest,” Jeff Sharlet, a professor at Dartmouth College, told the Washington Post. “They obstructed nothing; disrupted nothing; menaced nobody; and neither used nor displayed hate speech.”

The chaotic scenes at UCLA came after New York police burst into a building occupied by anti-war protesters at Columbia University on Tuesday night, breaking up a demonstration that had paralyzed the school.

By Wednesday, a scrum had also broken out at the University of Wisconsin, Madison, after police with shields removed all but one tent and shoved protesters. Four officers were injured, including a state trooper who was hit in the head with a skateboard, authorities said. Four were charged with battering law enforcement.

Protests began at Columbia on 17 April. An Associated Press tally counted at least 38 times since 18 April when arrests were made at campus protests across the US. More than 1,600 people have been arrested at 30 schools.

In one rare example of authorities de-escalating protests, Brown University in Rhode Island agreed to a divestment vote in October – apparently the first US college to agree to such a demand.

Authorities have also made arrests and cleared protest encampments at City College, Fordham University and Stony Brook College in New York; Portland State in Oregon; Northern Arizona University in Flagstaff, Arizona; Tulane University in New Orleans; and the University of Texas, Dallas.

Student protests have also sprung up in Canada, the United Kingdom and Australia.

Lesson 1

Task 1. Read the article, write out the words in bold and translate them into Russian.

Task 2. Consult the dictionary and be ready to explain the meaning of the words in bold.

Task 3. Make up your own sentences with the words in bold (at home).

Task 4. Make up dialogues using the words given in bold (in class).

Lesson 2.

Task 5. Think over and divide the text of the article into logical parts.

Task 6. Make up and write a question to each logical part.

Task 7. Be ready to render the article.

Task 8. Learn by heart the words in bold and be ready for a dictation translation.

 

четверг, 29 февраля 2024 г.

Emissions from Israel’s war in Gaza have ‘immense’ effect on climate catastrophe

 

Emissions from Israel’s war in Gaza have ‘immense’ effect on climate catastrophe

Nina Lakhani Climate justice reporter

Tue 9 Jan 2024 08.30 GMT

Exclusive: First months of conflict produced more planet-warming gases than 20 climate-vulnerable nations do in a year, study shows.

The planet-warming emissions generated during the first two months of the war in Gaza were greater than the annual carbon footprint of more than 20 of the world’s most climate-vulnerable nations, new research reveals.

The vast majority (99%) of the 281,000 metric tonnes of carbon dioxide (CO2 equivalent) estimated to have been generated in the first 60 days following the 7 October Hamas attack can be attributed to Israel’s aerial bombardment and ground invasion of Gaza, according to a first-of-its-kind analysis by researchers in the UK and US.

According to the study, which is based on only a handful of carbon-intensive activities and is therefore probably a significant underestimate, the climate cost of the first 60 days of Israel’s military response was equivalent to burning at least 150,000 tonnes of coal.

The analysis, which is yet to be peer reviewed, includes CO2 from aircraft missions, tanks and fuel from other vehicles, as well as emissions generated by making and exploding the bombs, artillery and rockets. It does not include other planet-warming gases such as methane. Almost half the total CO2 emissions were down to US cargo planes flying military supplies to Israel.

The data, shared exclusively with the Guardian, provides the first, albeit conservative estimate of the carbon cost of the current conflict in Gaza, which is causing unprecedented human suffering, infrastructure damage and environmental catastrophe.

It comes amid growing calls for greater accountability of military greenhouse gas emissions, which play an outsize role in the climate crisis but are largely kept secret and unaccounted for in the annual UN negotiations on climate action.

According to Crawford, about 20% of the US military’s annual operational emissions go towards protecting fossil fuel interests in the Gulf region – a climate change hotspot, warming twice as fast as the rest of the inhabited world. Yet the US – like other Nato countries – is mostly focused on the climate crisis as a national security risk, rather than on its contribution to it.

Responding to the carbon analysis, Lior Haiat, a spokesperson for the Israeli ministry of foreign affairs, said: “Israel did not want this war. It was imposed on us by the Hamas terror organization that killed, murdered, executed hundreds of people and kidnapped over 240 including children, women and the elderly. ”

“Among all the problems facing the state of Palestine in the coming decades, climate change is the most immediate and certain – and this has been amplified by the occupation and war on Gaza since the 7 October,” said Ikhmais, the Palestinian climate director. “The carbon emissions from the military attacks contradict the UNFCCC and Paris agreement goal … recognizing the environmental impact of war is crucial.”

Lesson 1

Task 1. Read the article, write out the words in bold and translate them into Russian.

Task 2. Consult the dictionary and be ready to explain the meaning of the words in bold.

Task 3. Make up your own sentences with the words in bold (at home).

Task 4. Make up dialogues using the words given in bold (in class).

 

Lesson 2.

Task 5. Think over and divide the text of the article into logical parts.

Task 6. Make up and write a question to each logical part.

Task 7. Be ready to render the article.

Task 8. Learn by heart the words in bold and be ready for a dictation translation.

 

среда, 7 февраля 2024 г.

What is art for you?

Sometimes we think  what kind of role art plays in our life. 

The video below will help you to answer this question. 

Watch it and try to answer the questions "What is art for you?" 

https://en.islcollective.com/english-esl-video-lessons/what-is-a
rt-for/376189
 










 


 




суббота, 30 декабря 2023 г.

LETTERS ASKING FOR OR GIVING ADVICE

LETTERS ASKING FOR OR GIVING ADVICE

Letters asking for or giving advice can be formal or informal depending on the situation. A letter asking for advice can be sent to a friend or an advice column in a magazine. Details of the problem should be mentioned. A letter giving advice should contain suggestions introduced with appropriate language.

Asking for advice
Introduction: paragraph 1 - reason(s) for writing
Main Body: paragraphs 2, (3) - description of problem(s)
Conclusion: final paragraph - closing remarks


Useful Language for Letters Asking for Advice

Opening Remarks:
Formal
I am writing to ask if you could help me with ….
I would appreciate it if you could give me some advice about ….
I am writing to ask for your advice /I would be grateful if you could offer your advice ….
Could you possibly offer your advice …..
I wonder if you could help me with a problem, etc.
Informal
I'm writing to ask for your advice ….
Can you give me your advice ….
I've got a problem and I need your advice …; etc.

Closing Remarks:
Formal
I would appreciate it if you could give me your advice as soon as possible ….
I look forward to receiving your advice …..
It would be of great help if you could advise me, etc.
Informal
What do you think I should do?  
Please let me know what you think I should do.  
Please tell me what to do, etc.
What would you advise me to …?

Other useful expressions:
Informal
Do you think I should …?
Do you have any idea about …?
I was wondering if you …

Sample letter asking for advice (informal)

  Dear Pam,
  Sorry that I haven’t written for ages, but I’ve been very busy studying. I’m writing because I need your advice about a problem I have.
  My friends and I have decided to go away on holiday in the summer, but I don’t have enough money. I was wondering if you had any ideas about earning some extra cash. If I don’t save up enough money by August, I’ll have to go away with my parents instead. Can you think of anything that would help me to make some money quickly?
  What would you advise me to do? Please write back as soon as you can.
  Love,
  Mary

Giving advice
Introduction: paragraph 1 - thanks for letter/express understanding of problem
Main Body: paragraphs 2, (3) - suggestion(s) + reason(s)
Conclusion: final paragraph - closing remarks

Useful Language for Letters Giving Advice

Opening Remarks:
Formal
Thank you for your letter requesting …
I am writing in reply to your letter asking for advice about …
I hope the following advice will be of some help to you, etc.
Informal
I just got your letter and I think I can help you …
I was sorry to hear about your problem. Here's what I think you should do, etc.

Suggestions can be introduced with expressions such as:
Formal
I strongly recommend that …
I would suggest that …
I believe the best course of action is …
I would advise you to …
You should …
You ought to …
You cold also …
If I were you I would …
Informal
Why don't you …
You should …
You ought to …
It would be a good idea to …
What you should do is ...  
How about...
I think you should ...
The best advice I can give you is..., etc.

Closing Remarks:
Formal
I trust you will accept this advice.
I hope this will be of help.
I would very much like to know if this was helpful.
Informal
Hope this has helped.
Let me know what happens, etc.

Read the following letters and answer these questions.
Which letter is formal and which is informal?
What is the topic of each paragraph in each letter?
Replace the underlined phrases with other similar expressions, keeping the appropriate style.

Dear Miss Pierson, MODEL A
Thank you for your letter asking for my advice about what you should do now that you have finished school. There are a range of options for you to choose from.
If I were you, I would make a list of all the careers which may interest you and then decide which one you feel you are best suited to. You could also see a careers officer who would be able to give you professional advice. Furthermore, it would be a good idea to write to some universities and ask them to send you a prospectus; you may find a course which really appeals to you.
I hope these suggestions will be of help to you. I wish you well in whatever course of action you decide upon.
Yours sincerely,
Linda Steel           


  Dear Stephanie
  Thanks for your letter asking me for advice about how to lose weight. I’m sure your problem isn’t as serious as you say it is.
  The best advice I can give you is to choose one diet and really stick to it for a couple of months. It’s pointless trying lots of different ones which only last a few days, as you’ve discovered! The most important thing to remember is to eat plenty of fruit and vegetables and to exercise regularly.
  If you follow my advice, I’m sure you’ll be back in shape in no time. Let me know how it goes.
  Love,
  Katе