Thomas Jefferson :: essays research papers

Thomas Jefferson   Ã‚  Ã‚  Ã‚  Ã‚  The book that I choose to read and analyze was Jefferson The Virginian, written by Dumas Malone. This book was the first volume and it was written in 1948. I choose this book because I have always been interested in Thomas Jefferson and his life. I found this book to be extremely informative about Jefferson. It included growing up on the fringe of western settlement in Virginia, the college of William and Mary in Williamsburg, to the years he served in the Virginia House of Burgesses, to helping write the Declaration of Independence, and to his years as president of the United States.   Ã‚  Ã‚  Ã‚  Ã‚  Thomas Jefferson was born April 2nd 1743 in Albemarle County, Virginia. His parents were Peter Jefferson and Jane Randolph, the House they live in was called Shadwell, it was named after the parish in London where his mother was from. Jefferson’s father died in the summer of 1757. In Peter Jefferson’s will he said not until his son turned twenty-one would he be able to receive what had been left to him, which included lands on either the Rivanna or the Fluvanna, a proper share of the livestock, half of the slaves not disposed of, and the residue of the estate. After his father’s death he had no true father figure in his early life. The man who had the greatest impact early in his life was while he was studying under the Reverend James Maury. This partnership probably did little to influence Jefferson’s political views in future years, but Maury did encourage him to study the classics like the Greeks and Italians. After leaving from Maur y’s school he attended William and Mary in Williamsburg, Virginia. The most   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   influential professor that he had here was William Small who taught philosophy. Another Influence that Small had on his life was that he got Jefferson work in the law office of George Wythe. He studied law for five years under Wythe. While under Wythe’s leadership Jefferson became friend’s with the governor of the time Francis Fauquier, he was able to meet him through Wythe’s service on the general court. In 1767 he was elected to the Virginia House of Burgess at the age of twenty-five, and five years later he married Martha Wayles Skelton.   Ã‚  Ã‚  Ã‚  Ã‚  When it came to time for the revolution against the British Empire, Thomas Jefferson was more than ready. Before he wrote his chief literary contribution to the revolutionary cause, he wrote Summary View.

Dropping the Atomic bomb on Japan :: Essays

Dropping the Atomic bomb on Japan Currently, the United States of America is in the aftermath of a military action in which the U.S. used a preemptive strike with a weapon of unmatched technology and power. The United States went after an enemy who had attacked without warning (the terrorist attacks of September 11th, 2001)†¦ or at least they went after whom they thought had attacked us. By heading into Iraq, the U.S. was attempting to finish what could become a messy, complicated war. The United States has tried this before, lets see how it worked. On August 6, 1945 the United States dropped an unprecedented atomic bomb on Japan, which effectively ended the second World War. The dropping of the atomic bomb was a momentous event in history. The decision to drop the bomb has been scrutinized as to its necessity and morality, and the question has arisen: if the United States had to do it again, would they drop the atomic bomb? The official government story is that the atomic bomb was the quickest way to end the war and saved millions of lives. Another option says that the United States dropped the bomb in large part to threaten the Soviet Union. What caused the United States to build the bomb and why was it that it was deemed necessary? What other means of battle were there, and why were they unable to end the war? Why was the atomic bomb dropped, and if offered the chance to replay history, would it happen again? Even if they knew then what they know now, I believe that the United States would again drop the bomb. Japan is small island country with few natural resources, lacking especially in iron and oil. Starting before World War I, Japan moved to ease these limitations by working to acquire new territory. Within a period of 15 years (1894-1909), Japan took over the Pescadores Islands and Formosa, defeated the Russians, and annexed Korea [Smurthwaite p.12]. These actions forced the rest of the world to recognize Japan as one of the strong powers in the East. As a result of the Treaty of Versailles (January, 1919), they gained the former German territories in the Mariana, Caroline and Marshall Islands [McKay p.

State Task

Task la As a new recruit working in a public service you have been asked to investigate the response to emergency service incidents. You should describe how emergency incidents are graded by a selected public service call centre. Firstly, you should give examples of emergency incidents as described in the Civil Contingencies Act 2004. You should also describe how emergency incidents are graded for a selected public service control room including the grading categories used, and the role of call handlers and incident managers. Look at the guidance notes to see what needs to be covered.Use the box provided to answer this question. Task la (Pl) When you look at an emergency incident. It has to be graded by the public services call centre. An emergency incident can be seen in many different ways of all sorts of backgrounds and serviettes. Some are more serious than others and some need more than one public service to respond to the incident. This is where the call centres grade the emerg ency. They have to make sure that that they use the right grading to get the correct response to the incident and that they ensure peoples safety. When looking at the emergency incident responses system.You also have to look at the civil contingencies act 2004. The civil contingencies act is important because it decides who is under what category of response and how urgent the response is. This act gave a new definition to the term emergency. This definition covers many different things for example it covers terrorism and dangers to people's health. This Act is split in to 3 parts. Part 1 defines the obligations of certain organisations to prepare for various types of emergencies. This puts a legal obligation in place to local uthorities and the public services; these are called category 1 responders.The main job which is put in tront ot them is the Job ot intorming the public ot the incident in which has Just happened. Part one is all about local arrangements to protect the citizen s. Part 2 is about emergency powers which are temporary emergency regulations made in the name of the queen by the order in council these regulations last for a maximum of 21 days but parliament can choose to extend this time if they see fit to do so before it ends. The next part of the act is looking at the definition of ategory 1 and category 2 responders. Every responder has an emergency planning officer.Their main role is to make sure they have good communication with the other responders and that they stay in accordance of the act. Category 1 responders are core responders or â€Å"blue-light† responders. There are 9 different responders for example some of the responders in category 1 are: fire service, police service and the NHS primary care trust. These will normally be the first ones to respond to an incident they get it under control and evaluate if any category 2 responders are eeded and if so which ones. Category 2 responders are key and work with category 1 respo nders they help and support them.Category 2 is utility services and transport organizations Electricity distributors and transmitters and Gas distributors. They also get help for network travel and highway agencies, also the health and safety executive. The police have a certain code they use over the radios to determine how dangerous or life threatening the issue is. When you call the police, the phone call goes to the control room and they will assess the situation and decide on what code o give it the code will play a vital part in whether or not they get to the crime in time.

Eastern Religious Philosopher Quotations

CheckPoint: Eastern Religious Philosopher Quotations Siddhartha Gautama Buddha – â€Å"Health is the greatest gift, contentment the greatest wealth, faithfulness the best relationship. † oI chose this quote because Siddhartha devoted his life to find balance and clarification. He grew up with wealth and being shielded from human suffering, and wanted to search for something deeper. This quote shows that he found something deeper from the materialistic life he led early on (s9. com, 2009). Lao Tzu – â€Å"To know that you do not know is the best. To pretend to know when you do not know is a disease. o Tzu believed that even the wisest of humans is still ignorant, and this quote reflects that thought process. He was very interested in how we should live and different ways that a good society is governed. This quote reminds us that we can always be open to learning and discovering even when we think we have mastered something (Axia College, 2008). Chuang Tzu â€⠀œÃ¢â‚¬ Do the clouds make rain? Or is it the rain that makes the clouds? What makes it descend so copiously? oTzu believed that life was temporary and that pursuing wealth was acting in vein and foolish. He felt that this pursuit distracted a person from truly seeing the world and its meaning. Tzu wanted to look at nature from a different perspective, and by asking the questions in his quote enabled a deeper look into this idea (Chebucto, n. d. ). Confucious – â€Å"What you do not want done to yourself, do not do to others† oConfucious taught that to establish one’s own humane character was important and could be done by following positive role models from the past. People can always better themselves through learning and servicing others. It makes sense that a man who believes these principles would quote such a simplistic, yet profound statement (Axia College, 2008). Mencius -â€Å"With proper nourishment and care, everything grows, whereas without proper nourishment and care, everything decay† oI chose this quote for Mencius because he felt that if people wanted to become a better person, they would have to make the choice to transform their life. He thought that anything can thrive if given the proper care, and was optimistic about humans and their potential (Axia College, 2008). Hsun Tzu – â€Å"If there is no dull and determined effort, there will be no brilliant achievement. oTzu took portions of Taoism with Confucianism and added his own beliefs which are known to be a bit more pessimistic. Tzu founded a school and some of his students were philosophers and the future prime minister of Ch’in. It is no wonder that he would emphasize that effort is needed to attain achievements (Bookrags, 20 05-2006). Hui Neng – â€Å"If we are treading on the path of enlightenment we need not be worried by stumbling blocks. Provided we keep a constant eye on our own faults we cannot go astray from the right path† oHui Neng’s quote reminds me of the underdog winning a game. Considering he was illiterate and yet can have impressed his patriarch to be his successor is unbelievable. This quote exemplifies that although there will be difficulties in our lives we should continue to improve ourselves and recognize our faults (Bookrags, 2005-2006). Dugan Kigen – â€Å"Rejoice in your birth in the world. † oI like this quote from Dogen because he believed in practicing to achieve a â€Å"joyful life†. Even though there will be pain and suffering in the world, if you are to live life according to the Tao, life can still be joyful (Axia College, 2008). Murasaki Shikibu – â€Å"To be pleasant, gentle, calm and self-possessed: this is the basis of good taste and charm in a woman† oMurasaki was a female author that inspired many with her writings. This quote best represents her ideas feelings that although women were looked upon as non-equals to men, they can still pursue philosophical enlightenment (Axia College, 2008). Yamaoto Tsunetomo – â€Å"There is nothing so painful as regret† oYamaoto followed a Samurai tradition and believed we live in a world with change that is unpredictable and constant. Being prepared for these changes and anticipate problems will help to lessen pain and regret. References Axia College. (2008). Eastern Influences. Retrieved from Axia College, PHI105 – Introduction to Philosophy website. Bookrags. (2005-2006). Hsun-tzu Biography. Retrieved from http://www. bookrags. com/biography/hsun-tzu/ Chebucto. (n. d. ). Chuang Tzu: The Next Voice. Retrieved from http://www. chebucto. ns. ca/Philosophy/Taichi/chuang. html s9. com. (2009). Siddhartha Gautama. Retrieved from http://www. s9. com/Biography/Buddha

Healthcare Setting Essay

In the healthcare setting today decubitus ulcers (pressure sore) represent an ongoing challenge to health care professionals providing care to patients in different health-care settings. The incidence of decubitus ulcers estimates 1 to 3 million people in the United States each year. The National Pressure Ulcer Advisory Panel (NPUAP) defines prevalence as â€Å"a proportion of persons who have a pressure ulcer at a specific point in time.†Prevalence of pressure sores in the United States is widespread in all settings, with estimates of 10% to 18% in acute care, 2.3% to 28% in long-term care, and 0% to 29% in home care. The burden of having a pressure ulcer is high, in physical, emotional, and financial terms. Data from 1999 indicate that the cost of treating pressure ulcers may range from $5 to $8.5 billion annually, and this equates to approximately $9.2 to $15.6 billion in 2008. The AHRQ reported that pressure ulcer-related hospitalizations ranged from 13 to 14 days and cost $16,755 to $20,430, compared with the average stay of 5 days and cost of approximately $10,000. The Centers for Medicare & Medicaid Services reports that the cost of treating a pressure ulcer in acute care (as a secondary diagnosis) is $43,180 per hospital stay. Contributing cost factors include increased length of stay because of pressure sore complications, such as pain, infection, high-tech support surfaces, and decreased functional ability. Barbara Braden collaborated with Nancy Bergstrom in 1987 to develop Braden Scale for Predicting Pressure Ulcer Risk. The purpose of the scale is to help health professionals, especially nurses, to assess a patient’s risk of developing a pressure ulcer. In their study, the tool was tested in a multisite clinical trial involving hospitals, Veterans Administration (VA) medical centers and skilled nursing facilities. This research has proven to be effective in identifying and preventing pressure sores in high risk patient population. The Braden Scale is now the most widely tools used for predicting the risk of development of pressure sores. The Braden scale assesses a patient’s risk of developing a pressure ulcer by examining six criteria i.e. sensory perception, Moisture, Activity, Mobility, Nutrition and Friction and Shear. Based on the findings of the Braden scale strategies could be employed to prevent the development of pressure sores in high risk.

Scope of Edusat

SCOPE OF EDUSAT Dr. R. SIVAKUMAR INTRODUCTION The pivotal role of education as an instrument of social change by altering the human perspective and transforming the traditional mindset of society is well recognized. The universalisation of education has become the top priority, especially for the developing countries. But the extension of quality education to remote and rural regions becomes a Himalaya task for a large country like India with multi-lingual and multi-cultural population separated by vast geographical distances and in many instances, inaccessible terrain.Since independence, India has seen substantial increase in the number of educational institutions at primary, secondary and higher levels as well as the student enrolment. But the lack of adequate rural educational infrastructure and non-availability of good teachers in sufficient numbers adversely affect the efforts made in education. EDUSAT is the first Indian satellite built exclusively for serving the educational s ector and it was launched successfully by GSLV-F01 on 20-9-2004.It is mainly intended to meet the demand for an interactive satellite based distance education system for the country. It strongly reflects India’s commitment to use space technology for national development, especially for the development of the population in remote and rural locations. EVOLUTION OF EDUSAT The concept of beaming educational programmes through satellites was effectively demonstrated for the first time in India in 1975-76 through the Satellite Instructional Television Experiment (SITE) conducted using the American Application Technology Satellite (ATS-6).During this unique experiment, which is hailed as the largest sociological experiment conducted anywhere in the world, programmes pertaining to health, hygiene and family planning were telecast directly to about 2400 Indian villages spread over six states. Later, with the commissioning of INSAT system in 1983, a variety of educational programmes a re being telecast. With the success of the INSAT based educational services, a need was felt to launch a satellite dedicated for educational service and ISRO conceived the EDUSAT Project in October 2002.EDUSAT is to be launched on board ISRO's Geosynchronous Satellite Launch Vehicle, GSLV, in September 2004. EDUSAT was developed by ISRO Satellite Centre, Bangalore. The payloads were developed by Space Applications Centre, Ahmedabad. Master Control Facility at Hassan is responsible for all post launch operations of the satellite. It is specially configured to meet the growing demand for an interactive satellite based distance education system for the country through audio-visual medium, employing Direct To Home (DTH) quality broadcast.The satellite will have multiple regional beams covering different parts of India. EDUSAT FOR RURAL STUDENTS The main purpose of this is to provide education to all people primarily children from remote areas of the country who cannot go to schools or c olleges. The classes would be conducted by various State Education Boards, NCERT, CBSE, Universities etc in a studio environment using power point presentations as well as the common black board. There could be interactive as well as non interactive sessions offered.Classes would be conducted in a studio environment eliminating the need for a large number of competent, qualified teachers and televised to the entire nation. These classes would be beamed to pre-destined areas using the EDUSAT similar to regional TV programs on ‘Doordarshan'. It will be in the form of TV programs Students attending the classes will be able to ask questions to the teachers conducting classes through SMS, email or other mode of communication, something similar to a TV talk show.To enable this, schools/colleges should have an interactive receiving terminal which is currently being supplied free by ISRO to selected schools/colleges as the whole program is at an experimental stage. In addition these c lasses would be recorded on a CD and converted into a computer file and made available on the net without the interactive session. They will be available from the archives at any later date in the future. The Government is trying to achieve in the education field using space technology.The wider picture is that, this will give a thrust to distance education. Education will be available at a fraction of its cost to a large number of students in higher education. A large number of students can be educated by a very few extremely efficient teachers who can reach them from the studios located in the universities or education boards. Education can be taken to the students rather than students walking long distances to schools as in the case of rural India.Students can receive education at their own pace and at their own convenience especially those who are employed. This technology can be used to eliminate illiteracy in other parts of the globe. Already there are talks about providing ed ucation to neighboring countries like Bangladesh, Sri Lanka. , and Afghanistan etc. using the EDUSAT. This is going to revolutionize education in the country. It would be necessary to have proper infrastructure such as communication facilities, power etc. in remote areas for this to work. Power can be supplied using solar power.EDUSAT IN DISTANCE EDUCATION EDUSAT is primarily meant for providing connectivity to school, college and higher levels of education and also to support non-formal education including developmental communication. The quantity and quality of the content would ultimately decide the success of EDUSAT System. Satellites can establish the connectivity between urban educational institutions with adequate infrastructure imparting quality education and the large number of rural and semi-urban educational institutions that lack the necessary infrastructure.Besides supporting formal education, a satellite system can facilitate the dissemination of knowledge to the rural and remote population about important aspects like health, hygiene and personality development and allow professionals to update their knowledge base as well. Thus, in spite of limited trained and skilled teachers, the aspirations of the growing student population at all levels can be met through the concept of tele-education. EDUSAT – IMPLEMENTING AGENCIES MINISTRY OF HUMAN RESOURCES DEVELOPMENT (MHRD)The Ministry of Human Resources Development (MHRD), Govt. of India has been promoting actively the open and distance learning systems in the country. The launch of the Gyan Darshan bouquet of satellite based TV channels and Gyan Vani FM Radio Network are recent examples. The launch of EDUSAT marks a major milestone in the country and poses enormous challenges as well as offers excellent potential for the ministry. They have proposed to use the ICT capabilities of the EDUSAT satellite for Elementary Education, Literacy, Vocational Training and Teacher's Training.A later phase w ill expand to include Agriculture, Health, and Community Development Programmes etc. INDIAN SPACE RESEARCH ORGANIZATION (ISRO) ISRO provides the space segment for EDUSAT System and demonstrate the efficacy of the satellite system for interactive distance education. EDUSAT is the first exclusive satellite for serving the educational sector. It is specially configured for audio-visual medium, employing digital interactive classroom and multimedia multi-centric system. ISROs EDUSAT would help reach content to remote areas. The content could be for primary schools, high school or colleges.The same satellite transmission facility could be used to reach lectures and study materials from special educators and experts to inaccessible areas where quality education did not reach. The satellite has multiple regional beams covering different parts of India INDIRA GANDHI NATIONAL OPEN UNIVERSITY (IGNOU) Indira Gandhi National Open University (IGNOU), a pioneer in Distance Education and Open Lear ning in the country, was established to provide cost-effective, quality education to large sections of our population including those living in remote and far flung areas.Today IGNOU has emerged as the world’s single largest university. It has an efficient and effective networking of 32 Partner Institutions, 48 Regional Centers, 5 Sub-Regional Centers and over 1133 Study Centers, all over India. IGNOU expands the educational facilities in the remote areas of the country through EDUSAT. The University has been working to develop satellite based educational network dedicated for education since 1993. Extensive teaching learning using these networks has been growing fast.Through such a network IGNOU conducted induction programme for new students through teleconferencing during September 25-26, 2004 which was attended by thousands of students spread over more than 150 receiving stations across the country. UNIVERSITY GRANTS COMMISSION (UGC) The University Grants Commission (UGC) was formally established only in November 1956 as a statutory body of the Government of India through an Act of Parliament for the coordination, determination and maintenance of standards of university education in India.The UGCs is Country Wide Classroom (CWCR) programmes were started to be broadcast from August 15, 1984. The commission is at present supporting 7 Educational Media Research Centers (EMRC / EMMRC) and 8 Audio-Visual Research Centers (AVRS) are being supported for training of personnel and production of software. In order to make distance learning more effective and bring best teachers in the country within the reach of all section of students including semi-urban and rural students.Through EDUSAT the University Grants Commission (UGC) expands the educational facilities to Universities and Colleges located in remote areas, Academic Staff Colleges, Media centers etc. GURU NANAK DEV UNIVERSITY Guru Nanak Dev University is the first University of India to have EDUSAT net work at University campus with 120 interactive terminals at receiving stations to set up at different instruments. The special feature of EDUSAT being installed at this university would have two-way communication. Both Video and Audio would make virtual class-room a real life situation.This university was established on 1st may 1981 under UGC scheme. NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING (NCERT) The National Council of Educational Research and Training (NCERT) was set up by the Government of India in 1961 as an autonomous organization registered under Societies Registration Act (Act XXI of 1860) to advise and assist the Ministry of Human Resource Development, Government of India and Departments of Education in States / UTs in formulation and implementation of their policies and major programmes in the field of education, particularly for qualitative improvement of school education.In addition to research, development, training, extension, publication and disseminatio n activities, the NCERT acts as a major agency for implementing the bilateral Cultural Exchange Programmes with other countries in the field of school education. The NCERT also interacts and works in collaboration with international organizations, visiting foreign experts and delegations and offers various training facilities to educational personnel from developing countries.NCERT expends its reach through EDUSAT to NCERT centers across the country, Central Tibetan School, National Institutes of Open Learning, Kendriya Vidhyalayas, Jawahar Navodaya Samitis and etc. ALL INDIA COUNCIL FOR TECHNICAL EDUCATION (AICTE) The statutory All India Council for Technical Education (AICTE) was established for proper planning & coordinated development of technical education system throughout the country.AICTE was sent up under an ACT in 1987 – To provide for establishment of an All India council for Technical Education with a view to the proper planning and coordinated development of the technical education system throughout the country, the promotion of qualitative improvement of such education in relation to planned quantitative growth and the regulation and proper maintenance of norms and standards in the technical education system and for matters connected therewith.AICTE plans to cover Engineering Colleges and Institutes of Technology across the country under EDUSAT. CONCLUSION The scope of EDUSAT is to make distance learning more effective and bring best teachers in the country within the reach of all section of students including semi-urban and rural students. REFERENCES Balachandra Bhandigadi, (2005), Impact of EDUSAT on school students and teachers, NCERT. Harifa Menakath (2007), EDUSAT as a source of information for the Academic pursuit of Teachers.University News, Vol. 45, No10. Madavan Nair, G. (2005), EDUSAT: Heralding a New Era in Distance Education, University News, 43 (39). Marmar Mukhopadhay (2006), Story of EDUSAT, Shipra publication, New Delhi. WE B REFERENCES http://www. edsatindia. org http://www. indiatelevision. com http://www. isro. org http://www. ncert-nic-in http://www. aicte. ernet. in http://www. icar. org. in http://www. ignou. ac. in http://www. ugc. ac. in

Procedure Skills

Lesson planSchool: Colegiul Na?ional M. Eminescu, Ia?i Date: 6th April 2018 Proposer: Popovics Anamaria Mentor's name: Cetilina Neagu Class: 9th grade, 5 classes/ week Level: B2 Textbook: Upstream Intermediate Lesson type: Integrated skills with focus on consolidating and acquiering vocabulary related to sports and sportspeople Time allowed: 50 minutes Aids: Textbook, blackboard, chalk Aims:Create the opportunity for Ss to use previously acquired language related to sports.Give Ss the opportunity to express their own opinions on different types of sports.Objectives:By the end of the lesson Ss will have retold the text using vocabulary related to sports.Ss will have learnt how to use arguments for their own opinions.Ss will have acquired new vocabulary (adjectives) related to sports.Time and lesson stage Procedure Skills Interaction Rationale and observations2 minutesWarm-up T will ask how was their previous day after school, and also ask them to remember the last text they did Speaking T-Ss To create a relaxing environment and also revise language.10 minutes Controlled speaking practice T: Will ask ss. provide the main ideas from and remember the important words.Speaking T-Ss Teacher can provide key words to trigger the idea and guide them towards what she needs to hear from the students using the appropriate vocabulary.20 minutes Free speaking practice8 minutes Controlled Practice T tasks Ss to describe pictures related to sports and make connections between these and the type of people who would practice the sports.T asks the Ss to solve ex 2 from page 136. The T will explain words along the way and demand synonyms for groups of words and words such as â€Å"centre of the target†, â€Å"daring†. Writing + Speaking +FeedbackPairsStudents will have developed conversational skills through dialogueProvide arguments.Describe by using appropriate adjectives.Paragraph organising.8minutes T puts the students into pairs and asks them to solve exercise 4 from the page 137. The teacher will then place three stickers on the blackboard depicting the words â€Å"interesting†, â€Å"challenging† and â€Å"boring† and ask the students to complete the gaps underneath them with the free-time activities they came up with earlier. Speaking/ PairworkGroupwork Pairs -Agreeing, disagreeing, giving arguments, interrupting, summing up, reporting to the classPeer feedback2 minutes T gives feedback upon the activities and gives homework to the ss : The students will have to revise the conditionals from the end of their practice books and come up with sentences of each conditional type. Speaking T-Ss To revise the previous activities.