This is my answer...please help me correct it. Thanks.

Topic: Some people think that a sense of competition in children should be encouraged. Others believe that
children who are taught to co-operate rather than compete become more useful adults.
Discuss both these views and give your own opinion.

Competition and co-operate have its advantages and disadvantages. If a child taught how to compete with others
will become independent and be self control then when he is educated in the co-operate environment; perhaps,
he will grow up as a person who is easy to communicate with others. In my point of view, we should teach our
children in both sides which we just deal with above.

In the first side, we will talk about a sense of competition in children. As we see, in the competition environment
our children must assert themselves, even in their little brain only have two words “win” or “lose”. They probably
imagine that they are playing the game which requires a lot of effort and skill and if they “win”, they maybe get
many good things in the rest of their life. Obviously, everybody including our children does not always want to
“fail” when they play their game in the real life. The game perhaps will bring to them some benefits such as
independent and self-confident in their character and itself maybe become an important part in their future.

In other side, co-operate mind in our life is also very important. The inner person always remains strong points
and weak points. Maybe a strong point of one person is a weak point of another. Thus, combination skills among
people in particular environment is necessary for the development in the future. We will learn faster and deeper
when we share what we are learning with others, it makes us turn to more perfect and useful.

In a nutshell, I strongly believe that competition and co-operation have many benefits and our children should be
taught both sides in order to help them being self-confident in the future. By the way encouraging and finding the
good ways for our children, family and people around them will support them to make a good start when they
begin to learn about competition or co-operation.
I believe that life is a competition and encouraging children and preparing them for competition is a great step
towards their success. Be it any field competition brings out the best of an individual.

One of the reasons I would like to encourage children for healthy competition is this improves their memory. It is
well known that memory is increased when put to test and this is exactly what competition does is tests your
memory in the process of getting better than others.

Another reason which affirms that children should be taught to compete is it builds their confidence. Many
children are not able to do well in the class or sports because of lack of confidence .Competing with fellow
students and friends would bring them out of their shell and improve performance.

Finally, competition is better for education and sports .The more children compete with each other in the
classroom better would always come out with their thirst for more helping each n every child in the class. Also on
the sports field a race among participants for top position will push them to new limits and make the sports more
popular.

In my conclusion competition are always healthy for ones growth and understanding of life in any field. So by
encouraging children we instill these qualities at an early age, to cope better in the future.
 The map below is of the town of Garlsdon. A new supermarket (S) is planned for the town. The map shows two possible sites for the
supermarket.

Summarize the information by selecting and reporting the main features and make comparisons where relevant.

3:10
The chart illustrates two possible positions to construct a new supermarket for residents in Garlsdon town. It can be seen clearly that
the S1 site is located in the countryside---northwest of the town centre, while the S2 spot is situated in the middle of Town centre.

According to the map, we can see the town of Garlsdon is divided into four districts. the central part is the town centre, surrounding it
is the housing district with two small industry districts in the northern and southern part within it, the outside field is the countryside
area. In its northwest, southwest and southeast are Hindon, Brandon and Cransdon respectively.

In terms of the two sites (S1 and S2), we could see clearly that there is a railway pass both two sites, and two main roads connecting
the town centre with other towns near them. The differences between them are: firstly, the S1 is located in the countryside, while the
S2 is situated in the town centre; secondly, the main road passing S2 linking Hindon is 12 km far from the town centre, while the main
road passing by S2 towards connecting the Bransdon and cransdon are 16 km and 25 km far from the town centre separately; thirdly,
the population of Hindon, Brandon and Cransdon are 10,000, 15,000 and 29,000 respectively.

In conclusion, there are two similar features between the two sites both near the main road and rail way, and three different features
including their positions, the distance and population of their accessible towns.

Good afternoon :)

Here are my thoughts:

"There has been a growing number of young people deciding to take study breaks for work or vacations before continuing to pursue a higher

education. Some parents believed it is advantageous, whereas others were not convinced and strongly opposed to it. Make sure that all of

your subject agree; you began the piece discussing a plural subject (people) so all of your following nouns and verbs should be plural to agree

(deciding, breaks, vacations).

It is certain some young people who made this decision were motivated by a few benefits caused By what?. First, it helps them to become

more confident and independent. The youngsters experience real life challenges and obstacles by staying out and working for a living.This

life experience assists them in understanding the meaning of life and developing more mature personalities Since you used "them" you must

use "personalities" because "them" is plural.

Second, different life experiences gained during the gap year period clarify their ideas and choices of study. They are more self-aware and

know exactly what career path they would like to pursue in adulthood.

Despite some benefits, there are some drawbacks about taking time off to study. First of all, some people might find difficulty in adjusting

themselves back to a routine of study. They lose motivation and interest in acquiring a higher degree.

Moreover, they are putting themselves at risk of not being able to enroll in desired courses or colleges, as some colleges strictly control the

enrollment application and would prefer students to have their further studies immediately after secondary school.

In addition, it is costly to stop studying temporarily at this golden age as young people are not only spending their money but their precious

time in exploring the world and themselves.They may feel left behind or over-aged after rejoining college or university by seeing fellow peers

that are seniors or nearly finishing their studies.

By and large, taking a gap year for work or a vacation before joining a university is definitely not for everyone. Young people should be

advised to do some research beforehand and understand the objective Or consequences? of the decision."
Four important challenges confronted women in Pakistan in the early 1990s: increasing practical literacy,
gaining access to employment opportunities at all levels in the economy, promoting change in the
perception of women's roles and status, and gaining a public voice both within and outside of the political
process.

There have been various attempts at social and legal reform aimed at improving Muslim women's lives in
the subcontinent during the twentieth century. These attempts generally have been related to two
broader, intertwined movements: the social reform movement in British India and the growing Muslim
nationalist movement. Since partition, the changing status of women in Pakistan largely has been linked
with discourse about the role of Islam in a modern state. This debate concerns the extent to which civil
rights common in most Western democracies are appropriate in an Islamic society and the way these
rights should be reconciled with Islamic family law.

Muslim reformers in the nineteenth century struggled to introduce female education, to ease some of the
restrictions on women's activities, to limit polygyny, and to ensure women's rights under Islamic law. Sir
Syed Ahmad Khan convened the Mohammedan Educational Conference in the 1870s to promote modern
education for Muslims, and he founded the Muhammadan Anglo-Oriental College. Among the
predominantly male participants were many of the earliest proponents of education and improved social
status for women. They advocated cooking and sewing classes conducted in a religious framework to
advance women's knowledge and skills and to reinforce Islamic values. But progress in women's literacy
was slow: by 1921 only four out of every 1,000 Muslim females were literate.

Promoting the education of women was a first step in moving beyond the constraints imposed by purdah.
The nationalist struggle helped fray the threads in that socially imposed curtain. Simultaneously, women's
roles were questioned, and their empowerment was linked to the larger issues of nationalism and
independence. In 1937 the Muslim Personal Law restored rights (such as inheritance of property) that had
been lost by women under the Anglicization of certain civil laws. As independence neared, it appeared that
the state would give priority to empowering women. Pakistan's founding father, Mohammad Ali Jinnah,
said in a speech in 1944:

No nation can rise to the height of glory unless your women are side by side with you; we are victims of
evil customs. It is a crime against humanity that our women are shut up within the four walls of the
houses as prisoners. There is no sanction anywhere for the deplorable condition in which our women have
to live.

After independence, elite Muslim women in Pakistan continued to advocate women's political
empowerment through legal reforms. They mobilized support that led to passage of the Muslim Personal
Law of Sharia in 1948, which recognized a woman's right to inherit all forms of property. They were also
behind the futile attempt to have the government include a Charter of Women's Rights in the 1956
constitution. The 1961 Muslim Family Laws Ordinance covering marriage and divorce, the most important
sociolegal reform that they supported, is still widely regarded as empowering to women.

Two issues--promotion of women's political representation and accommodation between Muslim family law
and democratic civil rights--came to dominate discourse about women and sociolegal reform. The second
issue gained considerable attention during the regime of Zia ul-Haq (1977-88). Urban women formed
groups to protect their rights against apparent discrimination under Zia's Islamization program. It was in
the highly visible realm of law that women were able to articulate their objections to the Islamization
program initiated by the government in 1979. Protests against the 1979 Enforcement of Hudood
Ordinances focused on the failure of hudood (see Glossary) ordinances to distinguish between adultery
(zina) and rape (zina-bil-jabr). A man could be convicted of zina only if he were actually observed
committing the offense by other men, but a woman could be convicted simply because she became
pregnant.

The Women's Action Forum was formed in 1981 to respond to the implementation of the penal code and
to strengthen women's position in society generally. The women in the forum, most of whom came from
elite families, perceived that many of the laws proposed by the Zia government were discriminatory and
would compromise their civil status. In Karachi, Lahore, and Islamabad the group agreed on collective
leadership and formulated policy statements and engaged in political action to safeguard women's legal
position.

The Women's Action Forum has played a central role in exposing the controversy regarding various
interpretations of Islamic law and its role in a modern state, and in publicizing ways in which women can
play a more active role in politics. Its members led public protests in the mid-1980s against the
promulgation of the Law of Evidence. Although the final version was substantially modified, the Women's
Action Forum objected to the legislation because it gave unequal weight to testimony by men and women
in financial cases. Fundamentally, they objected to the assertion that women and men cannot participate
 as legal equals in economic affairs.

Beginning in August 1986, the Women's Action Forum members and their supporters led a debate over
passage of the Shariat Bill, which decreed that all laws in Pakistan should conform to Islamic law. They
argued that the law would undermine the principles of justice, democracy, and fundamental rights of
citizens, and they pointed out that Islamic law would become identified solely with the conservative
interpretation supported by Zia's government. Most activists felt that the Shariat Bill had the potential to
negate many of the rights women had won. In May 1991, a compromise version of the Shariat Bill was
adopted, but the debate over whether civil law or Islamic law should prevail in the country continued in
the early 1990s.

Discourse about the position of women in Islam and women's roles in a modern Islamic state was sparked
by the government's attempts to formalize a specific interpretation of Islamic law. Although the issue of
evidence became central to the concern for women's legal status, more mundane matters such as
mandatory dress codes for women and whether females could compete in international sports
competitions were also being argued.

Another of the challenges faced by Pakistani women concerns their integration into the labor force.
Because of economic pressures and the dissolution of extended families in urban areas, many more
women are working for wages than in the past. But by 1990 females officially made up only 13 percent of
the labor force. Restrictions on their mobility limit their opportunities, and traditional notions of propriety
lead families to conceal the extent of work performed by women.

Usually, only the poorest women engage in work--often as midwives, sweepers, or nannies--for
compensation outside the home. More often, poor urban women remain at home and sell manufactured
goods to a middleman for compensation. More and more urban women have engaged in such activities
during the 1990s, although to avoid being shamed few families willingly admit that women contribute to
the family economically. Hence, there is little information about the work women do. On the basis of the
predominant fiction that most women do no work other than their domestic chores, the government has
been hesitant to adopt overt policies to increase women's employment options and to provide legal
support for women's labor force participation.

The United Nations Children's Fund (UNICEF) commissioned a national study in 1992 on women's
economic activity to enable policy planners and donor agencies to cut through the existing myths on
female labor-force participation. The study addresses the specific reasons that the assessment of women's
work in Pakistan is filled with discrepancies and underenumeration and provides a comprehensive
discussion of the range of informal- sector work performed by women throughout the country. Information
from this study was also incorporated into the Eighth Five-Year Plan (1993-98).

A melding of the traditional social welfare activities of the women's movement and its newly revised
political activism appears to have occurred. Diverse groups including the Women's Action Forum, the All-
Pakistan Women's Association, the Pakistan Women Lawyers' Association, and the Business and
Professional Women's Association, are supporting small-scale projects throughout the country that focus
on empowering women. They have been involved in such activities as instituting legal aid for indigent
women, opposing the gendered segregation of universities, and publicizing and condemning the growing
incidents of violence against women. The Pakistan Women Lawyers' Association has released a series of
films educating women about their legal rights; the Business and Professional Women's Association is
supporting a comprehensive project inside Yakki Gate, a poor area inside the walled city of Lahore; and
the Orangi Pilot Project in Karachi has promoted networks among women who work at home so they need
not be dependent on middlemen to acquire raw materials and market the clothes they produce.

The women's movement has shifted from reacting to government legislation to focusing on three primary
goals: securing women's political representation in the National Assembly; working to raise women's
consciousness, particularly about family planning; and countering suppression of women's rights by
defining and articulating positions on events as they occur in order to raise public awareness. An as yet
unresolved issue concerns the perpetuation of a set number of seats for women in the National Assembly.
Many women activists whose expectations were raised during the brief tenure of Benazir Bhutto's first
government (December 1988-August 1990) now believe that, with her return to power in October 1993,
they can seize the initiative to bring about a shift in women's personal and public access to power.

Data as of April 1994

Source:
Ever since I was a child, my mother raised me to recognize and appreciate various
kinds of friends. There are three different kinds of friends in this life. I classify them
according to how well I know them and how well they know me. We encounter each of
them
everyday, whether in school, home, or at the gym. However, we rarely spend much time
actually
thinking about and classifying these people. First, there are the "pest friends"- general
acquaintances. Next, there are "guest friends"- social partners. Lastly, we have "best
friends"- our true friends.
The first type of friend is simply an acquaintance. This means that you basically
only know their name. You might not even remember what they look like if you go
away for a
short vacation. Usually, you meet these type of friends in school, at work, on the bus, in
the gym, or anywhere else you might be. You normally would not mind having a cup of
coffee
with them, but if anything else came up, you usually would have no problem parting
company.
You normally don’t miss them when they are elsewhere. It is also this type of friends
who
give you the most amount of aggravation. Since most of the time you are placed in a
position
where you have to act friendly, such as school or work, you would not normally tell an
acquaintance when he or she is doing something aggravating, such as tapping the fingers
an a
table or chewing gum loudly. This is why I call them "pest friends."
The second category of friends I call "social partners." This is because they
are closer than acquaintances, but no where near as close as a true friend. Social partners

are usually acquaintances who evolve into "guest friends" through increased
extracurricular
activities. You know their name, a little of what they like or dislike, a little of their
family history, and usually have several things in common. As the saying goes, "Birds
of a
feather flock together," so...