2. Schulaufgabe aus dem Englischen Name

2. Schulaufgabe aus dem Englischen Name

Regiomontanus-Schule Staatl. Fachoberschule und Berufsoberschule Coburg
2. Schulaufgabe aus dem Englischen
Klasse 11…….., Arbeitszeit 90 Min., Hilfsmittel: einsprachiges Wörterbuch
Stoffgebiet: Social problems, employment, addiction
Name: ______________
A: READING COMPREHENSION:
1. Multiple Matching: One route away from work addiction
7 credits
After university, Martin Judd, 41, worked with the Atomic Energy Authority, before moving to the food and drinks
industry. He spent ten years with Kraft Jacobs Suchard, where he was a senior purchasing manager dealing with
multimillion-pound contracts. In November 2000, he left his job and moved with his family from Oxfordshire to Killin
in Scotland, where he runs the Allt Fuileach Bed & Breakfast.
He was asked the following questions on his move to a new life.
Match them with the appropriate answers by adding the letter of the answer to the respective
question. You do not need all answers.
1. Did you enjoy working as a senior executive?
2. What made you look for a change?
3. Had you heard of 'downshifting'* as a concept?
4. How did you put that concept into practice?
5. What options for change did you consider?
6. What does your day look like?
7. What has been the biggest change?
*downshifting: changing to a job or style of life where you may earn less but which puts less pressure on you and
involves less stress
A) I used to have a very strict work routine. Now I do domestic chores and look after guests. I don't wear a suit any
more. Here I'm taken at face value, not for my job title.
B) Fortunately, I did not suffer from the usual health problems such as mental exhaustion, sleeplessness, headaches and
anxiety and my performance at work was not affected. This is surprising since I tended to put myself increasingly
under pressure with self-imposed deadlines.
C) I was interested in business philosophy, and I'd read books about it. I also joined New Ways to Work, an
organization dedicated to flexible working, and achieving a balance between work and the rest of life.
D) Frankly speaking, I appreciated the trappings of success: money, a big car, a big house, holidays and so on.
Travelling was also quite fascinating, although it sometimes put a strain on my home life. I was well-paid, but I
wasn't sure I had the stamina to survive.
E) Big business is good at getting you to solve problems. So I ran a check on my life and analyzed what was good
and bad. I was surprised to find that things in my private life were more important than the next step in my
career: simple things like spending more time with my son, Nathan, and my wife, and having time for piano
lessons and to improve my German.
F) Once I answered a questionnaire, trying to find out whether I was a potential work addict. Although I turned
out to be seriously overdoing it, this was only a minor motive - if any - for turning my back on my job.
G) I looked at part-time work within the same organization, which my employers were not prepared to accept. I
also considered other part-time work locally, but because we knew we would have to sell the house, we were
prepared to look elsewhere. I'd always loved Scotland because of the mountains and walking. But it wasn't an easy
process having to work full-time, research and plan a new career, sort out the finances, sell the house and enter a
new community.
H) The thing I found most demoralizing was incompetent leadership, and my inability to influence it. I saw a
number of senior people who were totally demotivated and only waiting for retirement, and I would never want
to be like that. The work was stressful, I was growing increasingly disillusioned, and I broke down in tears on
more than one occasion. I set myself high standards, perhaps unrealistically high.
I)
I used to be money-rich and time-poor, and now it's the other way round. But there are no regrets. I've just
taught Nathan to swim, which makes me very proud. And the business is taking off. I'm probably still not totally
relaxed, but I do feel more fulfilled.
Adapted from: Business Spotlight 3/2001 p.25
READING COMPREHENSION: Tough Love
(A) You’ve stayed out late, answered them back, your room is a tip and your clothes smell
of cigarette smoke. Let’s face it – we’ve all given our parents grief at some stage or other.
But what about those teens that are really out of control? Which are the options left for
parents when grounding or stopping the allowance doesn’t work?
(B) Boot camps and military schools are on the one end of the spectrum, and residential
mental health programs on the other. In between there are a variety of short-term and longterm programs designed to help young people realign their priorities, reconnect with family,
community and school, and readjust their sense of responsibility and self- worth.
(C) Wilderness programs are one variety of short-term intervention that has proved an
effective wake-up call for teens in trouble. Uprooted from their daily life, teens must live
outdoors, often in the mountains. Suddenly faced with their responsibility of finding shelter
and water, they often find it hard to maintain a bad attitude when basic survival is at stake.
(D) “The wilderness offers the opportunity of taking kids out of everything to do with
external influences, even more than residential programs. We get them away from their
bed, their TV, their regular meals. Out there we can make a great change in a short time,”
says Dawnie Williams, Admission Counselor at Walkabout, a wilderness program in Utah.
(E) Other programs are designed to be longer term, such as gated boarding schools and
residential treatment facilities where teens meet a strict set of expectations and
consequences. Incentives, like better food, outside phone calls, and more freedom are
given for improving attitude and behaviour.
(F) “The rules are clear, as are the consequences and rewards,” says Ken Kay, President
of World Wide Association of Specialty Schools and Programs (WWASP), a company that
owns 12 long-term residential care programs and runs workshops for parents who are
required to attend a series of seminars while their children are enrolled in a WWASP
program. “The whole family must be involved. It doesn’t help to get a kid out of the home,
teach him things, only to send them back into the same situation.”
(G) All of these programs share a few essential components. They remove young people
from their context and offer a fresh start. Often teens cannot confront the causes of their
behavior until they get away from the unhealthy family and peer relationships that reinforce
them. The programs also share a rigorous structure and strict accountability for actions.
(H) However, the programs are also controversial. Many former inmates and their parents
have registered complaints about harsh treatment in long-term care facilities, complaints
that are countered with the rejoinder that kids will say anything to get back to their old
ways. Program administrators defend their practises, saying that young people always
have a choice: they can play by the rules, or they can break them and pay the
consequences.
From: current Magazine, January/February 2004; slightly abridged
2. MEDIATION: Tough Love
17 credits
Beantworten Sie die folgenden Fragen stichpunktartig oder in kurzen Sätzen auf Deutsch. Keine
wörtliche Übersetzung!
1. Welche weitere Maßnahme im Jugendvollzug nennt der Text außer den Bootcamps? Nennen Sie
eine deutsche Entsprechung des Begriffs oder beschreiben Sie was er bedeutet.
______________________________________________________________________
/1
2. Ziel dieser Maßnahmen ist nicht in erster Linie Bestrafung der Jugendlichen. Nennen Sie
die verschiedenen Formen der Resozialisierung, die die Jugendlichen erreichen sollen.
- ____________________________________________________________________________
/1
- ____________________________________________________________________________
/1
- ____________________________________________________________________________ / 1
3. Welchen besonderen Herausforderungen müssen sich die Jugendlichen in einem
Rehabilitationsprogramm in der freien Wildnis stellen?
- ____________________________________________________________________________
/1
- ____________________________________________________________________________
/1
-_____________________________________________________________________________ /1
4. Wie unterscheiden sich geschlossene Einrichtungen, wie z. B. Internate von den
Bootcamps?
- ___________________________________________________________________________
/0,5
- _____________________________________________________________________________ / 1
5. Welche so genannten Anreize stellt man den Insassen in Aussicht und was soll damit
erreicht werden?
- Anreize: ____________________________________________________________________ / 1,5
- Ziel: _________________________________________________________________________ / 1
6. Warum ist es sinnvoll die Eltern in die Programme mit einzubeziehen?
_____________________________________________________________________________
_______________________________________________________________________________ / 2
7. Was haben laut Autor alle diese Einrichtungen des Jugendstrafvollzugs gemeinsam?
- __________________________________________________________________________
/0,5
-__________________________________________________________________________
/0,5
- __________________________________________________________________________
/0,5
- __________________________________________________________________________
/0,5
8. Welche Kritik wird an einigen dieser Jugendeinrichtungen geübt und wie begegnet man
dieser Kritik von Seiten der Verantwortlichen?
Kritik: _______________________________________________________________
/1
Gegenargument: ______________________________________________________
/1
B: DESCRIBING A PICTURE:
8 credits
What situation is shown in the picture above?
What might be the teenager’s feelings and what might the adult person
think?
Write 60-80 words.
C: COMPOSITION
15 credits
Write a composition of about 120 – 150 words. Choose one the following topics:
1. The medical doctors of our university hospitals have been out on strike time and again for the
last seven weeks. Do you think going on strike is necessary to settle an industrial dispute? Give
reasons for your answer.
2. If you look at persistent offenders who committed a number of crimes such as burglary, robbery
or murder this crime rate seems to increase. Do you think putting them in prison for good will
reduce the crime rate? Give reasons for your answer.
3. Binge drinking amongst juveniles causes a lot of problems. What are these problems? How do
you think our society should curb the amount of binge drinking?
BEST WISHES FOR SUCCESS!!!
KEY: Mediation: Tough Love
1. geschlossene Psychotherapeutische Einrichtungen (in denen man dauerhaft
lebt)
2. - Jugendliche sollen sich ihrer Prioritäten bewusst werden
- sie sollen sich wieder in Familie, Gemeinschaft und Schule eingliedern
- sie sollen Verantwortung und Selbstwert für sich neu definieren
3. - werden aus dem täglichen Leben gerissen (kein Fernsehen, keine regelmäßigen
Mahlzeiten)
- müssen quasi Überlebenskampf bestehen (müssen Wasser und Unterkunft
finden)
- massive Veränderung in kurzer Zeit
4. - es handelt sich langfristige Maßnahmen
- strenge Erwartungen und Konsequenzen
5. - bessere Verpflegung; Anrufe nach draußen; mehr Freiheit
- bessere Einstellung und Verhalten
6. Es macht keinen Sinn die Jugendlichen nach dem Vollzug oder der Therapie
wieder in die alte, unveränderte Umgebung zurück zu schicken.
7. - werden aus Umfeld heraus geholt
- können Neuanfang machen
- strenge Struktur/ äußere Form
- müssen Verantwortung für Handeln übernehmen
8. - Beschwerden von Seiten der Schüler und Eltern über raue Behandlung
- die Jugendlichen würden alles behaupten, um dort raus zu kommen (um ihren
alten Lebensstil wieder aufnehmen zu können)
Multiple matching:
1D
2H 3C 4E 5G 6A
7I