In 1995 I went (1) ... a trip which was (2) ... absolute disaster. I was going to Berlin on business when, by accident, I got (3) ... the wrong train. We were on the way to Brussels before realised my mistake. When I got to Brussels I had more problems because all my money was in German Marks and I didn't have my credit card with me. By chance I found (4) ... helpful policeman who was soon (5) ... the phone to my company. Thanks (6) ... his help I was able to arrange (7) ... . Some money to be sent to a nearby bank. I spent that night in a hotel and paid my bill in (8) ... cash before leaving. In the end I got to Berlin twenty-four hours later than I had expected. Everyone thought my trip was a big joke.

In 1995 I went (1) ... a trip which was (2) ... absolute disaster. I was going to Berlin on business when, by accident, I got (3) ... the wrong train. We were on the way to Brussels before realised my mistake. When I got to Brussels I had more problems because all my money was in German Marks and I didn't have my credit card with me. By chance I found (4) ... helpful policeman who was soon (5) ... the phone to my company. Thanks (6) ... his help I was able to arrange (7) ... . Some money to be sent to a nearby bank. I spent that night in a hotel and paid my bill in (8) ... cash before leaving. In the end I got to Berlin twenty-four hours later than I had expected. Everyone thought my trip was a big joke.

In 1995 I went (1) ... a trip which was (2) ... absolute disaster. I was going to Berlin on business when, by accident, I got (3) ... the wrong train. We were on the way to Brussels before realised my mistake. When I got to Brussels I had more problems because all my money was in German Marks and I didn't have my credit card with me. By chance I found (4) ... helpful policeman who was soon (5) ... the phone to my company. Thanks (6) ... his help I was able to arrange (7) ... . Some money to be sent to a nearby bank. I spent that night in a hotel and paid my bill in (8) ... cash before leaving. In the end I got to Berlin twenty-four hours later than I had expected. Everyone thought my trip was a big joke.

§ 1. Catherine Cassidy has every reason to be proud. This summer she graduated with a degree in Zoology from Queen's University, Belfast. She has ambitions to be a scientific journalist. She is also completely deaf. She can lipread. I interviewed Catherine via e-mail. She told me getting to university was an achievement in itself. She says: 'You have to work much harder than your peers (сверст­ни­ки) and have to be prepared to commit yourself.'

§ 2. The Disability Discrimination Act insists that universities increase their intake of special needs students. But there are difficulties. First, there are no reliable figures on the numbers of disabled in the community, so universities are unsure of the percentages they should be aiming to recruit. Second, some students might require specially adapted computers, or online learning support. Of all the disabilities, deafness is probably the one that is hardest to cope with at university. Universities run on talk. Knowledge is communicated in lectures, seminars, talking to fellow students  — reading is only secondary. For deaf students, casual spontaneous discussions are out.

§ 3. Fortunately for Catherine, Queen's University is a centre of excellence for the teaching of deaf students. The Joint Universities Deaf Education centre (JUDE) organised a special phonic earpiece (слу­хо­вой ап­па­рат) that enabled Catherine to listen to lectures. JUDE has been extended to the other higher education institutions of Northern Ireland. JUDE is setting an example in what can be achieved. Sharon Easton, deaf student support officer, says: "We visit schools to make deaf people aware that higher education is a possibility. Another part of our role is to talk with employers. We're offering them deaf awareness training  — how to adapt to the needs of deaf employees, and where to apply for grants.'

§ 4. Catherine's skill in lip-reading made communicating with her seem so effortless that many people did not believe she had a problem. At times this experience has been painful. Catherine says: 'People have labelled me "not really deaf". It is like telling me I don't count. And this can be very disheartening, very demoralising.'

§ 5. Catherine believes that excellent and well-focused special needs support should be available to all disabled students at university whatever the cost. She says: 'You are accepted by a university on the basis of your ability to carry out mental tasks. You have a right to be there - people should not judge a person by any physical disability.'

§ 1. Catherine Cassidy has every reason to be proud. This summer she graduated with a degree in Zoology from Queen's University, Belfast. She has ambitions to be a scientific journalist. She is also completely deaf. She can lipread. I interviewed Catherine via e-mail. She told me getting to university was an achievement in itself. She says: 'You have to work much harder than your peers (сверст­ни­ки) and have to be prepared to commit yourself.'

§ 2. The Disability Discrimination Act insists that universities increase their intake of special needs students. But there are difficulties. First, there are no reliable figures on the numbers of disabled in the community, so universities are unsure of the percentages they should be aiming to recruit. Second, some students might require specially adapted computers, or online learning support. Of all the disabilities, deafness is probably the one that is hardest to cope with at university. Universities run on talk. Knowledge is communicated in lectures, seminars, talking to fellow students  — reading is only secondary. For deaf students, casual spontaneous discussions are out.

§ 3. Fortunately for Catherine, Queen's University is a centre of excellence for the teaching of deaf students. The Joint Universities Deaf Education centre (JUDE) organised a special phonic earpiece (слу­хо­вой ап­па­рат) that enabled Catherine to listen to lectures. JUDE has been extended to the other higher education institutions of Northern Ireland. JUDE is setting an example in what can be achieved. Sharon Easton, deaf student support officer, says: "We visit schools to make deaf people aware that higher education is a possibility. Another part of our role is to talk with employers. We're offering them deaf awareness training  — how to adapt to the needs of deaf employees, and where to apply for grants.'

§ 4. Catherine's skill in lip-reading made communicating with her seem so effortless that many people did not believe she had a problem. At times this experience has been painful. Catherine says: 'People have labelled me "not really deaf". It is like telling me I don't count. And this can be very disheartening, very demoralising.'

§ 5. Catherine believes that excellent and well-focused special needs support should be available to all disabled students at university whatever the cost. She says: 'You are accepted by a university on the basis of your ability to carry out mental tasks. You have a right to be there - people should not judge a person by any physical disability.'

§ 1. Catherine Cassidy has every reason to be proud. This summer she graduated with a degree in Zoology from Queen's University, Belfast. She has ambitions to be a scientific journalist. She is also completely deaf. She can lipread. I interviewed Catherine via e-mail. She told me getting to university was an achievement in itself. She says: 'You have to work much harder than your peers (сверст­ни­ки) and have to be prepared to commit yourself.'

§ 2. The Disability Discrimination Act insists that universities increase their intake of special needs students. But there are difficulties. First, there are no reliable figures on the numbers of disabled in the community, so universities are unsure of the percentages they should be aiming to recruit. Second, some students might require specially adapted computers, or online learning support. Of all the disabilities, deafness is probably the one that is hardest to cope with at university. Universities run on talk. Knowledge is communicated in lectures, seminars, talking to fellow students  — reading is only secondary. For deaf students, casual spontaneous discussions are out.

§ 3. Fortunately for Catherine, Queen's University is a centre of excellence for the teaching of deaf students. The Joint Universities Deaf Education centre (JUDE) organised a special phonic earpiece (слу­хо­вой ап­па­рат) that enabled Catherine to listen to lectures. JUDE has been extended to the other higher education institutions of Northern Ireland. JUDE is setting an example in what can be achieved. Sharon Easton, deaf student support officer, says: "We visit schools to make deaf people aware that higher education is a possibility. Another part of our role is to talk with employers. We're offering them deaf awareness training  — how to adapt to the needs of deaf employees, and where to apply for grants.'

§ 4. Catherine's skill in lip-reading made communicating with her seem so effortless that many people did not believe she had a problem. At times this experience has been painful. Catherine says: 'People have labelled me "not really deaf". It is like telling me I don't count. And this can be very disheartening, very demoralising.'

§ 5. Catherine believes that excellent and well-focused special needs support should be available to all disabled students at university whatever the cost. She says: 'You are accepted by a university on the basis of your ability to carry out mental tasks. You have a right to be there - people should not judge a person by any physical disability.'

§ 1. Catherine Cassidy has every reason to be proud. This summer she graduated with a degree in Zoology from Queen's University, Belfast. She has ambitions to be a scientific journalist. She is also completely deaf. She can lipread. I interviewed Catherine via e-mail. She told me getting to university was an achievement in itself. She says: 'You have to work much harder than your peers (сверст­ни­ки) and have to be prepared to commit yourself.'

§ 2. The Disability Discrimination Act insists that universities increase their intake of special needs students. But there are difficulties. First, there are no reliable figures on the numbers of disabled in the community, so universities are unsure of the percentages they should be aiming to recruit. Second, some students might require specially adapted computers, or online learning support. Of all the disabilities, deafness is probably the one that is hardest to cope with at university. Universities run on talk. Knowledge is communicated in lectures, seminars, talking to fellow students  — reading is only secondary. For deaf students, casual spontaneous discussions are out.

§ 3. Fortunately for Catherine, Queen's University is a centre of excellence for the teaching of deaf students. The Joint Universities Deaf Education centre (JUDE) organised a special phonic earpiece (слу­хо­вой ап­па­рат) that enabled Catherine to listen to lectures. JUDE has been extended to the other higher education institutions of Northern Ireland. JUDE is setting an example in what can be achieved. Sharon Easton, deaf student support officer, says: "We visit schools to make deaf people aware that higher education is a possibility. Another part of our role is to talk with employers. We're offering them deaf awareness training  — how to adapt to the needs of deaf employees, and where to apply for grants.'

§ 4. Catherine's skill in lip-reading made communicating with her seem so effortless that many people did not believe she had a problem. At times this experience has been painful. Catherine says: 'People have labelled me "not really deaf". It is like telling me I don't count. And this can be very disheartening, very demoralising.'

§ 5. Catherine believes that excellent and well-focused special needs support should be available to all disabled students at university whatever the cost. She says: 'You are accepted by a university on the basis of your ability to carry out mental tasks. You have a right to be there - people should not judge a person by any physical disability.'

A German architect, Werner Aisslinger, thinks that he (1) ... the answer to our crowded cities. It is a portable micro-apartment. These apartments (2) ... ‘Loftcubes’. and they can be lifted onto any empty, flat roof by helicopter! Each Loftcube (3) ... with a kitchen and bathroom, as well as a large living area. They are extremely modern - they have been built using all the latest ideas, fabrics, and technology in interior design. The Loftcube (4) ... at an exhibition in Berlin several years ago. but Berlin wasn’t the right place for them, because it doesn’t have a housing shortage. These apartments are needed in busy, overcrowded cities, such as London and New York. They (5) ... very much. In the future, Aisslinger hopes that young professionals who often move from city to city (6) ... them. When it is time to move, they will just take their home w ith them! 'Since the Berlin exhibition we (7) ... to a number of companies interested in building them, but no decisions have been made yet,’ says Aisslinger.

A German architect, Werner Aisslinger, thinks that he (1) ... the answer to our crowded cities. It is a portable micro-apartment. These apartments (2) ... ‘Loftcubes’. and they can be lifted onto any empty, flat roof by helicopter! Each Loftcube (3) ... with a kitchen and bathroom, as well as a large living area. They are extremely modern - they have been built using all the latest ideas, fabrics, and technology in interior design. The Loftcube (4) ... at an exhibition in Berlin several years ago. but Berlin wasn’t the right place for them, because it doesn’t have a housing shortage. These apartments are needed in busy, overcrowded cities, such as London and New York. They (5) ... very much. In the future, Aisslinger hopes that young professionals who often move from city to city (6) ... them. When it is time to move, they will just take their home w ith them! 'Since the Berlin exhibition we (7) ... to a number of companies interested in building them, but no decisions have been made yet,’ says Aisslinger.

A German architect, Werner Aisslinger, thinks that he (1) ... the answer to our crowded cities. It is a portable micro-apartment. These apartments (2) ... ‘Loftcubes’. and they can be lifted onto any empty, flat roof by helicopter! Each Loftcube (3) ... with a kitchen and bathroom, as well as a large living area. They are extremely modern - they have been built using all the latest ideas, fabrics, and technology in interior design. The Loftcube (4) ... at an exhibition in Berlin several years ago. but Berlin wasn’t the right place for them, because it doesn’t have a housing shortage. These apartments are needed in busy, overcrowded cities, such as London and New York. They (5) ... very much. In the future, Aisslinger hopes that young professionals who often move from city to city (6) ... them. When it is time to move, they will just take their home w ith them! 'Since the Berlin exhibition we (7) ... to a number of companies interested in building them, but no decisions have been made yet,’ says Aisslinger.

A German architect, Werner Aisslinger, thinks that he (1) ... the answer to our crowded cities. It is a portable micro-apartment. These apartments (2) ... ‘Loftcubes’. and they can be lifted onto any empty, flat roof by helicopter! Each Loftcube (3) ... with a kitchen and bathroom, as well as a large living area. They are extremely modern - they have been built using all the latest ideas, fabrics, and technology in interior design. The Loftcube (4) ... at an exhibition in Berlin several years ago. but Berlin wasn’t the right place for them, because it doesn’t have a housing shortage. These apartments are needed in busy, overcrowded cities, such as London and New York. They (5) ... very much. In the future, Aisslinger hopes that young professionals who often move from city to city (6) ... them. When it is time to move, they will just take their home w ith them! 'Since the Berlin exhibition we (7) ... to a number of companies interested in building them, but no decisions have been made yet,’ says Aisslinger.

1.  Corinne Day: Photographer

I get my ideas for photographs anywhere, at any time; I don’t have to be specifically doing anything. I keep a diary at home and write down any t houghts I have, and then when a job comes up, I see if there is anything in it that applies. It’s almost impossible for me to switch off. When I was abroad recently, I wanted to get away from taking photographs, so I didn’t take my camera with me. But I could still see pictures all the time and wished I had brought it.

2.  Jan Kaplicky: Architect

Success in my job depends on the people you have around you and how good they are. There are engineers, model- makers, photographers  — architecture is not a one-man product. I come into the office every day. I like to arrive at 8 a.m., as this is a very peaceful period when I can think about things before the usual routine starts and other people arrive. The initial idea for a job comes to me just like that sometimes. Having lots of ideas for one problem is not a sign that you are creative; that’s just a waste of energy. But I do think a lot of creativity depends on your relationships with other people.

3.  J. B. Ballard: Novelist

I think the enemy of creativity in the world today is that so much thinking is done for you. The environment is so full of television, you hardly need to do anything. Children make you see what reality is all about. Mine were a huge inspiration for me. Watching them creating their separate worlds was a very enriching experience. As for learning to be creative, I think there are a lot of skills that you need to be born with. I wrote from a pretty early age, eight or nine, and I’ve always had a very vivid imagination.

4.  Peter Molyneux: Computer Game Creator

Perhaps the greatest difference between people who are creative and people who are not is that the former always think their idea will work. They never think, ‘That's not going to work, that’s a stupid idea’. But a lot of the time I don’t know where my ideas come from. I can remember incredibly clearly the time I saw my first computer game, in a shop window. From that moment on it was as if I’d found my aim in life. I find the computer game is very creative. It brings together many different disciplines: the logic of programming, mathematics, storytelling... The general idea for a game is easy, the real challenge always comes about six months later when you have to design all the parts of the game, and consider things like how many pieces of information players can take before they get confused.

1.  Corinne Day: Photographer

I get my ideas for photographs anywhere, at any time; I don’t have to be specifically doing anything. I keep a diary at home and write down any t houghts I have, and then when a job comes up, I see if there is anything in it that applies. It’s almost impossible for me to switch off. When I was abroad recently, I wanted to get away from taking photographs, so I didn’t take my camera with me. But I could still see pictures all the time and wished I had brought it.

2.  Jan Kaplicky: Architect

Success in my job depends on the people you have around you and how good they are. There are engineers, model- makers, photographers  — architecture is not a one-man product. I come into the office every day. I like to arrive at 8 a.m., as this is a very peaceful period when I can think about things before the usual routine starts and other people arrive. The initial idea for a job comes to me just like that sometimes. Having lots of ideas for one problem is not a sign that you are creative; that’s just a waste of energy. But I do think a lot of creativity depends on your relationships with other people.

3.  J. B. Ballard: Novelist

I think the enemy of creativity in the world today is that so much thinking is done for you. The environment is so full of television, you hardly need to do anything. Children make you see what reality is all about. Mine were a huge inspiration for me. Watching them creating their separate worlds was a very enriching experience. As for learning to be creative, I think there are a lot of skills that you need to be born with. I wrote from a pretty early age, eight or nine, and I’ve always had a very vivid imagination.

4.  Peter Molyneux: Computer Game Creator

Perhaps the greatest difference between people who are creative and people who are not is that the former always think their idea will work. They never think, ‘That's not going to work, that’s a stupid idea’. But a lot of the time I don’t know where my ideas come from. I can remember incredibly clearly the time I saw my first computer game, in a shop window. From that moment on it was as if I’d found my aim in life. I find the computer game is very creative. It brings together many different disciplines: the logic of programming, mathematics, storytelling... The general idea for a game is easy, the real challenge always comes about six months later when you have to design all the parts of the game, and consider things like how many pieces of information players can take before they get confused.

1.  Corinne Day: Photographer

I get my ideas for photographs anywhere, at any time; I don’t have to be specifically doing anything. I keep a diary at home and write down any t houghts I have, and then when a job comes up, I see if there is anything in it that applies. It’s almost impossible for me to switch off. When I was abroad recently, I wanted to get away from taking photographs, so I didn’t take my camera with me. But I could still see pictures all the time and wished I had brought it.

2.  Jan Kaplicky: Architect

Success in my job depends on the people you have around you and how good they are. There are engineers, model- makers, photographers  — architecture is not a one-man product. I come into the office every day. I like to arrive at 8 a.m., as this is a very peaceful period when I can think about things before the usual routine starts and other people arrive. The initial idea for a job comes to me just like that sometimes. Having lots of ideas for one problem is not a sign that you are creative; that’s just a waste of energy. But I do think a lot of creativity depends on your relationships with other people.

3.  J. B. Ballard: Novelist

I think the enemy of creativity in the world today is that so much thinking is done for you. The environment is so full of television, you hardly need to do anything. Children make you see what reality is all about. Mine were a huge inspiration for me. Watching them creating their separate worlds was a very enriching experience. As for learning to be creative, I think there are a lot of skills that you need to be born with. I wrote from a pretty early age, eight or nine, and I’ve always had a very vivid imagination.

4.  Peter Molyneux: Computer Game Creator

Perhaps the greatest difference between people who are creative and people who are not is that the former always think their idea will work. They never think, ‘That's not going to work, that’s a stupid idea’. But a lot of the time I don’t know where my ideas come from. I can remember incredibly clearly the time I saw my first computer game, in a shop window. From that moment on it was as if I’d found my aim in life. I find the computer game is very creative. It brings together many different disciplines: the logic of programming, mathematics, storytelling... The general idea for a game is easy, the real challenge always comes about six months later when you have to design all the parts of the game, and consider things like how many pieces of information players can take before they get confused.

The most common materials which are recycled are paper and glass. Some plastics, metals and textiles can be recycled as (1) ... . In theory recycling seems obvious: however, in practice it is not always cost-effective. Often the cost of collection and transportation is greater (2) ... the cost of the energy saved. It also means that (3) ... are fewer jobs available in industries (4) ... as mining, as demand for raw materials is lower.

Regardless of what you may think and contrary to popular belief, pasta is not an Italian invention, but a Chinese one. To be more specific, legend has it that Marco Polo, the explorer, learnt the recipe for pasta from the Chinese and brought it to Italy. Pasta is the most important food in Italy. In fact, it is served (1) ... a starter to any meal. It is (2) ... only popular in Italy, but also in other countries, where it is served with different sauces. (3) ... are so many of them that even the most fussy eaters are sure to find something they like. But that's only part of its success. Pasta is also relatively easy to produce and transport around the world, which makes it a popular product with food companies as (4) ...

Regardless of what you may think and contrary to popular belief, pasta is not an Italian invention, but a Chinese one. To be more specific, legend has it that Marco Polo, the explorer, learnt the recipe for pasta from the Chinese and brought it to Italy. Pasta is the most important food in Italy. In fact, it is served (1) ... a starter to any meal. It is (2) ... only popular in Italy, but also in other countries, where it is served with different sauces. (3) ... are so many of them that even the most fussy eaters are sure to find something they like. But that's only part of its success. Pasta is also relatively easy to produce and transport around the world, which makes it a popular product with food companies as (4) ...

Regardless of what you may think and contrary to popular belief, pasta is not an Italian invention, but a Chinese one. To be more specific, legend has it that Marco Polo, the explorer, learnt the recipe for pasta from the Chinese and brought it to Italy. Pasta is the most important food in Italy. In fact, it is served (1) ... a starter to any meal. It is (2) ... only popular in Italy, but also in other countries, where it is served with different sauces. (3) ... are so many of them that even the most fussy eaters are sure to find something they like. But that's only part of its success. Pasta is also relatively easy to produce and transport around the world, which makes it a popular product with food companies as (4) ...

Regardless of what you may think and contrary to popular belief, pasta is not an Italian invention, but a Chinese one. To be more specific, legend has it that Marco Polo, the explorer, learnt the recipe for pasta from the Chinese and brought it to Italy. Pasta is the most important food in Italy. In fact, it is served (1) ... a starter to any meal. It is (2) ... only popular in Italy, but also in other countries, where it is served with different sauces. (3) ... are so many of them that even the most fussy eaters are sure to find something they like. But that's only part of its success. Pasta is also relatively easy to produce and transport around the world, which makes it a popular product with food companies as (4) ...

1.  She described the whole play to us ... detail.

2.  Both my sons are crazy ... old motorbikes.

3.  The restaurant prides itself ... having the best pizza in town.

4.  There are so ... lemons in the fridge that I can't make lemonade.

5.  ... Susan use to be slim when she was at university?

6.  Bob Dylan ... original name was Robert Zimmerman won the Nobel Prize in Literature in 2016.

1.  She described the whole play to us ... detail.

2.  Both my sons are crazy ... old motorbikes.

3.  The restaurant prides itself ... having the best pizza in town.

4.  There are so ... lemons in the fridge that I can't make lemonade.

5.  ... Susan use to be slim when she was at university?

6.  Bob Dylan ... original name was Robert Zimmerman won the Nobel Prize in Literature in 2016.

1.  She described the whole play to us ... detail.

2.  Both my sons are crazy ... old motorbikes.

3.  The restaurant prides itself ... having the best pizza in town.

4.  There are so ... lemons in the fridge that I can't make lemonade.

5.  ... Susan use to be slim when she was at university?

6.  Bob Dylan ... original name was Robert Zimmerman won the Nobel Prize in Literature in 2016.

1.  She described the whole play to us ... detail.

2.  Both my sons are crazy ... old motorbikes.

3.  The restaurant prides itself ... having the best pizza in town.

4.  There are so ... lemons in the fridge that I can't make lemonade.

5.  ... Susan use to be slim when she was at university?

6.  Bob Dylan ... original name was Robert Zimmerman won the Nobel Prize in Literature in 2016.

1.  She described the whole play to us ... detail.

2.  Both my sons are crazy ... old motorbikes.

3.  The restaurant prides itself ... having the best pizza in town.

4.  There are so ... lemons in the fridge that I can't make lemonade.

5.  ... Susan use to be slim when she was at university?

6.  Bob Dylan ... original name was Robert Zimmerman won the Nobel Prize in Literature in 2016.

1.  She described the whole play to us ... detail.

2.  Both my sons are crazy ... old motorbikes.

3.  The restaurant prides itself ... having the best pizza in town.

4.  There are so ... lemons in the fridge that I can't make lemonade.

5.  ... Susan use to be slim when she was at university?

6.  Bob Dylan ... original name was Robert Zimmerman won the Nobel Prize in Literature in 2016.

1.  Water is a basic ... (NECESSARY) of life.

2.  I thought the injection would hurt but it was completely ... (PAIN).

3.  Peter looked very ... (ANGRY) at the person who had interrupted him.

4.  Digital photography makes it easy for people to ... (LARGE) their own pictures.

1.  Water is a basic ... (NECESSARY) of life.

2.  I thought the injection would hurt but it was completely ... (PAIN).

3.  Peter looked very ... (ANGRY) at the person who had interrupted him.

4.  Digital photography makes it easy for people to ... (LARGE) their own pictures.

1.  Water is a basic ... (NECESSARY) of life.

2.  I thought the injection would hurt but it was completely ... (PAIN).

3.  Peter looked very ... (ANGRY) at the person who had interrupted him.

4.  Digital photography makes it easy for people to ... (LARGE) their own pictures.

1.  Water is a basic ... (NECESSARY) of life.

2.  I thought the injection would hurt but it was completely ... (PAIN).

3.  Peter looked very ... (ANGRY) at the person who had interrupted him.

4.  Digital photography makes it easy for people to ... (LARGE) their own pictures.