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    Kate Bush “really moved” by ‘Running Up That Hill’ hitting N.º 1

    Kate Bush is “overwhelmed” by the renewed affection for her decades-old song, “Running Up That Hill.” The singer posted _____ statement to her website about how ____ 1985 track is being played everywhere after being featured on latest season of “Stranger Things.” (...) Sadie Sink’s character, Max, listens to track until her friends play it on repeat to help her find her way back.

    “By featuring ‘Running Up That Hill’ in such a positive light - as a talisman for Max (one of the main female characters) - the song has been brought into the emotional arena of her story,” Bush wrote. “Fear, conflict and the power of love are all around her and her friends.” (...) Billboard reports that “Running Up That Hill” hit No. 1 in the U.K. and Australia and has entered the U.S. Top 5. “I have to admit I feel really moved by it all,” Bush said of the news. “Thank you so very much for making the song a N.º 1 in such an unexpected and good way.”

Adapted from https://edition.cnn.com/2022/06/21/entertainment/kate-bush- running-up-that-hill/index.html.

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All of me

John Legend

‘Cause all of me
Loves all of you
Love your curves and all your edges
All your perfect imperfections
Give your all to me
I’ll give my all to you
You’re my end and my beginning
Even when I lose I’m winning
‘Cause I give you all of me
And you give me all of you 

Based on the text below, answer question.
 

Career confusion in the 21st century: challenges and opportunities

    [1] The time and energy that teenagers dedicate to learning and the fields of study they choose profoundly shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on
their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. In summary, students cannot be what they cannot see.

    [2] With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young  people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.

    [3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part- time employment with full-time education do better in their school-to-work transitions. The positive benefits include
lower probabilities of being unemployed or NEET (Not in Education, Employment or Training), higher wages, and others (see Box 1). However, the benefits cannot be taken for granted and some experiences in different countries have demonstrated that governments and schools can better support young people as they prepare themselves for working life.

    [4] Schools may provide programmes of career development activities, particularly those that include workplace experience. Experience of the world of work challenges young people to understand what it means to be personally effective in different workplaces while providing a unique opportunity to develop social networks of value. Through exposure to the people who do different jobs, young people have the chance to challenge gender- and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).

    [5] However, in recent years, analyses of career preparation have focused on the challenge cf misalignment: where the educational plans of young people are out of kilter with their occupational expectations. When young people underestimate the education required to fulfil their dreams, they can expect to find their early working lives more difficult than would be expected. Of particular concern is that most young people whose aspirations are misaligned with their education come from disadvantaged backgrounds. Consequently, it is now clear that career guidance serves an important service in dealing with inequalities.

    [6] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than working class kids. Similarly, career thinking is often determined by gender and immigrant background as well as socioeconomic status. Disadvantaged young people are at clear risk of career confusion. It is neither fair, nor efficient, for students to move through education with limited views of both the amplitude of the labour market and their own potential.

Box 1 - The positive effects of teenage part-time employment

    [7] Studies in Australia, the United Kingdom and the United States commonly show that teenagers who combine full-time study with part-time work can expect to do better in the adult job market than would be expected, given their backgrounds and academic qualifications. Studies that follow them from childhood to adulthood have routinely found evidence of higher earnings and fewer periods of unemployment. In an American study which follows young people born in the mid-1970s up to the age of 30, the researchers find a positive relationship between working part time at age 14 and 15 and a subjective sense of job realization in adulthood. Teenage students who worked were far more likely to agree at age 30 that they were working in a job that they wanted. However, the exact relationship between working when a teenager and later "economic success is not well understood, and the phenomenon may have some disadvantages: students working excessive hours perform worse in final examinations than would otherwise be exnected.

Box 2 - The long-term impacts of career talks

    [8] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than

(Adapted from: Dream jobs? Teenager career aspirations and the future of work. Available at: www.oecd.org/education/dream-jobs- teenagers-career-aspirations-and-the-future-of-work .htm )

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Notre Dame

People have donated over one billion dollars to help rebuild the Notre Dame cathedral in Paris. The 850- year-old cathedral was badly damaged in a fire on Monday. The UNESCO World Heritage site is one of the most important cultural buildings in France. Wealthy people from all over France and around the world have given hundreds of millions of dollars to help restore the cathedral to its former glory. French president Emmanuel Macron told the nation in a televised address that he would make sure the reconstruction would be finished within five years. This would be in time for the opening of the Paris Olympics in 2024. However, architects say it could take decades to rebuild the world famous landmark. 

Some of the donors that are handing over cash are French billionaires. They include the owners of the luxury brand Louis Vuitton and the cosmetics company L’Oréal. The French oil company Total is also pledging 100 million euros. Apple CEO Tim Cook tweeted that his company would donate an unspecified amount. However, many people are asking whether the money would be better spent on helping the world’s poor.

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The drugs don’t work: what happens after antibiotics?

Antibiotic resistance is growing so fast that routine surgery could soon become impossible. But scientists are fighting back in the battle against infection

1- The first antibiotic that didn’t work for Debbi Forsythe was trimethoprim. In March 2016, Forsythe, a genial primary care counsellor from Morpeth, Northumberland, contracted a urinary tract infection. UTIs are common: more than 150 million people worldwide contract one every year. So when Forsythe saw her GP, they prescribed the usual treatment: a three-day course of antibiotics. When, a few weeks later, she fainted and started passing blood, she saw her GP again, who again prescribed trimethoprim.

2- Three days after that, Forsythe’s husband Pete came home to find his wife lying on the sofa, shaking, unable to call for help. He rushed her to A&E. She was put on a second antibiotic, gentamicin, and treated for sepsis, a complication of the infection that can be fatal if not treated quickly. The gentamicin didn’t work either. Doctors sent Forsythe’s blood for testing, but such tests can take days: bacteria must be grown in cultures, then tested against multiple antibiotics to find a suitable treatment. Five days after she was admitted to hospital, Forsythe was diagnosed with an infection of multi-drug-resistant E coli, and given ertapenem, one of the so-called “last resort” antibiotics.

3- It worked. But damage from Forsythe’s episode has lingered and she lives in constant fear of an infection reoccurring. Six months after her collapse, she developed another UTI, resulting, again, in a hospital stay. “I’ve had to accept that I will no longer get back to where I was,” she says. “My daughter and son said they felt like they lost their mum, because I wasn’t who I used to be.” But Forsythe was fortunate. Sepsis currently kills more people in the UK than lung cancer, and the number is growing, as more of us develop infections immune to antibiotics.

4- Antimicrobial resistance (AMR) – the process of bacteria (and yeasts and viruses) evolving defense mechanisms against the drugs we use to treat them – is progressing so quickly that the UN has called it a “global health emergency”. At least 2 million Americans contract drug-resistant infections every year. So-called “superbugs” spread rapidly, in part because some bacteria are able to borrow resistance genes from neighbouring species via a process called horizontal gene transfer. In 2013, researchers in China discovered E coli containing mcr-1, a gene resistant to colistin, a last-line antibiotic that, until recently, was considered too toxic for human use. Colistin-resistant infections have now been detected in at least 30 countries.

5- “In India and Pakistan, Bangladesh, China, and countries in South America, the resistance problem is already endemic,” says Colin Garner, CEO of Antibiotic Research UK. In May 2016, the UK government’s Review on Antimicrobial Resistance forecast that by 2050 antibiotic-resistant infections could kill 10 million people per year – more than all cancers combined.

6- “We have a good chance of getting to a point where for a lot of people there are no [effective] antibiotics,” Daniel Berman, leader of the Global Health team at Nesta, told me. The threat is difficult to imagine. A world without antibiotics means returning to a time without organ transplants, without hip replacements, without many now-routine surgeries. It would mean millions more women dying in childbirth; make many cancer treatments, including chemotherapy, impossible; and make even the smallest wound potentially lifethreatening. As Berman told me: “Those of us who are following this closely are actually quite scared.”

7- Bacteria are everywhere: in our bodies, in the air, in the soil, coating every surface in their sextillions. Many bacteria produce antibiotic compounds – exactly how many, we don’t know – probably as weapons in a microscopic battle for resources between different strains of bacteria that has been going on for billions of years. Because bacteria reproduce so quickly, they are able to evolve with astonishing speed. Introduce bacteria to a sufficiently weak concentration of an antibiotic and resistance can emerge within days. Penicillin resistance was first documented in 1940, a year before its first use in humans. (A common misconception is that people can become antibioticresistant. They don’t – the bacteria do.)

Oliver Franklin-Wallis Sun 24 Mar 2019 In: https://www.theguardian.com/global/2019/mar/24/ the-drugs-dont-work-what-happens-after-antibiotics