The Strategic Corporal What started as a routine day of humanitarian 1) was becoming something very different. Corporal Hernandez - the squad leader - faced the angry crowd. As a Molotov 2) crashed into their position, the Marines of 1st Squad looked at Corporal Hernandez. He knew that the fate of the squad and of the multi-national mission hung in the balance. His actions, in the next few minutes, could have strategic 3).
The situation above is common to many missions that have been conducted around the world in recent years. It also represents the enormous responsibilities and pressures that are placed on young Marine leaders. The United States Marine 4) has described such conflicts as the three block war - operations in which Marines may be 5) by a wide range of tactical challenges in a few hours and within the space of three city blocks. The tragic experience of US forces in Somalia during Operation Restore Hope illustrates the nature of these operations. The lesson of this mission and of other recent operations, whether humanitarian assistance, peacekeeping, or traditional warfighting, is that their outcome may 6) on decisions made by small unit leaders, and by actions taken at the lowest level of command. Success or 7) will rest with the rifleman and with his ability to make the right decision at the right time and at the point of contact. Today's Marines will often operate without the direct supervision of senior leadership and they will be asked to deal with a confusing range of challenges and threats. In order to succeed under such 8), they will require maturity, judgment and strength of character. Most importantly, these missions will require them to confidently make well-reasoned and independent 9) under extreme stress - decisions that will probably be analysed both in the media and in public opinion. In many cases, the individual Marine will potentially influence not only the immediate tactical situation, but the operational and strategic levels as well. His actions, therefore, will directly 10) the larger operation.
Однажды Стюарт младший поработал учителем . В 9 часов он вошел в классный кабинет . Он нашел линейку и взобрался на учительский стол . Он сказал :"Давайте приступим ! Какой предмет у вас обычно бывает с утра ?" -"Арифметика" ответили дети . "Давайте пропустим её," сказал Стюарт . Дети были счастливы пропустить арифметику . "Какой следующий предмет ?" спросил С.Л "Правописание " ответили дети . Конечно вы должны уметь правильно писать .Купите словарь Вебстера и проверяйте ваше правописание . Дети были рады пропустить урок правописания тоже . "Что следуещее ?" "Рисование " ответили дети , "вы не знаете как рисовать " спросил Стюарт , "конечно знаем " ответили дети . "урок истории следующий " сказала девочка . "История ,я не люблю этот предмет , давайте поговорим о более интересных вещах .Давайте поговорим о змеях " сказал Стюарт . "Мы можем поговорить о цирке ?" спросил Генри Джеймс."Нет , давайте поговорим о "хозяине мира " "Я хочу быть "хозяином мира ". "Ты слишком маленький " сказала Мэри Смит . "Вздор " сказал Стюарт . Хозяин мира должен быть умным и знать что важно . "Ты знаешь , что важно? "" Вы можете размышлять о хороших правилах (законах ) для мира ? Дети задумались .
It is summer. Mother duck has got six eggs. Five eggs break and five yellow ducklings come out. But the sixth egg doesn’t break. "Oh dear! This egg is very big," says mother duck. Later, the sixth egg breaks. A big grey duckling comes out. "Oh no! This duckling is ugly!" shouts mother duck. "Come on, ducklings. Let’s go and visit the hen," says mother duck. She looks at the ugly duckling and she says, "Walk behind your brothers and sisters. I don’t want anybody to see you. You’re ugly!" The ugly duckling is sad. The hen sees the ducklings. She sees the ugly duckling too. The hen laughs. "Look! That duckling is silly!" says the hen. "He has got short legs. He’s grey. His beak is silly. He’s an ugly duckling!" Everybody laughs. The ugly duckling is very sad.