English

1. a lot , not much
2. much,
3. not much

1. many
2. a lot of
3. Very few
4. aren’t enough
5. too many
6. much
7. little
8. a few

English

1. Have tou ever bought
2. have, wanted
3. have not read
4. haven’t been
5. Has, lived
6. have been
7. haven’t flew
8. haven’t met
9. Have, ate
10. Have, told

B

1. went, was
2. have, bought
3. I’ve got
4. were
5. did, buy
6. gave

Classwork

1. has aa lot of nature
2. has musicall
3. has a lot of natuural light, and many windows.
4. have their own opinion and worldview․

2. play

3.cap

4.thin

5.wallet

6.blouse

7. teacher

8. hotel

2. opposite

3. similar

4. like

5.something

6. example

7. somebody

8. somewhere

Classwork

a.

That’s the church where we married.

2&I need a phone which has good camera.

3. my mon is the only person who remebers my birthday.

4. I love which is on your bedroom wall.

5. That bus is the one which goes to……

6. XXXX is the place where they have a famous music festival.

7. Vermeer is the artist who painted The Milkmaid.

8. That’s the restaurant which has the fresh fish.

2. where

3. that

4. that.

5.which

6. where

7. that

2. where

3.who

4. which

5.where

6.which

7. which

English homework

1: go
2: will cook
3: is
4: don’t
5: will be
6: will you…
7: will
8: tell me

2
1: do well
2: will scream
3: is
4: wont mind
5: doesn’t call
6: cost
7: will Greg be
8: don’t get

3

1:won
2: would
3: they’d
4: didn’t
5: had
6: would
7: would
8: were

4

1: had
2: would see
3: leaved
4: didn’t leaved
5: wouldn’t have
6: I were

Exploring the Psychological Dimensions of Love

Introduction: Love is a concept that has been central to human existence since time immemorial. It has fascinated poets, philosophers, and scientists alike. In psychology, the study of love delves deep into the complexities of human emotions, behaviors, and relationships. While love may seem ethereal and subjective, psychologists have endeavored to unravel its mysteries, providing insights into its definition, components, and impact on individuals and societies.

Defining Love in Psychology: Psychology defines love as a complex set of emotions, attitudes, and behaviors characterized by deep affection, attachment, and care towards another individual. However, defining love in psychological terms encompasses more than just romantic or intimate relationships. Love can manifest in various forms, including familial love, platonic love, and altruistic love. Psychologists often conceptualize love as a multifaceted construct comprising several interrelated components.

Components of Love: Psychologist Robert Sternberg proposed the triangular theory of love, which delineates three primary components: intimacy, passion, and commitment. Intimacy refers to feelings of closeness, emotional connection, and mutual understanding between individuals. Passion involves intense desire, physical attraction, and arousal, driving romantic relationships. Commitment encompasses the decision to maintain the relationship, invest in its longevity, and work through challenges together. According to Sternberg, different combinations of these components give rise to various types of love, such as romantic love, companionate love, and consummate love.

Biological Basis of Love: Neuroscience has shed light on the biological underpinnings of love. Studies using functional magnetic resonance imaging (fMRI) have identified brain regions associated with love and attachment, including the ventral tegmental area (VTA), nucleus accumbens, and prefrontal cortex. These regions are involved in reward processing, emotional regulation, and social bonding. Neurochemicals such as dopamine, oxytocin, and vasopressin play crucial roles in mediating feelings of pleasure, bonding, and attachment, contributing to the experience of love.

Developmental Perspectives: Psychological theories of love also consider its developmental aspects. Attachment theory, pioneered by John Bowlby, posits that early experiences with caregivers shape individuals’ attachment styles and influence their capacity for love and intimacy in adulthood. Secure attachment, characterized by trust, comfort with intimacy, and effective emotion regulation, fosters healthy relationships based on mutual respect and support. In contrast, insecure attachment styles, such as avoidant or anxious attachment, may lead to difficulties in forming and maintaining intimate connections.

Cultural and Social Influences: The expression and experience of love are heavily influenced by cultural norms, societal expectations, and interpersonal dynamics. Cultural variations in romantic ideals, marriage customs, and familial roles shape individuals’ beliefs, attitudes, and behaviors regarding love and relationships. Moreover, social factors such as socioeconomic status, gender roles, and social support networks influence the quality and stability of romantic partnerships. Understanding these contextual influences is essential for contextualizing the experience of love across diverse populations.

Implications for Well-Being: Love plays a vital role in promoting psychological well-being and overall life satisfaction. Research consistently demonstrates that individuals in loving relationships tend to experience greater happiness, lower levels of stress, and better physical health outcomes. Moreover, love serves as a buffer against adversity, providing emotional support and resilience during challenging times. However, dysfunctional patterns of love, such as codependency, unrequited love, or toxic relationships, can have detrimental effects on mental health and interpersonal functioning.

Conclusion: In conclusion, love represents a fundamental aspect of human existence that transcends cultural, biological, and psychological boundaries. Through the lens of psychology, we gain valuable insights into the nature, dynamics, and impact of love on individuals and society. By examining its components, biological underpinnings, developmental origins, and socio-cultural influences, psychologists deepen our understanding of this complex phenomenon. Ultimately, the study of love in psychology not only enriches our knowledge but also offers pathways to fostering healthy relationships and enhancing human flourishing.

Educational tourism

ABSTRACT: Purpose of the study: educational tourism can be used as one of the tools to attract foreign students into educational institutions. The study aims to learn about the existing practices in the organizations for the international students and explores the methods and processes to identify the resources of admitting international students who intend to join institutions in Rajasthan, India, in future for their higher education. The research is intended to shed light on the fact that the Indian economy is heavily reliant on the tourism industry.
վերացական։ Այս հետազոտության իմաստը։ Կրթական զբոսաշրջությունը կարող է օգտագործվել որպես, օտարերկրացի սովորողներին կրթական հարթակներում գրավելու գործիք։ Հետազոտությունը նպատակ ունի իմանալ միջազգային ուսանողների համար գործող կազմակերպոըթյունների, այնտեղ ընթացող մեթոդների և գուրծընթացների մասին և իմանալ միջազգային սովորողներին ընդունելու տարբերակների մասին ովքեր նպատակ ունեն ապագայում միանալ հնդկաստանի ռաջաստան քաղաքի համալսարանների և ստանալ բարձրագույն կրթություն։ Հետազոտությունը մտադրված է լույս սփռել այն փաստի վրա, որր հնդկական տնտեսությունը մեծապես կախված է տուրիստական ոլորտից։

Methodology:This study used the descriptive research method to analyze the current state of India’s educational tourism industry by using secondary data. An extensive library of publications, books, periodicals, websites, and publicly available government data were used to gather information. In essence, this is an explanation study. The information gathered from various sources has been examined, and data pertinent to educational tourism has undergone additional analysis. The researcher concluded that educational tourism is aiding the Indian tourism industry to achieve sustained growth.

Կիրառվող մեթոդները։ Այս ուսումնասիրությունը իգտագործել է բնութագրական մեթոդը, որպեսի ուսումնասիրի հնդկաստանի կրթական ոլորտի կրթական վիճակը՝ օգտագործելով երկրորդական տվյալներ։ Լայնամասշտաբ հրապարակումների, գրքերի, պարբերականների, վեբկայքերի հասարակության համար հասանելի տվյալերը կառավարոիթյան մասին, օգտագործվել են ինֆորմացիա հավաքելու համար։ Ըստ էության սա բացատրական ուսումնասիրություն է։ Ինֆորմացիան ուսումնասիրվել է բազմաթիվ աղբյուրներից և կրթական տուրիզմի մասին տվյալները ենթարկվել են հավելյալ անալիզի։ Հետազոտողը եզրակացրել է, որ կրթական տուրիզմը օգնում է հնդկական տուրիզմի ոլորտին հասնել կայուն աճի։

Taraz

Taraz – Armenian national costume

Taraz in Armenia stands for the national costume and dates back almost 1,500 years. The Armenian national costume is very diverse. Taraz of each region has its own specifics, however, there are common elements due to which it cannot be confused with the clothes of other peoples.

It is believed that the word «taraz» comes from the word «tar», which means «letter», since initially clothes were decorated with letters of the Armenian alphabet instead of ornamental embroideries.

By its type, the Armenian national costume is a loose long dress that has gaps in the front and sides and must have a belt.

The color scheme is dominated by red, magenta, blue, green and yellow.

Red and dark cherry were considered the color of fertility, black – the color of the earth, white – water, yellow – the color of flame, and also emphasized luxury and wealth, green – prosperity.

According to taraz, it was possible to determine a person’s marital status and how many children he had.

The headdress was an important element of the clothing of the Trabzon Armenians. Married women wore a headdress from 8 to 18 cm high, which consisted of several layers of glued paper fabric. A ribbon with gold or silver coins was tied on it.

The main colors of Syunik and Artsakh taraz are red and green. Red represented happiness, beauty and well-being.

In Syunik and Artsakh, women’s jewelry was silver, which made the clothes very luxurious: the headdress was with coins and the obligatory silver belt.

In general, unlike the taraz of Western Armenians, decorated with rich embroidery, there was less embroidery in the clothes of Eastern Armenians.

The Western Armenian women’s clothing complex as a whole was distinguished by its bright colors and rich decorative design. In addition, the apron was considered an obligatory part of a woman’s dress and designated married women. It could be sewn from cotton fabric, as well as from expensive fabrics such as velvet or broadcloth.

In Sasun, the betrothed girls wore bright silk aprons, in Cilicia a three-meter canvas with fringe at the ends served as a belt.

In recent years, interest in the Armenian costume has been growing and the tradition of wearing a traditional costume has been revived in Armenia through the efforts of Armenian designers.

When visiting Armenia, we can help you organize a photo shoot in traditional Armenian clothes of a particular region.

Center of Erevan

Let’s go to Swan Lake through Northern Avenue. This is Northern Avenue. It is very wide, isn’t it? Almost all the buildings in this avenue are half empty because the apartments here are very expensive.

Եկեք գնանք Հյուսիսային պողոտայի միջով Կարապի լիճը։ Նա լայն է, համարյա բոլոր բնակարանները դատարկ են, քանի որ դրանք շատ թանգ են։

There are firm (brand) shops on both sides of the avenue. Tourists like walking along this avenue. Now we are approaching Swan Lake. Swan Lake is very much like Lake Sevan with its shape. Swans bathe in this lake in summer, and in winter an artificial skating rink opens here.  To the left of Swan Lake is the Opera House with its Freedom Square.

Պողոտայի երկու կողմերում կան բրենդային խանութներ։ Զբոսաշրջիկները սիրում են քայլել պողոտայով։ Հիմա մենք մոտենում ենք Կարապի լճին։ Կարապի լիճը շատ է նման Սևանին իր ձևով։ Կարապները լողում են այս լճում ամռանը, իսկ ձմռանը սահադաշտ է բացվում։ Լճից ձախ գտնվում է Օպերան և Ազատության Հրապարակը։

This is the heart of Yerevan. The Opera House was designed by Alexander Tamanyan in the 1930-s. According to Tamanyan’s initial design, the Opera House was to have two halls: a summer out-door hall, and a winter hall. Later, instead of the summer hall, a big hall of Philharmonie was built and it was named after Aram Khachatryan. The Big Concert Hall after Aram Khachatryan has 1400 seats, and the Opera and Ballet Hall has 1200 seats.

Դա Երևանի սիրտն է։ Օպերան կառուցել է Ալեքսանդր Թամանյանը, 1930-ականներին։ Ըստ Թամանյանի նախնական ոճի, Օպերան

In 1937 the design of the Opera House got a gold medal at the World Exhibition of Art in Paris. Like Armenian churches and monasteries, the wall ornaments of the Opera House are bunches of flowers and pomegranates. In front of the Opera House, you can see the monuments to Hovhannes Tumanyan and Alexander Spendiaryan. Alexander Spendiaryan is a great Armenian composer who created the first Armenian opera “Almast” the libretto of which was written on the bases of Tumanyan’s poem ”The Seige of the Tmbouk Castle”. 

Freedom Square is in front of the Opera House. 

-Why is this square called “Freedom Square”? 

All the anti-government and democratic rallies have been organized here. The Northern side of the Opera House is the entrance to the Big Concert Hall after Aram Khachatryan. There is a monument to him here. 

The next place of interest which is very close to this place, is Martiros Saryan’s monument. On Saturdays and Sundays, out-door exhibitions and sale of the works by modern artists are held. We only have to cross the Mashtots Avenue. This monument is built of white marble. You can approach these paintings and the artists who are standing beside them. You can ask the prices of these pictures and buy one of them. You can also bargain. 

Not far from the monument to Martiros Saryan, you can see a peculiar monument to four men. This monument portrays the heroes of the well-known Armenian film “Men”. 

Not far from here, the crossing of Sayat Nova and Mashtots Avenues is called The Square of France. In the center of the square, you can see the monument to the famous French painter Jules Bastien-Lepage created by Auguste Rodin. 

English

Hannah met Jamie last summer. It was Hannah’s birthday and she and her friends went to a club. They wanted to dance, but they didn’t like the music, so Hannah went to speak to the DJ. ‘This .music is awful,’ she said. ‘Could you play something else?’ The DJ looked at her and said, ‘Don’t worry, I have the perfect song for you.’

1. Two minutes later he said, ‘The next song is by Pink. It’s called Get the Parry Started and it’s for a beautiful girl over lherc who’s wearing a pink dress.’ Hannah knew that he was playing the song for her.

2. When Hannah and her friends left the club, the DJ was waiting for her al the door. ‘Hi, I’m Janie,’ he said to Hannah. ‘Can I see you again?’ So Hannah gave him her phone number.

3. The next day Jamie phoned Hannah and invited her to dinner. He took her to a very ronmantic French restaurant and they talked all evening. Although the food wasn’t very good, they had a great time.

4. After that Jamie and Hannah saw each other every day. Every evening when Hannah finished work they 1net at 5.30 in a coffee bar in the high street. They were madly in love.

5. One evening in October Hannah was at work. As usual she was going to meetjanue at 5.30. lt was dark and it was raining. She looked at her watch. It was 5.20! She was going to be late! She ran to her car and got in.

At 5.25 she was driving along the high street. She was going very fast because she was in a hurry. 6. Suddenly a man ran across the road. He was wearing a dark coal, so Hannah didn’t see him at first. Quickly, she put her foot on the brake…

…. He quickly put his foot on the brake and fortunately he managed to brake. He panicked and got out of the car to see if everything was okay with the boy, the boy apologized for his inattention and left. Anna saw Jim in the distance, who had already gone out to find out why Anna was late. The boy reassured Anna and they went to enjoy their day together.

… Նա արագ ոտքը դրեց արգելակի վրա ու բարեբախտաբար նրան հաջողվեց արգելակել։ Նա խուճապի մատնվելով դուրս է եկել մեքենայից՝ տեսնելու, թե տղայի հետ ամեն ինչ կարգի՞ն է, տղան ներողություն խնդրեց իր անուշադրության համար ու հեռացավ։ Աննան հեռվում տեսավ Ջիմին, ով արդեն դուրս էր եկել՝ պարզելու, թե ինչու է Աննան ուշացել։ Տղան հանգստացրեց Աննային ու նրանք գնացին միասին վայելելու իրենց օրը։

1. because

2. although

3. so