decision making essays

decision making essays More than thirty years have passed since the dramatic cling of arm in the remote Himalayan region of the Sino-Indian border. This Time gap seems to be appropriate for a correct reexamination of the conflict. The account of India's attempt to find balance with China, ever since the Kongska Pass incident in 1959 until the attack of 1962, is not merely a fact sheet that we can brows and toss away. In stead we have to link each idea to the event and causes that might have played a role in the conflict. Ever since 1959 the border problem between Asia's biggest two nation states has been picking up speed at a threatening speed. The year 1962 was the unfortunate year for India, which knocked out any possibility of understanding between China and India. Of course, such an act of terror could have not started without some kind of the reason, whatever it may be. The chronological order of pre-crisis decisions taken India's authorities are that the latter helped Nehru convey his thought and policies to the outside world in a forceful and organized manner (Brecher, 1959). But as Rajani Palme Dutt said in his book "The problem of India," foreign policy was exercised "more behind the scenes than in meetings of the committee." Both Menon and Nehru acted to the desire of Nehru. It was often when the Foreign secretary would take to Pant drafts of diplomatic correspondence and get the reaction which was usually at Nehru's request (Hoffmann, 1990). Foreign policy makers Nehru, Menon and Pant shared a common worldview which clearly showed their psychological predisposition, drawn from the sources of their personality, idiosyncrasy, ideology, tradition, culture and history. As we shall see further down, in the mainstream of common ideas and beliefs, they indeed had some differences. But all these men used the "attitudinal prism" (Hoffmann, 1990), the lens through which they filtered and structured the information thus perceiving the worl...

Applications for Canadian Permanent Resident Cards

Applications for Canadian Permanent Resident Cards Updated: 08/12/07 Who Should Apply for a Canadian Permanent Resident Card Canadian immigrants with permanent resident status who arrived in Canada before June 28, 2002 should apply for a Permanent Resident Card. The card replaces the IMM 1000 document. After December 31, 2003 all Canadian permanent residents, including children, returning to Canada by commercial vehicle (plane, boat, train or bus) must use the new card to prove their permanent resident status. Permanent Resident Cards are generally issued for five years, or in exceptional circumstances for one year. Permanent residents who plan to travel overseas should obtain a Permanent Resident Card before their departure. You should apply for a Permanent Resident Card at least two months before your departure. Processing times may vary, so check current processing times provided by Canada Citizenship and Immigration and adjust accordingly. Immigrants who became Canadian permanent residents on or after June 28, 2002 do not need to apply for a Permanent Resident Card. A Permanent Resident Card should have been mailed to you automatically. If you did not provide a mailing address to the Canada Border Services Agency when you entered Canada, you should do so as soon as possible. You must provide your mailing address within 180 days of entering Canada, or you will have to apply for a Permanent Resident Card and pay the appropriate fee. You can provide your mailing address online or by contacting the Permanent Resident Card Call Centre. Renewal of Permanent Resident Cards Since Permanent Resident Cards are issued for five years, or in some cases one year, permanent residents should check the expiry date on their PR Card if they plan to travel outside Canada. Five-year permanent resident cards began expiring in July 2007. Be sure to apply for a new Permanent Resident Card at least two months before you plan to leave the country. Permanent Resident Card Application Kits and Forms You can download the Permanent Resident Card application kit and forms from the Citizenship and Immigration Canada site. The forms must be completed, signed and mailed to the address given on the form. Detailed instructions on completing the form and the documents required to be included with the form are given in the application guide that comes with the kit. If you wish to have a printed application kit mailed to you, you can call the Permanent Resident Call Centre at 1-888-242-2100. Kits can only be sent to addresses in Canada. Allow at least two weeks for delivery. Application Fees for Permanent Resident Cards The fee for processing a Permanent Resident Card application is $50.00. Fees are subject to change. There are two ways to pay the application fee. Pay onlinePay your fee at a financial institution in Canada. To pay the fee, you must complete an original of the Fees Receipt Form IMM 5401, and take it to a financial institution with your payment. The bank will stamp the receipt form. You then attach the middle portion (Copy 2) to your Permanent Resident Card application. The fee is not refundable. Urgent Cases If you plan to travel outside Canada and do not think you will have time to get a Permanent Resident Card before you leave Canada, Citizenship and Immigration Canada may be able to process your application on an urgent basis. Check Information Regarding Urgent Cases to find out how to request that your application be processed on an urgent basis. Permanent residents wanting to return to Canada who do not have a Permanent Resident Card may contact the nearest Canadian visa office to obtain a limited use travel document to re-enter Canada at a cost of $50 each. You can download the application for a travel document (permanent resident abroad) online. Check the Status of Your Permanent Resident Card Application To check on the status of your Permanent Resident Card application, you can use the Canadian Immigration Client Application Status tool. Please note that the status of your application will not show in the Client Application Status tool until Citizenship and Immigration Canada has begun processing your application. To find out how long it may take to process your application, check the current processing times. There is no point in checking on the status of your application unless the specified processing time has passed. Questions About Your Permanent Resident Card Application If you have questions about your Permanent Resident Card Application, contact the Citizenship and Immigration Canada Call Centre if you are in Canada, or your local visa office if you are outside Canada.

Data Collection Methods Essay Example | Topics and Well Written Essays - 1000 words

Data Collection Methods - Essay Example Focus group Advantages and Dis-advantagesAccording to Morgan (1996) focus group is a research method devoted to data collection to gather data through group discussion. It is an easy way to listen to diverse views of the research issue. Group discussion deals with real life issues and helps in gathering real time data. However there are several disadvantages of focus group. It is quite expensive and time-consuming research methodology. In focus group that some of the participants are mistaken by the group discussion and they jump to conclusion. It is hard for the moderator to keep the group of people focused on one topic for a long time. Group discussions are not planned. People can go in wrong direction and lot of time is wasted to come back to the original topic. In-group discussion, people take sides, and the mentality of follow the crowd exists. The research interview is defined as â€Å"a two-person conversation initiated by the interviewer for the specific purpose† to find research relevant information and focusing on the interviewee to gather the essential data (Cohen, 2000). The interview involves gathering data through direct verbal interaction between the individuals. Veal (2000) has described interview as a strategy to find out from people about the things, which cannot be observed directly. The interviews are meant to collect data from each respondent face to face. In the interview, each respondent contributes a different perspective of the same question. Personal interviewing provides face-to-face contact with respondents, which permits audible and visual communication with respondents in real time (Joann, 1990).

International financial markets Essay Example | Topics and Well Written Essays - 2000 words - 2

International financial markets - Essay Example Bonds and stocks are types of securities, and they are each related to a different set of circumstances that govern the relationship between investor and investee. Financing through stocks and bonds is a delicate matter for a company because it impacts on the firm’s rate of return as well as financial risk. Financing through equity usually has a higher cost of capital, because equity holders are entitled to a pro-rata share of the profits. Theoretically, therefore, stockholders’ expected returns have no limit. However, since the stockholders are not entitled to any returns if the company incurs losses, then there is no default risk associated with equity. On the other hand, debt capital entails a cost of interest to the borrower-firm. Interest rates associated with long-term debt are lower than the cost of equity to the firm, because debt is contracted at a fixed rate and is therefore limited to that rate, even though the firm earns much higher rates of income. There is a risk, however, associated with the possibility of default. Even if the firm incurs losses, its obligation to pay interest on its debt is fixed, therefore its in ability to meet with interest payments may incur for it costly penalties. The nature of the firm’s business affects the firm’s ideal capital structure – that is, the proportion of the needed capital it may finance through debt and through equity. The following are examples of industries and their average debt and equity ratios. It may be noted that companies in the same business do not necessarily have the same capital structures. For instance, in the consumer non-cyclical industry, Starbucks is financed entirely by equity, while Kellog relies slightly more on debt financing rather than equity. Raising money from the bonds market. Large corporations could raise money through the bonds market. The process involves the underwriting of the bonds float by either one or several

Perception in thought processes Essay Example for Free

Perception in thought processes Essay This paper seeks to explore the role played by perception in thought processes in an individual’s life. It also focuses on intelligence and the relationship between intelligence and cognition. Perception which is the process of acquiring, interpreting, selecting, and organizing sensory information influence thinking styles, thinking skills as well as the types of thoughts in an individual’s mind. The world of an individual begins by what is visible, imagined or told in a story about various issues and things in his or her immediate surrounding. When these things are assimilated by an individual, a response is ignited in the mind in the form of thought processes. (Bohm, D. 1994, p. 130). I perceive the current modern world as a place of creativity and competition and an arena where everybody is always pushing his or her way even if it is to the disadvantage of others. For instance, the industrialized nations continue to release greenhouse gases despite the world wide outcry on global warming. Due to these, I am always thinking of discovering something new that can push me a head of the rest in both competition and creativity. Most importantly, what is always in my mind is how to accumulate enough money in this capitalistic world where everyone is keeps to themselves. The egocentricity I encounter in my interaction with people has made me to think of ways on how to keep whatever I have to myself and a way from the selfish world. The characteristics of what I perceive as well as personal characteristics like my attitude, personality, motives, interests, past experiences and expectations affect the thought processes. Several definitions for intelligence have been developed by various researchers and scientists but there seems to be no consensus on the universally acceptable definition. According to Sternberg, J. R, Jean E. P. (2005), the definitions revolve around specific abilities which are pooled together to form general abilities as the parameters around which intelligence can be defined. Consequently intelligence can be defined as the ability to learn about, learn from, understand, and interact with one’s environment. These specific abilities are the reason for cognition which is the process of recognizing, interpreting, making judgments as well as reasoning; these involves perceptions, learning, memory, and decision making. The capacity for knowledge and ability to acquire it is a specific component of intelligence that can lead a person into judging a situation or an object. The capacity to reason and higher thinking coupled with ability to carry out an evaluation gives judgment as a product of intelligence. The ability to adapt to a new environment or to changes in the current environment dictates how an animal or human being will act on the information from its environment. Interpretation which is encompassed in cognition is as a result of the ability to comprehend the issue at hand and contrast and compare relationships that we face. Cognition can therefore be said to result from original and productive thought. Conclusion. What an individual perceives define the thought processes he or she is undergoing. Perception of the surrounding environment is what triggers the development of thinking skills and styles needed in response. Cognition is a consequence of specific abilities which are found in intelligence and they mostly occur together.

Carl Gustav Jung Essay -- essays research papers

Carl Gustav Jung was a Swiss psychiatrist and founder of the school of analytical psychology. He proposed and developed the concepts of the extroverted and introverted personality, archetypes, and the collective unconscious. The issues that he dealt with arose from his personal experiences. For many years Jung felt as if he had two separate personalities. One introverted while the other was extroverted. This interplay results in his study of integration and wholeness. His work has been influential not only in psychology, but in religion and literature as well. Jung was born on July 26, 1875 in Kesswil, Switzerland, the only son of a Protestant clergyman. At the age of four his family moved to Basel. His childhood was a lonely one. Jung observed his parents and teachers and tried to understand their behavior, especially that of his father. The elder Jung had a failing belief in religion. Jung could never understand why. There were numerous relatives on either side of his family that were clergymen. It was expected of Jung to continue in the family tradition. Jung did not decide to follow, instead choosing to attend the University of Basel from 1895-1900. Before deciding on medicine Jung studied biology, zoology, paleontology, and archaeology. His explorations did not stop with that, he looked at philosophy, mythology, early Christian literature as well as religion. His interest in religion could be attributed to his heritage and watching the demise of his father. After leaving Basel, Jung became an assistant physician at Burgholzli Psychiatric clinic under Eugen Bleuler. In 1902 he obtained his M.D. from the University of Zurich. His dissertation was entitled "On the Psychology and Pathology of So -Called Occult Phenomena". Through this work one of his basic concepts is outlined, the underlying wholeness of the psyche. Jung's first research was conducted in 1904. He studied word association in patients. He found groups of repressed psychic content for which he invented the now famous word "complex." This study brought him close to the work of Sigmund Freud. Jung's work confirmed many of Freud's ideas. Between 1907 and 1912 he and Freud worked very close. Many believed that Jung would continue Freud's psychoanalysis, but this did not occur. For temperamental and differences over the signific... ...rre Janet 1902 Went to London 1903 Married Emma Rauschenbach 1904 Research in Word Association 1905 Started lecturing at Zurich 1907 First meeting with Sigmund Freud 1909 Gave up work at Burgholzi 1911 Lectured in the United States with Freud 1911 Elected president of the "International Psychoanalytic Society" 1912 Publication of "Psychology of the Unconscious" 1912 Split with Freud 1913 Gave up lectureship at Zurich 1914 Resigned from the "International Psychoanalytic Society" 1920 Went to Tunis and Algiers 1921 Publication of "Psychological Types" 1924 Studied Pueblo Indians 1926 Studied the inhabitants of Mount Elgon in Kenya 1933 Professor of Psychology at the Federal Polytechnical University of Zurich 1933 Edited the "Central Journal for Psychotherapy and Related Fields" 1935 President of the Swiss Society for Practical Psychology 1937 Visited India 1939 Finished editing the "Central Journal for Psychotherapy and Related Fields" 1941 Retired from The Federal Polytechnical University of Zurich 1943 Professor of Medical Psychology at the University of Basel 1961 Died in Kusnacht, on Lake Zurich

India automobile industry Essay

Is this the worst period for the automobile industry that you’ve witnessed? The sales of petrol-fuelled cars have been declining month after month and it went unnoticed. However, diesel car sales started declining only since the last six months. Sales of petrol cars have been declining for the past two years. This is certainly the worst period, I can’t think of any period in recent history that’s been anything like this. The correction that’s happening now is of diesel-powered car sales. If you look back at the diesel car sales, it had a very rapid growth. Beginning of 2011, growth has been very high, till the end of last year. Carmakers had expanded capacity. There is now not much attraction for diesel cars with increasing fuel prices. There has been substantial cut-back in petrol car production, but the cut-back in diesel car production was seen only from last month. Analysts are talking about a huge inventory pile-up at stockyards and dealerships. Is this one of the major reasons for plant shut downs? Shut downs are happening, because there is no point producing cars which are not selling. If I have a capacity to sell 40,000 cars and the demand today in the market is for only 30,000 cars, what do I do now? I have to scale back production. I have two ways of doing it. Either I reduce production each day by 25% or work on less days and produce 25% less. It is more economical to choose the second option, to work for a fewer number of days at maximum capacity. Because this will help reduce overheads such as electricity, transport, water charges, etc. Lot of money goes into these. What companies are doing is working for a fewer number of days but at maximum capacity on those days.

Dark Tech: The Effect of the Cell Phone on Health

Today’s technologies are advancing at such an astonishing rate. This can make it difficult for even the most avid â€Å"techie† to keep pace. Technology is that wonderful thing that brings comfort and convenience to our lives. But, with that comfort and convenience, there often comes a price; and the technology of the cell phone proves no exception. Arguably, as a communication tool, the cell phone has no equal in how it has changed and affected our lives. Mostly, the effect has been positive in many ways. But, as it is with anything, overuse and abuse has brought out its dark side and the effect of unintended consequences.One of the unintended consequences of the cell phone is its effect on the health of its users and even the health of those around them. What is the effect of the cell phone on our health? Researchers are examining the health risks associated with cell phone use. This research has focused on traffic accidents, germs, cancer, electromagnetic radiation, and vision health. Traffic Accidents and Cell Phones Cell phone users knowingly, or unknowingly, put themselves and others in potentially hazardous situations by using a cell phone while driving.A recent study by the Centers for Disease Control and Prevention focused on cell phone distracted drivers in the United States. According to the study, sixty-nine percent of drivers in the United States, ages 18-64, reported that they had talked on their cell phone while driving within the last thirty days. Additionally, within that same demographic, thirty-one percent of U. S. drivers reported that they had read or sent text messages or email messages while driving at least once within the 30 days before they were surveyed.One must note that these percentages reflect only those drivers that â€Å"admitted† to the cell phone activity in question. Activities, such as texting, take the driver’s attention and hands away from driving more frequently and for longer periods than othe r distractions, making it proportionately more dangerous. Younger, inexperienced drivers under the age of 20 may be at a higher risk; they garner the highest proportion of distraction-related fatal crashes. The National Safety Council reports that at least 23 percent of all traffic crashes, or at least 1. 3 million crashes, involve cell phone use.This number can be broken down to an estimated 1. 2 million crashes each year involving drivers using cell phones for conversations and the remaining 100,000 or more additional crashes can be related to drivers who are texting. Analyzing this data shows that cell phone conversations are involved in 12 times as many crashes as texting. This seems to dispel the common myth that a texting driver is the more commonly dangerous cell phone activity. Additionally, and maybe surprisingly to some, it is not just our drivers causing dangerous situations on the roadways.Many times, pedestrians entranced with their cell phones are just as dangerous as drivers using them. A study published in Injury Prevention in 2012 reflects that one in three pedestrians is distracted by a mobile device while crossing busy streets. This type of distraction leads to accidents that injure both pedestrians and drivers. Germs and Cell Phones Cell phones not only carry important data, but nasty germs also. The greasy, oily residue you usually see on your cell phone after a week, or only a day, of use can often contain more disease-laden germs than those found on a toilet seat.In 2011, researchers from the London School of Hygiene & Tropical Medicine at Queen Mary, University of London found that one in six cell phones is contaminated with some sort of fecal matter. These fecal deposits find their way on to the handsets often because their owners did not wash their hands with soap and water after using the toilet. Some of the phones were found to harbor E. coli bacteria from fecal origin. If this bacterium is transferred into the mouth and ingested in to the body, it can cause fever, vomiting, and diarrhea.In another recent study, students in an Environmental Health course at South University, Columbia sought to find out what germs live on cell phones. After swabbing a sample of 60 phones belonging to students, they found that phones were frequently contaminated with methicillin-resistant Staphylococcus aureus (MRSA). According to Dr. Robert J. Wolff, PhD, program director of Health Science at South University, â€Å"Staph aureus is always dangerous and MRSA forms are worse because they cannot be stopped easily.†Staph skin infections, including MRSA, can quickly turn into deep, painful abscesses. The bacteria might remain confined to the skin, or burrow deeper into the body to cause potentially life-threatening infections in bones, joints, and surgical wounds. Once established in the body, the infection can infiltrate the bloodstream migrating to the heart valves and lungs tissues where it can wreak havoc on critical physi o-biological systems. Radiation and Cell Phone Usage Our cell phones certainly provide an efficient and easy way to communicate with friends, family, and co-workers.But, multiple research projects have suggested that excessive use of these communication devices may take a long-term toll on the user’s wellbeing. Cell phones use transmitting radio waves through a series of cell towers where radiofrequency (RF) waves create electromagnetic fields. Although cell phones are considered to be low-powered RF transmitters, your handset transmits power when it is on, and therefore it is important to increase your distance from the handset to reduce RF radiation exposure.The Federal Communications Commission (FCC) suggests cell phone users to keep a minimum distance of 20 centimeters from their handset to significantly reduce RF radiation exposure. Adults and especially children can suffer the long-term effects of radiation waves on the brain. According to Dr. Devra Davis, director for environmental oncology at the University of Pittsburgh, â€Å"Young children particularly need to be careful. We do not have enough information nor do we have enough time to be sure that cell phones are safe, and there's reason for concern that they may be harmful.†The University of Pittsburgh also warned its faculty and staff to limit their cell phone use due to the possible cancer risks. Vision and Cell Phones For those of you with smart phones, staring at your mobile device can cause problems in your vision later in life. Since screens on mobile devices tend to be smaller than computer screens, you are more likely to squint and strain your eyes while reading messages. According to the Vision Council, more than 70 percent of Americans don't know or are in denial that they are susceptible to digital eye strain.Additionally, smart phones and other hand-held devices are designed for reading at close range, so users’ eyes must constantly refocus and reposition to process the display’s text and graphics. As much as one-third of U. S. adults reported spending as many as four to six hours a day with their cell phones or related electronic devices. As digital device use increases, so do potential vision problems, including eye strain. Symptoms of this â€Å"digital† eye strain may include dry eyes, eye redness or irritation, blurred vision, neck and back pain, as well as headaches.Conclusion We know that today’s cell phone is the new wonder of modern technology that makes our lives richer and fuller as each new model is introduced. It is technically a microcomputer hidden beneath the cloak of a phone that puts the information super highway in our hip pocket for instant access at any time or place. Oh yeah, we can use it to communicate with our friends, family and co-workers too. So, are cell phones hazardous to our health? Well, if cell phones were handguns, they might be banned, or at the very least restricted by all means of laws and regulation.If cell phones were automobiles, an owner would probably need to take a safety course to get an operator’s license. To be serious, the cell phone is just a tool. If used in a safe manner and a little common sense, it is no more dangerous than any other tool (Said the three-fingered shop teacher). Unfortunately, not every cell phone user is endowed with common sense. So, until legislation catches up with the technology, the cell phone will have its dark side fraught with danger. Until then, to stay safe, we can clean our hands and cell phones regularly to keep the toilet germs and other assorted pathogens away from our mouths.We can keep our phone’s possible cancer causing RF at bay by using hands-free devices as much as possible. We can keep our eyesight a little longer by limiting device usage and eye strain. Last, but most importantly, we need to keep our cell phones in our pockets and purses while driving. If we need to make or answer a call, hand it to a passenger, pull over, or wait until we reach our destination to use the device. Just remember, when using your cell phone, think â€Å"safety first†; your health depends on it!

Clil Essays

Clil Essays Clil Essay Clil Essay spanning the continent geographically from the North (Sweden) to the South(Spain)What is true of most educational issues also applies to CLIL is that it comes in a wide range of shapes and sizes. [4] 2. FIVE DIMENSIONS FOR INTRODUCING CLIL According to the research published in 2001 (MARSH, Majlers and Hartiala: Profiling European CLIL Classrooms-Languages Open Doors) [5]) there are five dimensions or reasons for introducing CLIL in schools and universities in order to strengthen the teaching and learning at these institutions. Five dimensions of CLIL: 1. Culture Dimension –CULTIX, emphasizes the importance to build intercultural knowledge and understanding; to develop intercultural communication skills; to learn about specific neighboring countries/regions and minority groups; to introduce the wider cultural context. 2. Environment Dimension – ENTIX, is to prepare for internationalism, specifically European union integration; access International Certification, enhance school profile. 3. Language Dimension – LANTIX, seeks to improve overall target language competence, develop oral communication skills, develop multilingual interests an attitudes, introduce a target language. 4. Content Dimension – CONTIX , aims at providing opportunities to study content through different perspectives ; accessing subject-specific target language terminology, preparing for future studies and working life . . 5. Learning Dimension- LEARNTIX, has the goal to complement individual learning strategies; diversely methods an forms of classroom practice ; increasing learners motivation. 2] These five assumptions can be considered as the basic ingredients for effective language learning and teaching activities These assumptions are otherwise called- The official CLIL Compendium. Another theorist slightly disagrees with this opinion and puts communication as the central focus in the process of the language acquisition. Krashen and Terell meant that the problem with this method of language learning was that they were built too much around the structure of language, not about theories of acquisition. 6] According to Krashen theory – learning hypothesis is two different ways of developing skills in a second or foreign language. [6] Analysis of the CLIL theories implies that the role of a teacher in CLIL is very important . The final achievement of the student should depend on the teacher’s awareness of the goals to be reached during the course and general motivation of the students. [2] 3. BENEFITS OF CLIL According to the theoretical definitions we can assume, that CLIL, has the following benefits: 1. CLIL is a member of the curriculum club. . CLIL has a dual focus. 3. CLIL buys us time. 4. CLIL causes  good change. 5. CLIL motivates. 1. CLIL is a member of the curriculum club. According to the European Commission: â€Å"Content and Language Integrated Learning (CLIL),  in which pupils learn a subject through the medium of a foreign languag e † This quotation endorses CLIL as a member of the curricular club. It seems uncontroversial because we do not know to what extent or to what level pupils ‘learn a subject’ through the foreign language, and we are left unaware of any reasons for doing CLIL. . CLIL has a dual focus. According to more detailed description: â€Å"CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with  dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language. (Marsh, D. 2002. Content and Language Integrated Learning: The European Dimension – Actions, Trends and Foresight Potential). This quote highlights some of the educational intention inherent to the CLIL paradigm. Through CLIL-type practice, subject content is learned at the same time with a foreign language. The ‘dual-focused’ objective would seem to be implying that CLIL shoots two birds at the same time. 3. CLIL buys us time. In European Commission’s quotation we encounter the following phrase: â€Å"It [CLIL] provides exposure to the language  without requiring extra time in the curriculum†. This should promote an approach with a twin set of objectives. One of these objectives is clearly educational (to learn subject content and a foreign language) and the other is administrative. Since educational and administrative needs often fight for space, this seems a good way to promote peace between them. In the European Council Resolution in 1995 is said, â€Å"†¦all EU citizens, by the time they leave compulsory schooling, should be able to speak two languages other than the mother tongue†. Curricula is attempting to achieve this aim have been getting more and more desperate in their attempts to find timetabling space. Instead of studying for example Geography in the mother tongue language, we should do it in a foreign language. Pupils learn the same subject concepts and skills, but increase contact time with the foreign language – crucial consideration in the improvement of attainment levels. [7] 4. CLIL causes  change. David Graddol wrote that CLIL is: â€Å"†¦an approach to bilingual education in which both curriculum content (such as science or geography) and English are taught together. It differs from simple English-medium education in that  the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study†. (Graddol D. English Next, British Council Publications, 2006) Graddol suggests that a powerful element of CLIL is its role in the improvement of language skills, and that pupils do not necessarily need a particularly high level of foreign language attainment. The teachers would have to adjust their methodology to ensure that the students understood the content. They would have to think of other means (group work, tasks, etc) which would result in an increase of the skill-based focus of the learning. [7]   The educational materials (textbooks) would also have to reflect this approach. The pupils would be learning language that was more clearly focused on, and related to, the subject matter that they needed to learn. CLIL is not confined to higher-achieving students. It fits in perfectly with a mixed-ability philosophy. So we might say that the phenomenon described above is desirable in educational terms. Ensuring that students understand the content, reducing teacher-talk, increasing the focus on skills, influencing publishers to do likewise and getting students to learn language items that are always contextualized, always functionally necessary at any level of curricular discourse. [7] . CLIL motivates Another quote: â€Å"CLIL is about  using languages to learn†¦ It is about  installing a ‘hunger to learn’ in the student. It gives opportunity for him/her to think about and develop how s/he communicates in general, even in the first language†. (Marsh, Marsland Stenberg, 2001) From the first part we can see that CLIL views language a s a ‘vehicle’, not simply as an entity in itself. This is a central component of the CLIL package. David Graddol said something similar too in his book  English Next, when he talked about the world now viewing English not so much as a language but as a core skill. This is a crucial observation, and it lies at the heart of the educational and social change that has taken place since the development of the Internet and the parallel growth in globalization. As English becomes an essential add-on to any curricular program around the world, it is moving into a position where it becomes a subject that pupils learn in order to do something else. [7]   A dual-focused CLIL encapsulates perfectly this post-modern, utilitarian view of the English language. Liberal educationalists may not agree with it, but for the time being it is here to tay. In its defense, CLIL also seems to contribute to the buzz-concept of our times – namely ‘motivation’. Teachers’ forums talk about it endlessly, as do the blurbs on the back of scholastic textbooks and the opening lines of ministerial declarations. In CLIL there is a chance that they are being asked their opinions because the expression of opinions is a key competence in the syllabus con tent. [7] 4. HISTORY OF CLIL There was always a big interest in alternative methods of language instruction and understanding of foreign cultures. In ancient times it was very popular to learn another language in the languages country of origin and to familiarize with the culture at the same time. In the middle ages many people were multilingual, although it is known that (except from Latin) no language was taught systematically in the schools or in other educational institutions. Foreign languages were learned through the interaction with speakers (people from foreign countries), mostly from trade or professional interests. In the 18 th and 19th century governesses were employed by aristocratic families. The governesses used their native tongue, French language, to instruct the children. The children had acquired new language as a foreign or frequently as a second language, as they used it to learn the contents of whatever it was they were taught: history, geography, or other subjects. So the roots of CLIL lies at this ancient linguistic cultural learning . Simultaneous integrated learning of a language and a particular subject by using foreign language as the language of instruction and learning. For a considerable time now, schools exist all over the world in which all school subjects are taught not in the local language, but in one of the worlds great cultural languages. German schools abroad, French academic high schools, British boarding schools and for some time now the schools set up by international institutions for the children of their employees are modern examples of alternative methods that depart from traditional curricular instruction and make use of this underlying principle of bilingual instruction, the integration of a foreign language and school ubject matter. [8] But it is conspicuous that the schools mentioned above are almost exclusively elite schools, where the term eliteâ€Å" not only refers to the high intellectual capabilities of the students, but also to the financial options available to their parents that make it possible for them to send their children to these schools. This process of selection over a long period of time had led to this decidedl y attractive form of learning being available only to a minority of young people. Through the establishment of so-called bilingual branches in normal regular schools (academic high schools and secondary schools), especially in Germany and Austria in the second half of the 20th century, bilingual curricular instruction was made available to students from all levels of society. The language policy of the European Union (every E. U. citizen should be able to speak at least two languages of the Union in addition to his native language) has resulted in bilingual curricular instruction having gained a high level of acceptance and support in all of Europe. 8] The number of concepts referring to this didactic idea is surprisingly large. In the English-language context, concepts such as; 1. Teaching Content through a Foreign Language, 2. Dual Focused Instruction, 3. Bilingual Content Teaching, 4. Content Based Language Teaching. These terms also make it clear that the basic concept of bilingual learning is interpreted in different ways. [8] During the past decade a concept has established itself in the English- and French-speaking cultural areas that are being increasingly used to refer to this idea:   1. Content and Language Integrated Learning((English) abbreviated as CLIL) 2. Enseignement dune Matiere par lIntegration dune Language Etrangere  ((French)  abbreviated as EMILE). It is surely a welcome development that, in spite of the diversity of interpretations of this idea inherent in these concepts, a uniform term is beginning to emerge, one that allows an unbiased perspective on this approach. But this also necessitates a definition that does justice to the diversity inherent in the concepts. Such a definition was already proposed at the start of this century and presented in slightly modified form in the Eurydice Report of the European Union (Eurydice Report, 2006). It runs as follows: ? The acronym CLIL is used as a generic term to describe all types of provision in which a second language (a foreign, regional or minority language and/or another official state language) is used to teach certain subjects in the curriculum other than the language lessons themselves. (Eurydice 2006: 8) 5. CLIL’S SITUATION IN LITHUANIA In Lithuania CLIL was initiated only in 2002 by the Ministry of Education and Science. The subject’s taught in foreign languages – English, French and German-include informatics, technology, history, ethics, and geography. Other subjects including art, business and cultural studies, music, biology, economics, healthy life style, mathematics, were used rarely. Humanities and creative subjects are definitely preferred as options for CLIL projects. The integration of languages and humanities in Lithuania seems to work better. Language teachers feel more confident about teaching other subject through foreign languages than subject teachers teaching in foreign languages. The most widely used model of teaching CLIL is subject and language teachers working in teams. CLIL is viewed in a positive light. The teachers in Lithuania perceive integrated teaching as a possibility for professional growth. Teachers are also motivated by the possibility to learn methods and approaches . By far the largest advantages as seen is the expansion of knowledge , both language and subject . Integrated teaching is primarily seen as a mean of developing language skills. Studies abroad are mentioned as a second biggest advantage. Other advantages that are mentioned by Lithuanian teachers are the development of IT skills, co-operation possibilities, career opportunities, higher motivation and increased competitiveness. Some teachers also mention the use of authentic materials and authentic tasks as one of the biggest advantages of approach. [9] Recently an investigation has been done by Ruta Veteryte, Management Teacher and Vilmante Liubiniene, English/ESP Teacher, to find out the situation of CLIL in Lithuania in various education levels. The results were following: 1. Pre primary level. Nowadays it has become a fashion, to offer language classes in some kindergartens. (Especially in English language). 2. Primary level. A foreign language is being taught from 1st year only in some profiled schools. 3. Secondary level. Beginning with the secondary level all schools provides studies of foreign languages. This lasts approximately for 7 years. In some gymnasiums students study such subjects as Economics or Physics in a foreign language, but this is not a very common practice. 4. Tertiary level. All students study foreign languages at least for a year, not depending on whether they are college or university students. Some higher education institutions train language specialists; others develop general skills of students in foreign languages up the advanced level. Studies of foreign languages differ a great deal among the universities. The length of language studies usually is restricted to one academic year. During this year some universities offer the courses of general English/German/French. When students reach the required level of language skills they are allowed to continue language studies choosing some alternatives, like Business English, English for Academic Purposes and etc. Other universities right from the beginning offer specialized language studies (ESP), depending on the profile of the Faculty(English for Law, English for Economics and Management, English for Environmental Studies, etc. ). Still, there are universities, which offer a variety of subjects to be taught in foreign languages. This is a common practice in Social Sciences, Economics, Engineering, and etc. Some universities have special units like International Study Centers that organize most of the studies in a foreign language. Students have a possibility to attend the courses offered by the visiting or native professors. [10] 6. THE RESEARCH OF CLIL’S SUCCESSFULNESS IN TERTIARY LEVEL A research has been done by Doctor. Vilmante Liubiniene [? ], in Lithuania , Kaunas University of technology , in Faculty of Social Sciences in order to verify theoretical assumptions of CLIL discussed in Chapter 2. A group of first year students in tertiary level were chosen and exposed to CLIL teaching methods during course â€Å"English through Sociologyâ€Å". For comparison another group of students were included, as a control group. Observation has been done for a whole academic year and results tested in the form of survey at the end. The questionnaire was also composed by Doctor. Vilmante Liubiniene. It was composed according to the theoretical assumptions of Marsh and Krashen, plus some additional questions on language and subject skills. Respondents had to answer 28 questions. In the table below we can see the results of Doctor. Vilmantes Liubinienes investigation. [2] Table 6. 1 Results of Investigation | |CLIL* |RS** | |1 |Built intercultural knowledge and understanding |3,94 |2,63 | |2 |Develop intercultural communication skills |3,73 |3,09 | |3 |Learn about specific neighboring countries/regions and minority of groups |3,89 |2,41 | |4 |Introduce the wider cultural context |4,05 |3,16 | |5 |Prepare for internationalism, specifically EU-integration |2,94 |3,08 | |6 |Improve overall English language competence |3,89 |3,41 | |7 |De velop oral communication skills |4,05 |3,66 | |8 |Develop multilingualism interest and attitudes |3,36 |2,83 | |9 |Improved the skills of listening comprehension |3,78 |2,58 | |10 |Provide opportunities to study content through different perspectives |3,63 |3,16 | |11 |Access subject-specific English language terminology |3,68 |3,33 | |12 |Prepare for future studies and/or working life |3,89 |3,25 | |13 |Complement individual learning strategies |3,68 |3,0 | |14 |Diversify methods and forms of classroom practice |4,0 2,91 | |15 |Increase learner motivation |3,73 |2,58 | |16 |Have â€Å"naturally† developed the knowledge of a second language |4,15 |3,41 | |17 |Develop the skills of reading |4,21 |3,5 | |18 |Have understood what is meant â€Å"sociology† |4,63 |3,58 | |19 |Develop academic writing skills |3,57 |3,08 | |20 |Acquired the skills of presentation |4,26 |3,08 | |21 |Have understood texts in the target language |4,31 |3,25 | |22 |Feel fluent in English |3,89 |3,16 | |23 |Have learnt grammas rules |2,84 |2,58 | |24 |Develop ability to answer spontaneously to the questions |3,76 |2,83 | |25 |Understand the content with the help of context or extra-linguistic information |3,94 |2,5 | |26 |Have acquired self-confidence |3,66 |3,16 | |27 |Have enjoyed studying the content |4,1 |3,25 | |28 |Had a relaxed classroom atmosphere |4,57 |3,58 | *-students working according to the CLIL methodology **- regular students Results were based on self-evaluation questionnaire (ranging from-1the least till 5- the most)indicates that CLIL students have become more proficient and have achieved better results as compared to the other students learning a foreign language. These findings gave proof to Krashen’s hypothesis and Marsh four dimension hypotheses. According to the results in Table 6. 1 it is obvious that CLIL students are more proficient than regular students, and CLIL has a positive impact on a versatile education. CLIL students in this investigation, have clearly improved overall foreign language competence and increased learner’s motivation. 7. PERSPECTIVES OF CLIL According to the investigation in Chapter 5 and research in Chapter 6, that were held in Lithuania, we can assume, various findings. In the investigation described in Chapter 5, we can clearly see that in Lithuania, there are no CLIL until secondary level of education. In the secondary level of education CLIL is a very rear practice, and as a rule it is held in English language only. Meanwhile foreign languages are being taught at least for seven years, and sometimes since pre-primary level. Situation remarkably changes in tertiary level, where CLIL is applied in three languages. Lithuanian colleges and universities offer, not only subject learning, but even whole studies according to the CLIL program. In research, shown in Chapter 6, shows up a clear view, that CLIL in tertiary level, in this case university is absolutely successful. And it satisfies most of the European Union’s theoretical assumptions. It means that science teaching in universities, based on CLIL program is very successful, useful and perspective. But according to the European Council Resolution in 1995: â€Å"†¦all EU citizens, by the time they leave compulsory schooling, should be able to speak two languages other than the mother tongue†. It means, that CLIL program should be applied in Secondary level of education (alongside with tertiary). Keeping in mind that compulsory schooling in Lithuania is tenth grade , indicates that CLIL should be practiced in earlier classes , not in the graduate ones. In my opinion applying CLIL in secondary schools more often and much earlier would cause more problems, to the teachers, and rarely to the pupils. Teachers on the other hand might face the following obstacles: 1. Opposition to language teaching by subject teachers may come from language teachers themselves. Subject teachers may be unwilling to take on the responsibility. 2. Most current CLIL programs are experimental. There are few sound research-based empirical studies, while CLIL-type bilingual programs are mainly seen to be marketable products in the private sector. 3. CLIL is based on language acquisition, but in monolingual situations, a good deal of conscious learning is involved, demanding skills from the subject teacher. 4. The lack of CLIL teacher-training programs suggests that the majority of teachers working on bilingual programs may be ill-equipped to do the job adequately. 5. There is little evidence to suggest that understanding of content is not reduced by lack of language competence. Current opinion seems to be that language ability can only be increased by content-based learning after a certain stage. 6. Some aspects of CLIL are unnatural; such as the appreciation of the literature and culture of the learners own country through a second language. [11] Putting an effort, by both teachers and pupils, would result in very successful, proficient and perspective science teaching. CONCLUSION Teaching foreign language through content of subject is a useful educational strategy in multilingual education. The emphasis on content and on communication initiates teaching and learning process. During the investigation of CLIL situation in Lithuania, I found out that in the secondary level of education, CLIL is a very rear practice and as a rule it is held in English language only. Meanwhile in tertiary level, CLIL is applied in three languages. In Lithuanian colleges and universities there are not only subject learning, but whole studies are based on CLIL program. According to the research, science teaching in universities, based on CLIL program, is very successful, useful and perspective. Pupils will graduate school by being more proficient and knowing more than one foreign language, if the CLIL program would be implemented to lower secondary education classes and expanded widely between Lithuanian schools, And this would lead us to the conclusion, that CLIL has huge perspectives in science and foreign language teaching and learning. LITERATURE 1. http://ec. europa. eu/education/languages/language-teaching/doc236_en. htm 2. Global Cooperation in Engineering Education. Proceedings of International conference. Kaunas University of Tehcnology. 2008 3. clilconsortium. jyu. fi/ 4. Marsh, D; Wolff, D. (eds) Diverse Contexts Converging Goals. CLIL in Europe (2007) 5. Marsh, D. and Maljers, A, and Hartiala , A-K. Profiling European CLIL Classrooms , Languages open doors (2001), www. clilcompencium. com 6. Krashen, S. and Terrell, T. D. The Natural Approach. Oxford: Pergamon (1988). 7. onestopclil. com/section. asp? theme=magcatid=238docid=453 8. goethe. de/ges/spa/dos/ifs/en2747558. htm 9. Andriuliene, L; Kelly , K,; Krikstaponis,A. ; Vilkanciene, L. (red. ) Integruotas dalyko ir uzsienio kalbos mokymas. Vilnius,SMM, Svietimo aprupinimo centras (2006) 10. factworld. info/lithuania/ 11. teachingenglish. org. uk/think/articles/content-language-integrated-learning[pic]

Gravitas

Gravitas Gravitas Gravitas By Maeve Maddox The Latin word gravitas to mean â€Å"the dignity of leadership† came into use as an English word in 1924; since the mid-1980s it has soared in popularity. The literal meaning of the Latin word gravitas is â€Å"weight, heaviness.† Our word gravity derives from that sense. The OnlineEtymologyDictionary observes that gravitas became useful to describe human seriousness when the word gravity acquired a mainly scientific meaning. For the ancient Romans gravitas was the highest of the fourteen virtues. A man who possessed gravitas recognized the importance of the matter at hand. He had a strong sense of responsibility and was not given to frivolous behavior or excessive levity. Even after Christian theology replaced pagan practice, gravitas was still cherished in leaders. Ambrose (c.339-397), a fourth century bishop of Milan, saw gravitas as a quality of mind, but felt that â€Å"the set of a man’s mind can be read in how he carries his body.† He refused to accept priests if he disliked the way they walked: â€Å"their mincing walk revealed their flighty character.† Traditionally, gravitas is a masculine virtue, so it’s not surprising that it is often mentioned as a quality lacking in women seeking high office or other leadership status: Miers Lacks the Necessary Gravitas [for the Supreme Court] [Katy Couric] was perceived as lacking gravitas. [Hillary] Clintonlacks gravitas and integrity, Yellenlacks the â€Å"gravitas† necessary to carry the economy through another financial mess. Karl Rove said that Sarah Palin lacks gravitas. Male politicians have also been criticized for lacking gravitas: Rubio lacks gravitas and seriousness. [Bill] Clinton lacks oriental self-control and maturity, the gravitas and substance one expects in the defining figures of history. Bushsuffers from lack of gravitas hes a likable fellow, casual and friendly, but not the most serious player on the national scene. Pipes says Christie lacks the gravitas and integrity to serve as US Vice President. In 1904 a political commentator opined that Teddy Roosevelt lacked gravitas and provided a list of what gravitas should include: â€Å"honesty, intelligence, energy, willingness to discard untenable views, wisdom, breadth of vision, depth of insight, and that nameless something that enables a man to keep all his faculties in thorough control.† Strong words like gravitas that start out with clear definitions tend to suffer a dilution of meaning once they gain media popularity. From being an expressive term for dignity and strength of character, gravitas is on its way to becoming a throwaway word with any number of vague meanings: Despite an engaging, nuanced performance from Robert De Niro as Frank GoodeEverybody’s Fine inevitably suffers from a lack of real emotional gravitas.   Before the Fall [a play] lacks the gravitas that the subject deserves. As the Academy voters see it, Gravity [a movie] lacks gravitas. While the story [Walking with Dinosaurs] is educational, and obviously geared for children, it lacks any gravitas StarTrek actress lends her gravitas to film promoting ideas that sun revolves around Earth. Gravitas is now so overused that it has become a target for humorists: Suddenly gravitas is what is needed, gravitas is what makes a country strongOh if only we could bottle it, think of the killing we could make! Australian blogger Greg Jericho In the world of popular entertainment–and that includes political commentary–the notion of gravitas has become something of a laughing stock. In another context–the world of corporate advancement–gravitas is taken very seriously. I’ll discuss the business world definition of gravitas in another article. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:"Because Of" and "Due To" 40 Synonyms for â€Å"Lie†5 Erroneously Constructed â€Å"Not Only . . . But Also† Sentences

International Hospitality Business Case Study Example | Topics and Well Written Essays - 2000 words

International Hospitality Business - Case Study Example The company holds, administers or franchises a portfolio of world's renowned and highly regarded brands, including Hilton, Embassy Suites Hotels, Hilton Grand Vacations, Conrad Hotels & Resorts, Homewood Suites by Hilton, Hampton Inn, Hampton Inn & Suites, Doubletree, The Waldorf=Astoria Collection and Hilton Garden Inn. After a great success worldwide, the Hilton group remained the key player in exploiting the opportunities in Indian Hotel Industry which is still in a nascent stage by coming up with a joint-venture with the Indian group DLF to open 75 hotels in the country (DLF holds 75% of the stake) in five to seven years time. The DLF group is one of the biggest real estate developers in India. The group has already got over 224 million sq. ft. of existing development where planned projects account to 748 million sq. ft. DLF's core business is development of residential, commercial and retail estates. DLF has recently forayed into the financial services sector, and hotel business in India. Human resource management has been quite a big challenge, as is inherent in the international hospitality industry. The concerns over a potential US recession are a point of concern as it remains to be seen whether buoyancy of New York's occupancy rates will carry on in 2008 or not. This would determine the future of HR in the hotel industry across the board. While on the other hand India is an emerging economy with growth potential. There are approximately 55000-60000 rooms currently under construction where the demand for rooms is doubled over a five year vista. If the overall demand materialises over next 5 years, on an average of 1.5 employees per room, 187000 new jobs are likely to be created. HR would be a key area of concern for Hilton Group as Talent scouting and retention would require a lot of emphasis. All non-operational areas would require constant attention. In this regard, Hilton Hotel needs to train the functional head where an out-and-out effort would be required to understand the cultural and social dynamics of India, and endeavours to meet, the requirements and ambition of a more demanding generation of employees than that of the US hotel Industry. MARKETING In the recent years the Government of India has taken various steps to boost tourism and development within the country which will benefit the hotel industry in the years to come. The key benefits by the Indian government include the removal of the 15% inland air travel tax and removal of a number of impediments on outbound chartered flights. The government's latest pronouncement to treat convention centres as part of core infrastructure has also fuelled the demand for hotel rooms. Furthermore, Liberal foreign Investment policy would enable the hotel industry to witness a boom in the forth coming years. Though the above mentioned issues are a hurdle for Hilton group, the chain of hotels is likely to keep up its head above troubled waters and will significantly benefit by the economic revival in India. India has been endorsing its

Two-Variable Inequality Essay Example | Topics and Well Written Essays - 500 words

Two-Variable Inequality - Essay Example Write an inequality that limits the possible number of maple rockers of each type that can be made, and graph the inequality in the first quadrant. (2). One classic maple rocking chair requires 15 board feet and this will be designated as (15 cmr) and since one modern maple rocking chair requires 12 board feet this requirement will be designated as follows (12 mmr). The totally available board feet of maple lumber is 3000 feet, therefore, an equation showing the total combination of classic maple rocking chairs and modern maple rocking chairs that could possibly be made out of this amount of materials is represented as shown in the following equation: (3). Finding intercepts of the two variables on x axis (dependent variable) and y axis (independent variable) where either of them is zero, requires substitution of either of the variables with a zero value so as to obtain the maximum possible value of the other variable. The obtained intercepts can then provide end points on the line that will help draw a line that will map out the area of possibility. The inequality line in this case will be a straight, downward sloping solid line portraying a negative gradient, and the lines slopes from left to right because the inequality is a â€Å"less than or equal to† equation (Boyd et al., 1994). The region satisfying the equation falls within the first quadrant and is restricted to the left region of the line and the x and y axes (Boyd et al., 1994). This point (75, 50) falls within the shaded region and it is a point at which the company can satisfy an order of 75 classic maple rocking chairs and 50 modern maple rocking chairs. If the company made 75 classic maple rocking chairs and 50 modern maple rocking chairs the amount of material used would have been: The point (150, 75) falls outside the equation satisfaction region and it is a point at which the company may be unable to produce the designated number of products required at this point.