Immigration Essays (558 words) - Human Migration,

Immigration An issue long going in The United States has been the topic of immigration. The problem with immigration is solely economics and nothing more. People complain about aliens taking our jobs, lowering our wages, using up our law enforcement time and hospitals along with stealing our identities and a long list of many things. But I believe the real issue is that the common American doesnt understand the real outcomes of immigration. Immigration has been subject to news a lot lately and this is because of the noise it has stirred not only within many states, but in the White House. Many higher ups have different views of what to do with them, as if theyre nothing but cards and we can just discard them if we dont like what they deal us. Its not like we have almost 3 million people in jail who do nothing but cost us billions of dollars a year. Obama recently has decided to let the people who are in the US right no attain a citizenship/drivers license. Obama supports immigration and that is why weve been hearing so much about it lately. In recent talks and articles, there has been some solutions to the immigration issue. Some extremists will say DEPORT THEM while others say let them stay. Some say to make it harder and harder and harder for them to live and thrive in the US so theyll want to retreat to their countries or we should give incentive or encourage them to leave then totally prevent them from coming. Our president however is saying to let them remain, those already here, and this is a good call but at the same time, he does have a law to answer to at the end of his days so this issue is still being considered every single day. I believe we as a nation should not send people back to their origins. I believe we as a nation should train these people so they may be better for our society rather than leave them with nothing so they just take and dont give back. Immigrants already contribute a lot to our societies and our nation so if we were to train them accordingly, the income they bring us (roughly 10 billion dollars a year) will only increase. They raise our production possibilities and also with the large work force they bring, they aid in specialization and many immigrants are great entrepreneurs who create jobs and nobody loves these things more than Mr. Lopez. They make us a country that is in fact more able and stronger. Allowing immigrants to remain in the US is not just a matter of moral but allocation. If we spend all our time, money, and efforts trying to barricade the US from the outside world, this would be incredibly hard and we could and should be doing or working towards more important things. Trying to manage every illegal and find them would also become an issue of liberty and rights and unless the US wants us to write a new contract they better rethink their goals. We are a nation who yearns to grow so if immigrants help us grow, why would we choose to diminish by kicking them out? America needs to not break down its borders, but at least its walls of pride.

Hurrah for the Lowly BUG

Hurrah for the Lowly BUG Hurrah for the Lowly BUG Hurrah for the Lowly BUG By Maeve Maddox When I lived in England, my colleagues quickly taught me that I must say insect (not bug) unless I specifically meant bed-bug. In the U.S., bug applies to every conceivable type of insect. Bug also does duty as both noun and verb in many contextsand not only in the U.S. NOTE: When I pick up quotations from the web, I dont edit them. Police bugged a safe house where Rosemary West stayed before she was charged with murder but she said nothing that incriminated herself, Winchester Crown Court was told yesterday. Will Bennett in The Independent (UK) I dont think surround sound headphones is a gimmick or only for the hardcore gaming i recenlty brought a pair so i can watch a full hd movvie with surround wuthout bugging the neighbours when a car blows up at 3 in the morning. Australian Forum user A bug tracking system is a software application that is designed to help quality assurance and programmers keep track of reported software bugs in their work. It may be regarded as a sort of issue tracking system. Wikipedia The most important part of reporting a bug is giving the programmer the ability to duplicate the bug on his machine. If we cannot find a bug, we cannot fix it. tech advice site Someone needs to put a bug in Coach Gs ear about this guy comment on sports blog They say the spell that he gets under From double-barrelled thunder makes his Eyes bug out like hes insane song lyrics The word bug as applied to scary insects probably derives from M.E. bugge something frightening, scarecrow, a meaning obsolete except in bugbear. The bogey-man [boogy-man in my family] is related. The words application to insects may have been influenced by an Old English word meaning beetle. Bug as a Noun bug defect in a machine may have been coined by Thomas Edison. jitterbug a swing dance of the 1930s. Also used as a verb. humbug - trick, joke, hoax. Dates from 18th century student slang and no one says it anymore. However, if youve read or seen A Christmas Carol by Dickens, you know the word. Bug as a Verb The verb to bug, equip with a concealed recording device entered the language as long ago as 1919. debug remove defects from a machine or software to bug meaning to annoy dates from 1949. to bug meaning to bulge dates from 1870s and may derive from a variant pronunciation of the word bulge. bug off go away! 1950s; derived from British slang bugger off, Bug as a Suffix The suffix -bug added to a word can create a noun meaning a person obsessed with Firebug, a fire-setter dates from 1841. Shutterbug, picture-taking enthusiast, 1940. litterbug irresponsible person who drops trash anywhere first recorded 1947, but the verb littering came later, in 1960. 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 Expressions category, check our popular posts, or choose a related post below:7 Classes and Types of PhrasesDisappointed + PrepositionWhat the heck are "learnings"?

Business at the Base of the Pyramid Essay Example | Topics and Well Written Essays - 1750 words

Business at the Base of the Pyramid - Essay Example 4). Survival for companies, at the base of the pyramid, directly hinges on the level of innovation that is put into the products (Prahaland 2002, p. 5). Achieving new levels of capital efficiency is a pre-requisite to profitable operation at the base of the pyramid (The European Alliance 2008, p. 11). The emphasis of business structure remodeling should be to produce innovative product using innovative means. This in turn necessitates the need to adopt innovative manufacturing processes. The guiding principle that should be adopted is the production of commodities that aid the community in meeting its development objectives (The European Alliance 2008, p. 10). The simple fact is that positioning a product to enhance the lives of the poor has a variety of advantages, chief of which is the financial advantages that will accrues from this approach (London 2007, P.9). The approach that should be adopted by the firms, which focus on the bottom of the pyramid, should entail employing an in novative manufacturing process, which will reduce the overall cost of production. This is in line with the fact that operating at the bottom of the pyramid entails lowering of prices and repackaging products into financially friendly units. This is best exemplified by the approach adopted by HLL India (Prahaland 2002, p. 6). The firm launched a new product called Wheel which essentially reduced the ration of oil to water in their detergent. When this was coupled with the low cost pricing strategy that they had set up, the result was a booming product which appealed to the poor consumer. This then ushers in the point of distribution. In order to target, effectively, the bottom of the pyramid, there must be systems that have been put in place, to ensure that the distribution mechanisms are able to access, effectively, the poor people (Prahaland 2002, p. 5). The lack of equitable wealth distribution restricts the poor to the sidelines of the global economy. This is regardless of the ve rity that they comprise a significant portion of the population. The status and nature of the poor makes it extremely difficult to reach via the conventional models that have reigned supreme using traditional business models (International Finance Corporation 2007, p. 3). The appropriate structure should be to position sales points to the small outlets, which are frequently used by the poor. These small outlets are characteristics of the dwellings of the poor. As such, should constitute as sales points for the business models of the bottom of the pyramid. Efficient distribution systems have greater potential of providing to large and untapped market. The largest being sourced from the rural poor. As such, with models that encompass structuring distribution points in the rural areas are better placed to tap these large and exponentially growing markets (Schrader, Freimann and Seuring 2012, p. 289). This is best done by structuring the business model to bring the product closer to the customer (The European Alliance 2008, p. 13). This in turn ushers in the need to check on the infrastructure. As such, this necessitates the need to incorporate NGOs and the government into a mutually benefitting partnership (The European Alliance 2008, p. 10). Aside from this, another vital aspect, to take into consideration is

Analysis of Leadership and Management Research Paper

Analysis of Leadership and Management - Research Paper Example Hence, change is a continuous process in an organization. It acts as an effective tool, which helps the organization to achieve its goals and objectives. Change is possible only when the employees are ready to accept the change. Therefore, change leads to the transformation from the old state to the new state, which helps an organization to understand its external and internal conditions. (Collett, n.d.). Successful change management requires employees support and top management support. When the change cannot be managed in a systematic way, there will be a decline in productivity and quality. Therefore, while implementing the change generally people are not mentally and physically fit to accept the change because employees are shifting their old way of doing the things and thus there will be lack of confidence and disloyalty among the employees. Last but not least change will lead to an increase in absenteeism. In case of effective change management, there will be an increase in pro ductivity and organization standard, the employees will start contributing ideas and providing solutions towards the problems, employees’ interest, and motivation level rise up.  Ã‚   To exist in the competitive market, an organization needs to bring behavioral change in employees in order to help them to adjust to the new organizational culture. Therefore, change focuses on creating a new product. For example, Tea Gardens, Jute Mills etc are lucrative organizations but they have been changing from hand to hand perhaps because the new ones are not competent like the earlier ones. That is how changes are continuously going from years to years. Change always requires an extra effort to learn new things since it provides an opportunity for people to feel responsible for the accomplishment of work. From the theories and models of the change management, we generally develop our understanding of planned organizational change. According to Kotter’s framework, change management focuses on increasing employee motivation and encouraging him/her to adopt the change (Heathcote & Taylor, 2007, p.2-7). The reason behind the successful organization change is strong leader ship and educating the employees about the change that will occur in day-to-day activities of the organization. Kurt Lewin represented the three-stage process of change in order to bring the change in the organization. His model is, known as Unfreeze- Change – Refreeze. At the Unfreezing stage, the managers educate the people about the change.  Ã‚  

Political economy Essay Example | Topics and Well Written Essays - 1750 words - 1

Political economy - Essay Example According to the history of economics, political economy is a terminology that was originally used to describe the processes of production and trade in various goods and services, as well as their associations with the law, custom and the government. The government came into the picture because of its key objective to its citizens- that is distribution of national income and wealth to all people in all its regions within its boundaries. The term political economy is said to have found its origin in the 18th century, during this time, it was referred to as the study of states or polities, and hence its present name – political economy. Following this historical development, it is evident that political economy in modern times deals with the way governments makes decisions on distribution of income and wealth to its citizens to spur growth and development. In addition, political economics looks at how various political forces play a role shaping various economic policies of a country, especially with regard to distributional conflicts relating resources and management of political institutions. It examines how governments make their overall expenditure, investing in various sectors with an objective of improving the citizens’ well being. In general, there are multiple components to economic systems that are characteristics of different countries, it is important to have this understanding since the interaction of these different economic systems can be coherent or result in some kinds of instabilities. The process of decision making over various economic factors determines the use of economic inputs, which comprise of factors of production, distribution of the resulting output, the level and extent of centralization in the process of decision-making as well as those who make the particular decisions. Decisions regarding economic factors and their characteristics can be carried out and effected by

ESP Methodology And Syllabus

ESP Methodology And Syllabus It is debatable whether ESP has a distinctive methodology and syllabus. This paper argues that methodology and syllabus design in English Language Teaching (ELT) andESP differ little and that it is not possible to say whether general ELT has borrowed ideas for methodology from ESP or whether ESP has borrowed ideas from general ELT. two characteristic features of ESP methodology are identified: ESP can base activities on students specialism, and ESP activities can have a truly authentic purpose derived from students target needs. Dudley-Evans and St. John(1998) maintain that what characterizes ESP methodology is the use of tasks and activities reflecting the students specialist area Introduction In the 1970s, EFL teachers first ventured out of the Arts Faculty and the gentle landscape of language and literature into the land beyond the mountains inhabited by illiterate and savage tribes called scientists, businessmen and engineers, wrote Ramsden (2002). In the light of this quotation, Ramsden pours his scorn over the turning point in the history of language teaching from art to science; and from English for general purposes(EGP) to English for specific purposes(ESP) . Though ESP emanates from EGP, it has established itself as a distinct trend. The distinctions between ESP and EGP are quite fuzzy. To clarify the issue, Hutchinson and Waters (1987) pointed out that there is no difference in theory, but in practice, there is a great deal. This paper delves deeply into the literature of ESP and EGP to uncover their points of similarities and differences, chiefly at the level of syllabus design , methodology and instructional materials. For the sake of clarification, theoretical preliminaries will be provided from the outset. As expected, the current paper is comparative in nature and selective in illustration. Theoretical Preliminaries: Definitions of: EGP: According to Blackwell, EGP is polarized with ESP ( English for specific purposes) to refer to contexts such as the school where needs cannot readily be specified. This view is misleading, since purpose is always inherent. EGP is more usefully considered as providing a broad foundation rather than a detailed and selective specification of goals. EGP, then, refers to that basic linguistic code that could be used in larger context and in everyday conversation. It does not take into account neither the requirements of a workplace nor needs of learners. Being general in its nature, EGP holds a sway at the core level of language instruction. ESP According to Longman dictionary of applied linguistics, ESP refers to the role of English in a language course or program of instruction in which the content and aims of the course are fixed by the specific needs of a particular group of learners. For example courses in English for academic purposes, English for science and technology, and English for Nursing. In this regards, ESP is chiefly associated with special language or register. However, Hutchinson and Waters )1987, p.19) claimed that ESP is not a particular kind of language or methodology, nor does it consist of a particular type of teaching material. Understood properly, it is an approach to language teaching. From the above definitions, one can notice that there is no absolute clear cut between ESP and EGP. To ask which one embraces the other is likely to generate divergent views. In an attempt to answer this question, Hutchinson and waters ) 1987.p.18) have drawn a tree of ELT where the ESP is just one branch of EFL/ESL, which are themselves the main branches of English Language teaching in general.. However, A closer gaze at the tree and to the ramifications of ESP and EGP uncovers the distinctive features of each. These features will be tackled in subsequent section. Distinctive features of ESP and EGP: Despite the overlapping connections between EGP and ESP, there are several differences at the level of their concerns and practices. First, the focus in ESP is on training students to conform well to the requirements of the workplace; whereas, in EGP, the main focus is on education. Widdowson( 1983) sees the difference between Education and Training as that of creativity versus conformity (in White, 1988: p.18). Second, Designing a course content in EGP is much more difficult than in ESP for the difficulty of predicting the future needs of EGP students. Knowing about only learners survival needs is quite unbeneficial because it may lead to an oversimplified language, unauthentic communicative structure and unrealistic situational content. Third, ESP learners are usually adults with an average mastery of English language. Their main purpose is to communicate and learn a set of professional skills. In EGP, the age of learners , however, varies from childhood to adulthood. Their chief purpose behind learning English is to achieve communication in the basic everyday communication. At the level of macro-skills, the four language skills are integrated and reinforced in EGP instruction, while in ESP the selection of language skills is based on needs analysis. For instance, in studying English for science and technology, the emphasis is on context and subject of the course. At the level of micro skills, EGP has shed too much attention to teaching of grammar and language structure; yet the focus in ESP is on the context and subject of the course. Finally, a distinctive feature of ESP classroom is team- teaching, where the teacher of language collaborates with subject teacher in the delivery of the lesson. This feature is , however, absent in EGP classroom where the language teacher seems sufficient to instruct broad themes. To sum up, though ESP stems from EGP, it has preserved for itself distinctive characteristics as outlined before. To sum up, Stevens states that ESP has four absolute characteristics: 1. Is designed to meet specific needs. 2. Is related to themes and topics particular to occupation. 3. Is centered on language appropriate to those activities, in terms of lexis, syntax, discourse pragmatics, semantics and so on. 4. The above is in contrast to General English (Stevens 1988 in Dudley-Evans St. John 1998: p.4). In the subsequent section, the paper will take both EGP and ESP a stage further to list the similarities and differences at the level of syllabus design. To facilitate the process of comparing and contrasting, an example of each course content will be highlighted. Syllabus design in EGP A syllabus refers to a particular plan of a course. It is a document that details the structure and operation of ones class. It can also be called the basic reference document that guides students and the instructor through a course (Breen 1984). In the current section, this section aims to uncover the salient types of syllabus adopted in EGP and ESP based on contents of two textbooks: Natural English( EGP textbook) and English for Careers: Tourism, (ESP textbook) Based on their observations of general English language courses, Brown (1995) and Richards (1990) list the following types of syllabuses. They also point out that courses are often based on a combination of: Structural (organized primarily around grammar and sentence patterns). Functional (organized around communicative functions, such as identifying, reporting, correcting, describing). Notional (organized around conceptual categories, such as duration, quantity, location). Topical (organized around themes or topics, such as health, food, clothing). Situational (organized around speech settings and the transactions associated with them, such as shopping, at the bank, at the supermarket). Skills (organized around microskills, such as listening for gist, listening for specifi c information, listening for inferences). Task- or activity-based (organized around activities, such as drawing maps, following directions, following instructions). Extract.1: Contents of Natural English , As can be observed in the content of Natural English, one of the main aims of the textbook is to enable General English learners to improve the four language skills, especially speaking and listening to everyday English. Yet, the integration of the four language skills is not the sole distinctive feature of the textbook. The contents of course book also seem to respond to the general wants of GE learners in that it all covers functions, notions, vocabulary and grammar. Each unit introduces GE learners to notions, functions and grammatical structures in an equal weight of emphasis. Thus, a point that one can infer is that EGP syllabus is integrative. Language skills as well as functions, notions, forms and semantic entries are all fused together. For example, in unit 2, the book introduces notions such as shopping and work. Concerning functions, expressing request and responding with sympathy are the main functions found in unite 1. The grammatical forms are so varied from using the present continuous to passive voice. What is so remarkable is that the communication of a notion entails the use of adequate target functions. From the design of Natural English, it is evident that the units are organized on topics. Unit one is on Cartoon Mobile Invasion, unit two on Joke lost in desert, and three on Cartoon Perfect Day. However, a striking existence of situations looms chiefly in extended speaking. Students are in front several situations, such as on train , on holiday, and are encouraged to interact , following the necessities of imagined communicative setting. To conclude, the pertinent remark we can deduce from the course content of EGP is that its syllabus is integrative and synthetic in nature. Functions, notions , forms, situations and skills gain enough space in the EGP syllabus. Nevertheless, these elements are tackled more broadly. For instance, It seems that the subjects are too general, the functions and notions are recurrent in daily life issues, and language skills are not relevant to any professional field. Now , ESP makes extensive use of content-based approaches. According to Master and Brinton (1998), CBI has the following features. The syllabus is organized around subject content; for example, in English for Careers: Tourism, an ESP textbook, the subject matter is on a number of topics from tourism, such Registration Client perceptions and supply and demand. Teaching activities are specific to the subject matter being taught and are geared to stimulate students to think and learn through the use of the target language. Language is viewed holistically, and learners learn from working with whole chunks of language and multiple skills. Content-based approaches reject synthetic approaches to course design-the idea that language or skills can be atomized into discrete items to be presented and practiced by learners one at a time. The approach makes use of authentic texts to which learners are expected primarily to respond in relation to the content. It has been argued (Hutchinson Waters, 1987) that once we remove the text from its original context, it loses some of its authenticity. For example, the intended audience is changed once the authentic text is imported into the classroom. Authenticity also relates also to the readers purpose in reading the text. For example, recommendation reports for the purchase of technical equipment are, in their original context of use, devised for the purpose of helping the reader decide which of two or more items of equipment to buy. If, however, a recommendation report is transported into a language teaching classroom and students are given an activity whose purpose is to answer c omprehension questions on it, the match between text and task is artificial. Content-based instruction tries to avoid some of these potential problems by using content (authentic texts) in ways that were similar to those in real life. Content-based approaches involve also the integration of skills. Writing often follows on from listening and reading, and students are often required to synthesize facts and ideas from multiple sources as preparation for writing (Brinton et al., 1989). In fact, ESP syllabi (in this case an English Vocational Purposes syllabus) differ from English General Purposes (EGP) syllabi, both in goals and content. Below is an outline of some major differences adapted from Widdowson (1983 in White 1988: pp.18 26), Hutchinson Waters (1987) and Stevens (1988) (both in Dudley-Evans St. John 1998: pp. 2-4). The ESP syllabus must be based on a previous analysis of the students needs, which includes not only an analysis of the situations in which the language will be used and of the language appropriate in these situations, but also an analysis of the students wants and subjective needs. The whole business of the management of language learning is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1)If we are to prescribe content, we need to ask, whose content? Methodology Having uncovered the nuances existing between ESP and EGP syllabi, This current chapter will move a stage further to draw a comparison and contrast at level of methodology, chiefly at the types of techniques employed by each and the roles they played in serving the students needs. As defined by Robinson (1991), methodology refers to what goes on in the classroom and to what students have to do. Using technical terms, it refers to classroom activities and techniques. There are too many techniques which largely emerged in EGP classroom such as tasks, role play, simulations, and so on and so forth. These techniques soon adopted by ESP practitioners . Concerning tasks, Little John and Hicks ( ) noticed that valuable tasks in EGP have certain characteristics: they should be motivating and absorbing; and exploit learners prior knowledge. In ESP, the above criteria are also predominant, but what is specific here is that ESP tasks comprise linguistic and professional skills. For instance, medical students studying English may be assigned to carry out a series of operations as outlined below: Moreover, the role play and simulations are used differently in ESP and EGP. While dealing with simulatons in ESP, Strutridge() noticed that they were originally used in business and military training with focus on outcome rather than the means -language- of training. In EGP, the outcome was ,however, less important than the means used to achieve fluency. One should not perceive hastily that means in esp have no disregarded. Stutridge concludes that in ESP end is as important as the means. Taking case studies into account, Nunan in an outsanding research tested the validity of the technique to ESP course. He found out that it helps ESP students to draw upon their professional skills, utilizing the cognitive and behavioral styles of their work rather than of traditional language classroom. Case studies may prove difficult to be conducted by EGP learners if we take into consideration their younger age and Worse of al their professional immaturity. For ESP students who are not fully qualified in their profession, the use of case studies help to induct them into some aspects of professional culture ( Charles 337,pp.28-31) Project work is out-of-class activity used in both ESP and EGP classroom. However, Fried() observed the more advanced examples of project work would be appropriate for ESP. A final technique which is common in ESP and EGP as well is the oral presentations. Usually, they are the culmination of project or case studies conducted outside the threshold of classroom. The utility of such activity is that it trains students to develop their self autonomy and master the four skills of the target language. Word processor and PowerPoint become familiar means for presentations, Succinctly, the methodology endorsed by ESP is quite similar to that of EGP chiefly if we consider the types of techniques and activities .Yet, the ways in which techniques are employed in ESP differ a lot from that in EGP. the next chapter will attempt to decipher how material design becomes a site of innovation after the emergence of ESP. Being in its heyday, ESP materials assume a divergent way from EGP. ESP designers come up with in-house materials quite plausible to the students needs more than the General ready-made textbooks which hold their strength in EGP classrooms. Materials Design One of the common characteristics of of material design in ESP is the existence of an established tradition of ESP teachers producing in-house materials. These materials are the outcome of needs analysis. the tailor made material accounts to the learners needs more than a general textbook can do., However, several questions may emerge to the surface: What are the major factors behind the over-existence of in-house materials in ESP in contrast to its acute shortage in EGP? -what are the key features that distinguish ESP materials from EGP? One of the key factors behind the profusion of in-house materials in ESP is because of its reliance on needs analysis. Need analysis is rarely carried out in GL classroom. This is partly because of the difficulty of specifying GL learners and partly because of a lack of literature on the particularities of analyzing needs data. Needs analysis tends to be associated with ESP and is neglected in GE classroom. Hutchinson and Waters(1987,p.53-54) say that what distinguishes ESP from GE is not the existence of a need as such but rather an awareness of the needà ¢Ã¢â€š ¬Ã‚ ¦ for the time being, the tradition persists in GE that learners needs cannot be specified and as a result no attempt is usually made to discover learners true needs. Secondly, The fact that ESP materials are tailored to the needs of specific group of learners makes its absolute adoption by other ESP teachers futile. Even when suitable materials are available, it may not be possible to buy them because of import restric tions pointed out Hutchinson and Waters (1987,p.). If textbooks are more available in EGP than in ESP,ESP textbooks have not been immune from criticism. Ever and Boys(p.57) mount a strong a attack on the EST textbooks suggesting that most of them are designed for, or are the outcome of, remedial or supplementary courses and assume that students already possess a knowledge of Englishà ¢Ã¢â€š ¬Ã‚ ¦.unhappily, this is not at all understood by potential users, especially in developing countries abroad where the greatest demand for EST exists. Another strongly worded attack was that the heavy concern of ESP practitioners with methodology and approach leads them to ignore issues such the accuracy of explanations ,validity of examples and suitability of linguistic content. Because ESP materials are relevanct to target needs, This may increase the motivation of ESP students, but there are other aspects which are also highly important, such as Waters (1987: 48) put it, ESP, as much as any good teaching, needs to be intrinsically motivating. () Students should get satisfaction from the actual experience of learning, not just from the prospect of eventually using what they have learnt. The following task, for instance, could be interesting for Engineering students:. Another characteristic of ESP materials is that it is more authentic than EGP materials. The latter might be produced for the purpose of teaching language, while in ESP authenticity refers to the materials used in the students specialist workplace or study institution. Additionally, for ESP authentic text selection usually follow the needs analysis. To conclude, the whole business of language learning management is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1). However, designing tailor made materials would in principle be motivating, authentic and innovative. Conclusion This paper has highlighted some of the issues involved in ESP curriculum development. It can be argued that language varieties are based in and extend from a common core of language. Or it can be argued that language varieties are self-contained entities. Needs analysis can be seen as an entirely pragmatic and objective endeavour to help course developers identify course content that is truly relevant to the learners, or it can be argued to have a bias in favour of the institutions and may overemphasize objective needs at the cost of subjective needs. It can be argued that syllabuses should specify content (what is to be taught). Or it can be argued that they should specify method (how language is to be taught). Some argue that the ESP courses should be as narrow-angled as possible. Others argue that this is not practica EST is in a parlous state and is being abandoned by many tertiary institutions who, like Sultan Qaboos University, found that the English teachers seemed to learn a lot of science, but the students didnt seem to learn much English

Personal Attachment Style Essay

My personal attachment style as determined by the Adult Attachment Style Questionnaire (Fraley, n. d. ) was secure, which seemed appropriate. Individuals with secure attachment styles are not typically concerned with rejection from a partner and they tend to be comfortable in emotionally close relationships (Rodriguez & Ritchie, 2009). Research has shown that when secure individuals face conflict, they are likely to problem solve using strategies such as compromising and encouraging mutual discussion and constructive communication (Carnelley, Pietromonaco, & Jaffe, 1994; Riggs, 2010). Additionally, secure individuals have a decreased potential for depressive symptoms and a far lower risk for psychological disorders throughout adulthood (Riggs, 2010). The questionnaire provided a realistic and accurate assessment of my natural tendencies in intimate and other relationships. Contributing Genetic and Environmental Factors I was endowed with good genes – both of my parents were calm, warm, loving people who had above average intelligence and the ability to think in progressive and effective ways. They were socially aware and had many friends and colleagues who respected and loved them. I had a close to ideal family environment as a child: my parents were particularly responsive to my needs and my opinions were always respected and valued. I was not ridiculed, mistreated, or abused, although I was held to high standards and was encouraged to behave appropriately and thoughtfully and to express my feelings in creative, honest, and constructive ways. Research indicates a correlation between early attachment development in childhood and the capacity to form close attachments in adulthood (Brandel, 2010; Reyome, 2010; Riggs, 2010). Sullivan’s developmental model placed critical importance on interpersonal relationships and how children, and later adults, construct ways to maintain relationships within the family and with others (Brandell, 2010). Because people have intrinsic psychological needs, they create ways to fulfill them, and if the needs are not met by psychologically healthy interactions, less effective unhealthy means are implemented (Brandell, 2010; Rodriguez ; Ritchie, 2009). My childhood environment was conducive to psychological health and provided the emotional building blocks for future positive relationships. Affect on Cognitive and Social Development Research suggests that abuse during early childhood deeply affects an individual’s future ability to bond with others, in effect, abuse influences social development (Reyome, 2010; Riggs, 2010). Furthermore, it may interfere with the individual’s ability for emotional regulation, and may contribute to maladaptive emotional coping skills that may lead to psychological disorders (Riggs, 2010). Insecure individuals show a decreased ability for social information processing, such as careful listening (Riggs, 2010). Compounded with decreased emotional regulation, maladaptive coping skills, and a propensity to psychological disorders, maltreatment in childhood has a tremendous impact on social development and the ability to engage effectively in relationships in general (Brandell, 2010; Carnelley, Pietromonaco, ; Jaffe, 1994; Riggs, 2010). In early childhood, children create norms and develop expectations according to the quality with which their needs are met, usually by the mother (Brandell, 2010). These norms and expectations are the templates by which individuals relate to others throughout their lives (Brandell, 2010; Reyome, 2010). When a mistreated individual consistently distorts self-perceptions and inaccurately interprets the behavior of others as threatening, they may engage in retaliatory behavior (Riggs, 2010). As previously mentioned, I was raised in a warm, wholesome family environment in which personal expression was expected, valued, and appreciated. I grew p believing and experiencing that the most valuable relationships are the intimate ones I have with family and close friends. They are the safe harbors that naturally ameliorate the challenges of life. I developed highly positive expectations about intimacy, and my needs were mostly addressed. Because I learned that close relationships are safe, I perceive them accurately and as a non-threatening component of life. The pleasure I derive from close relationships has diffusely permeated my relationships in gener al, and I seek out and appreciate some level of intimacy in all of my relationships.

Product Analysis on Gillettes’s Razors

Gillette is leading worldwide home applicants, such as razor, battery, electronic and manual toothbrush, manufacturing company. On April 14, 1998, the company introduced the world†s first triple blades razor and begun to sell July 1, 1998 in the United States and September in the Western Europe. Since Gillette launched new razor in 1998, the company expected high returns in short-term; however, the result of the new product has been defined yet. The areas of the internal factors are Finance, Management, Manufacturing, Market position, Personnel, and Research & Development. All these factors can be defined as either strengths or weakness or both. First of all, the company as a whole gained net sales amount of 10. 1 billion dollars and net income of 1. 4 billion dollars for the 1997 due to acquire leading battery company â€Å"Duracel† in 1996 and grow of â€Å"Sensor Excel† razor. As a result, company could spend 1 billion dollars to invent â€Å"Mach 3† which is triple blades razor. Even though Gillette had sufficient fund to invent the new product, the company took high risk of financial side that if the new product†s sale does not reach to company†s expectation, the company will face shortage of capital resources and can be lead to bankruptcy. But if Mach3 turn out to be a New Coke or McDonald†s Arch Deluxe – much-hyped new products that were mostly duds and fizzle- the gloom will be heavy from Gillette†s corporate headquarters in Boston†s Back Bay to the South Boston factory that Gillette has overhauled to produce 600 million Mach3 blade cartridges per year, or about half of Gillette†s annual target of 1. billion Mach3 blades. (Boston Globe, 4/15/98) Since Gillette introduced â€Å"Mach3† in April, the company changed its manufacturing tools to produce Mach3 South Boston's factory. Gillette already spent 300 million dollars for advertising and promotion worldwide for the year that company introduced new product. The amount is twice as much as the company put for advertising â€Å"Sensor Excel† in 1989. Gillette released the new product to retail stores on July 1, 1998, and starts to advertise on TV and the other media six weeks later; however, many people went to the company's web site to look at the new product. Even though company spent tremendous amount of fund for the advertising, some people from Asia did not recognize the product according to our group's survey. For customers, there are satisfaction and complaints for Mach3. People, who satisfied with Mach3 according to our survey, said there are less irritation and faster shaving time. Customers who complaint about Mach3 argue that they do not want to spend more money on better outlook. According to our survey, one hundred percent of surveyees, who does not satisfy with Mach3, say the price is too high for the product. Price is relatively higher than other products including â€Å"Sensor Excel† which was the most expensive one before â€Å"Mach3†³ came out. Its price is 6. 99 dollars per razor with one blade included – currently, the company is selling for 7. 29 dollars per Mach3. It is 4 percents increased from original price, and 40 percents higher price than other products. This may lead to decrease in sales and the company†s total revenue. The company is trying to reach customers several different ways. Gillette offers Mach3 package product, which included Mach3 itself and couple of extra razors, Shaving cream and deodorant. This package product makes each items† unit price lower than sell separately. Also, the company offers sweepstakes on the company's web site, and there is no obligation. This is the one of the finest ways to reach and get involve the customers. The company give chance to people to win prize without any obligation; however, people will recognize the product automatically. Also, Gillette can acquire the Since Gillette is well-known global company, many retail stores are not offended to carry the company's product even though the product's price is high. Retail stores are assume that Mach3 will bring more customers. On the other hand, even more customers come to store, it is unpredictable for increasing store†s sales revenue because price is too high so that consumers would not buy. External factors are Competitive, Economic, and Social. Gillette†s major rival in the market is Shick. Since Gillette is the first company produce triple blades razor, the company will lead the market; however, rival company such as Shick will develop the same product with higher quality or lower price. Then the result will be unforeseen unless Gillette improve Mach3†³s weakness – â€Å"high price†. For long time in the United States, people†s income has been growing. As a result, customers purchasing power also increased. However, the company†s market is not only the United States but also overseas, in fact, over sixty percents of sales are made from overseas. Consequently, the company has to consider the facts that poor countries† consumers are willing to use cheaper product; especially the countries in economic crisis. There are 3 target groups in the market. The first group is disposal razor users that it's approximately more than half of the market. The advantages of this group are cleaner, cheaper and easy to use. On the other hand, it is less quality than other two razors. The second group is regular razor such as Mach3 about 40 percents. The last group is electronic shaver users which it takes remaining market share. The customers who use the electronic shaver satisfied with high technology, easy to use, saving time and safety compare to the other two products. The disadvantages of this product are high price and less cleanness when one shaves. The goal of Gillette is trying to acquire customers who use disposal and electronic shaver to Mach3. In order to persuade the customers to change to Mach3, the company should beat other product's weaknesses and add the improved the weakness of the other product to Mach3 and decreases of its weakness. Mach3 has several strengths; the first impression is fancy outlook that makes customers feel differentiated from other products. Second of all, men are challengers, always pursue new trend; especially on the tangible items with high technology. Although Mach3 has several strengths, it also has weaknesses. High price makes people think twice to purchase Mach3; the older generation of the Gillette razor is cheaper than Mach3, that makes people wonder if it is necessary to spend more money on the Mach3. The key purpose for Mach3 is to shave beard, but the older generation is also doing same job as Mach3; that makes no different between older and newer product. The next weakness is the advertisement. Gillette has spent 300 million dollars on the advertisement, but we did the survey with at least thirty people; 22 out of 30 surveyees know the brand from Television and magazine, but they have never uses it. This means the advertisement has preached the good news, but it has not reach people's life. The majority of men do not know why they should spend more money to buy same result. The marketing strategy did not fail the sale of the Mach3, it is price controller. The main point of the marketing is to opening a market for product. Since 73% of the men from the survey know the product, this mean the marketing strategy succeed its intention. The biggest mistake we found is the price. As I mentioned, â€Å"the majority of men do not know why they should spend more money to buy same result†. I would recommend to the company, to lower the price and match the same price as older generation. Let public buys Mach3 as the same price as older generation, allow public to try out differences between Mach3 and older generation. After when market demand of the Mach3 is higher than older generation, then increases its price.

Characteristics of the Middle Ages and the Renaissance essays

Characteristics of the Middle Ages and the Renaissance essays The Middle Ages covers roughly a thousand years, from approximately 400 to 1500 and the term generally refers to the changes that the European society experienced during these years. Many agree that there was not just one medieval civilization, but many. These civilizations are related to each other in some ways, but they also have their own distinct characteristics that set them apart from each other. Historians generally agree that the Renaissance lasted approximately two centuries, beginning with the mid-1300s and lasting until the1600s. Each era has defining characteristics that that can be recognized through literature. The Middle Ages represents a variety of literature. Literature about kings flourished at this time. During this time, the heroic idea included an aristocratic king. Literature of this time reflects an interesting aspect, which is that by dying gloriously, one might achieve immortality. (Abrams 3) Beowulf is one epic that has survived through the centuries. Another great epic that has survived is Alexander the Great. The literature of the Middle Ages touched practically every aspect of life and thought. The Middle Ages, Barzun asserts, was not one, but many ages. They are generally divided into two different periods of literary historythe Old English and the Middle English. It is this variety that proved to inspire the Renaissance. (Lucas 156) An interesting aspect of the Middle Ages is the focus on courtly love. Courtly love is a "state of being like no other- -out of bounds in relation to society and yet in many ways conventional" (Barzun 233). This type of writing is called courtly because it revolves The Middle Ages also contributed a great variety of poetry. Abrams suggests that Christian ideals influenced how things were recorded and this might also explain why some secular literature did not survive. Abrams refers to Beowulf as the ...

Monoprotic Acid Definition in Chemistry

Monoprotic Acid Definition in Chemistry Monoprotic Acid  Definition A monoprotic acid is an acid that donates only one proton or hydrogen atom per molecule to an aqueous solution. This is in contrast to acids capable of donating more than one proton or hydrogen, which are called polyprotic acids. Polyprotic acids may be further categorized according to how many protons they can donate (diprotic 2, triprotic 3, etc.). The electrical charge of a monoprotic acid is one level higher before it gives away its proton. Any acid that one contains one hydrogen atom in its formula is monoprotic. However, some acids that contain more than one hydrogen atom are monoprotic. Because only one hydrogen is released, the pH calculation for a monoprotic acid is straightforward. A monoprotic base will only accept a single hydrogen atom or proton. Monoprotic Acid Examples Hydrochloric acid (HCl) and nitric acid (HNO3) are both monoprotic acids. Although it contains more than one hydrogen atom, acetic acid (CH3COOH) is also a monoprotic acid, as it only dissociates to release a single proton. Examples of Polyprotic Acids Here are some examples of polyprotic acids. Diprotic acids:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1. Sulfuric acid, H2SO4  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2. Carbonic acid, H2CO3  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3. Oxalic acid, COOH-COOHTriprotic acids:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1. Phosphoric acid, H3PO4  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2. Arsenic acid, H3AsO4  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3. Citric acid, CH2COOH-C(OH)(COOH)-CH2COOH

War Propaganda Essay Example | Topics and Well Written Essays - 750 words

War Propaganda - Essay Example Therefore, the poster is both appealing to the male population while being simultaneously convincing. The use of the American flag combined with a soldier blowing a trumpet is appealing. The actions of the soldier rhyme with the poster’s message â€Å"the call to Duty†. Additionally, the poster invokes patriotism in people who happen to view it. Thus, they view that it is their duty to join the army and defend their home country from invaders or enemies. Moreover, the poster’s simplicity is quite attractive. It implies that it is every citizen’s duty to be in the armed forces. The poster is catchy since it uses children in its campaign. Naturally, children tend to influence their parent’s decisions and choices. Thus, a child will encourage his/her parents to purchase war saving stamps. Also, the poster signifies that Uncle Sam cares for his children since one of the children is sitted in his arm. In addition to this, the poster’s message can be interpreted to mean that the war is going on for the sake of protecting American children from their enemies. Therefore, I like the use of children in war posters in an attempt to attract more support for the army. If Uncle Sam loses the war, it’s the children who suffer the most, hence the need for children to support the American army. I chose this poster mainly because its message is based on democracy. It implies that anyone joining the army would help spread democracy to regions experiencing dictatorial rule. Thus, the army will be liberating the rest of the world from oppression. On the other hand, the poster ensures that every American citizen is thinking and believing that the main reason America’s involved in the war is to spread democracy around the world. This is a clever way to manipulate the public by the government. Since time immemorial, the good side has always been fighting for democracy and liberation from dictators. Due to the poster basing its

Geography of water and energy resources Essay Example | Topics and Well Written Essays - 250 words - 5

Geography of water and energy resources - Essay Example ountries is $34.442 trillion while that of the Middle East OPEC countries is $ 2.1348 trillion, an indicator that the G7 countries are more productive, economically. This identifies mean GDP of $ 4.92 trillion for the G7 countries and $ 0.3558 trillion. This translates to a GDP per capita of $ 43, 132.88 for the G7 countries and $ 14,112.79 for the Middle East OPEC countries (Central Intelligence Agency, 2014). The G7 countries therefore have better production efficiency than the Middle East OPEC countries because even though the G7 countries have higher populations, their per capita incomes are far higher than per capita incomes of the Middle East OPEC countries. G7 countries are considered as economic giants in the world and this perception is consistent with the reality, based on the analysis. Gross domestic products of the Middle East OPEC countries are all below a trillion dollars while the lowest GDP among the G7 countries is above a trillion dollars. Higher average GDP and per capita GDP for G7 countries than for Middle East OPEC countries show