Syllabus Planning Essay Example

Syllabus Planning Essay Syllabus Design Syllabus: A syllabus is an expression of opinion on the nature of language and learning; it acts as a guide for both teacher and learner by providing some goals to be attained. Hutchinson and Waters (1987:80) define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects language and linguistic performance. This is a rather traditional interpretation of syllabus focusing on outcomes rather than process. However, a syllabus can also be seen as a summary of the content to which learners will be exposed (Yalden. 1987). It is seen as an approximation of what will be taught and that it cannot accurately predict what will be learnt A language teaching syllabus involves the integration of subject matter and linguistic matter. Difference between Syllabus and Curriculum Curriculum is wider term as compared with syllabus. Curriculum covers all the activities and arrangements made by the institution through out the academic year to facilitate the learners and the instructors. Where as Syllabus is limited to particular subject of a particular class. Syllabus Design To design a syllabus is to decide what gets taught and in what order. We will write a custom essay sample on Syllabus Planning specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Syllabus Planning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Syllabus Planning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For this reason, the theory of language underlying the language teaching method will play a major role in determining what syllabus should be adopted. Theory of learning also plays an important part in determining the kind of syllabus used. For example, a syllabus based on the theory of learning evolved by cognitive code teaching would emphasize language forms and whatever explicit descriptive knowledge about those forms. A syllabus based on an acquisition theory of learning, however, would emphasize unanalyzed and carefully selected experiences of the new language. The choice of a syllabus is a major decision in language teaching, and it should be made as consciously and with as much information as possible. There has been much confusion over the years as to what different types of content are possible in language teaching syllabi and as to whether the differences are in syllabus or method. Several distinct types of language teaching syllabi exist, and these different types may be implemented in various teaching situations. TYPES OF SYLLABI Although six different types of language teaching syllabi are treated here as though each occurred purely, but in practice, these types rarely occur independently. Almost all actual language teaching syllabi are combinations of two or more of the types defined here. For a given course, one type of syllabus usually dominates, while other types of content may be combined with it. Furthermore, the six types of syllabi are not entirely distinct from each other. For example, the distinction between skill-based and task-based syllabi may be minimal. In such cases, the distinguishing factor is often the way in which the instructional content is used in the actual teaching procedure. The characteristics, differences, strengths, and weaknesses of individual syllabi are defined as follows: 1:- Product-Oriented Syllabus This kind of syllabuses emphasizes the product of language learning and is prone to approval from an authority. There are three types of syllabus described in the following: (i) The Structural Syllabus Historically, the most prevalent of syllabus type is perhaps the structural or grammatical syllabus in which the selection and grading of the content is based on the complexity and simplicity of grammatical items. The learner is expected to master each structural step and add it to her grammar collection. As such the focus is on the outcomes or the product. One problem facing the syllabus designer pursuing a grammatical order to sequencing input is that the ties connecting the structural items may be rather weak. A more fundamental criticism is that the grammatical syllabus focuses on only one aspect of language, namely grammar, whereas in truth there exist many more aspects of language. Finally, recent research suggests there is a isagreement between the grammar of the spoken and of the written language; raising complications for the grading of content in grammar based syllabuses. (ii) The Situational Syllabus The limitations found in structural approach led to an alternative approach where situational needs are emphasized rather than grammatical units. Here, the principal organizing characteristic is a list of situations which reflects the way language is used in everyday life i. e. outside the classroom. Thus, by linking structural theory to situations the learner is able to grasp the meaning in relevant context. One advantage of the situational Syllabus is that motivation will be heightened since it is learner- rather than subject-centered (Wilkins. 1976). However, a situational syllabus will be limited for students whose needs were not encompassed by the situations in the syllabus. This dissatisfaction led Wilkins to describe notional and communicative categories which had a significant impact on syllabus design. (iii) The Notional/Functional Syllabus Wilkins criticism of structural and situational approaches lies in the fact that they answer only the how or when and where of language use (Brumfit and Johnson. 1979:84). Instead, he enquires what it is they communicate through language Thus, the starting point for a syllabus is the communicative purpose and conceptual meaning of language i. e. notions and functions, as opposed to only the grammatical items and situational elements. In order to establish objectives of such a syllabus, the needs of the learners will have to be analyzed on the base of communication need. Consequently, needs analysis has an association with notional/functional syllabuses. White (1988:77) claims that language functions do not usually occur in isolation and there are also difficulties of selecting and grading function and form. The above approaches belong to the product-oriented category of syllabuses. An alternative path to Syllabus Design would be to adopt process oriented principles, which assume that language can be learnt experientially as opposed to the step-by-step procedure of the synthetic approach. 2:- Process-Oriented Syllabuses Process-Oriented Syllabuses are developed as a result of a sense of failure in product-oriented courses to enhance communicative language skills. Syllabus is a process rather than a product. That is, focus is not on what the student will have accomplished on completion of the program, but on the specification of learning tasks and activities that s/he will undertake during the course. (i)Procedural/Task-Based Syllabus Prabhus (1979) Bangalore Project is a classic example of a procedural syllabus. Here, the question concerning what becomes subordinate to the question concerning how. The focus shifts from the linguistic element to the educational, with an emphasis on learning or learner. Within such a framework the selection, ordering and grading of content is no longer wholly significant for the syllabus designer. Arranging the Syllabus around tasks such as information- and opinion-gap activities, it was hoped that the learner would perceive the language subconsciously whilst consciously concentrating on solving the meaning behind the tasks. There appears to be an indistinct boundary between this approach and that of language teaching methodology. A task-based syllabus assumes that speaking a language is a skill best perfected through practice and interaction, and uses tasks and activities to encourage learners to use the language communicatively in order to achieve a purpose. Tasks must be relevant to the real world language needs of the student. That is, the underlying learning theory of task based and communicative language teaching seems to suggest that activities in which language is employed to complete meaningful tasks, enhances learning. (ii)Learner-Led Syllabus The notion of basing a syllabus on how learners learn language was proposed by Breen and Candlin (1984). Here the emphasis lies on the learner, who it is hoped will be involved in the implementation of the syllabus design. By being fully aware of the course they are studying, it is believed that their interest and motivation will increase, coupled with the positive effect of nurturing the skills required to learn. However, as suggested earlier, a predetermined syllabus provides support and guidance for the teacher and should not be so easily dismissed. Critics have suggested that a learner-led syllabus seems radical and utopian in that it will be difficult to follow as the direction of the syllabus will be largely the responsibility of the learners. This leads to the final syllabus design to be examined ; the proportional syllabus as suggested by Yalden (1987). (iii)The Proportional Syllabus The proportional syllabus basically attempts to develop an overall competence†. It consists of a number of elements within the main theme playing a linking role through the units. This theme is designated by the learners. It is expected initially that form will be of central value, but later, the focus will turn towards interactional components. The syllabus is designed to be dynamic, not static, with sufficient opportunity for feedback and flexibility. The shift from form to interaction can occur at any time and is not limited to a particular stratum of learners. As Yalden observes, it is important for a syllabus to indicate explicitly what will be taught, not what will be learned. This practical approach with its focus on flexibility and spiral method of language sequencing leading to the recycling of language, seems relevant for learners who lack exposure to the target language beyond the classroom. Practical Guidelines to Syllabus Choice and Design It is clear that no single type of content is appropriate for all teaching settings, and the needs and conditions of each setting are so particular that specific recommendations for combination are not possible. However, a set of guidelines for the process is provided below. Steps in preparing a practical language teaching Syllabus Choice: 1. Determine, to the extent possible, what outcomes are desired for the students in the instructional program i. e. what the students should be able to do as a result of the instruction. 2. Rank the syllabus types presented here as to their likelihood of leading to the outcomes desired. Arrange the six types with preference you going to give to each type. 3. Evaluate available resources for teaching, needs analysis, materials choice and production and in training for teachers. 4. Rank the syllabi relative to available resources. That is, determine what syllabus types would be the easiest to implement within available resources. . Compare the lists made under Nos. 2 and 4. Making as few adjustments to the earlier list as possible, produce a new list of ranking based on the availability of resources. 6. Designate one or two syllabus types as dominant and one or two as secondary. 7. Review the question of combination or integration of syllabus types and determine how combinations will be a chieved and in what proportion. In making practical decisions about syllabus design, one must take into consideration all the possible factors that might affect the teachability of a particular syllabus. By starting with an examination of each syllabus type, tailoring the choice and integration of the different types according to local needs, one may find a principled and practical solution to the problem of appropriateness and effectiveness in syllabus design. Suggested Steps for Planning Syllabus: †¢Develop a well-grounded rationale for your course. †¢Decide what you want students to be able to do as a result of taking your course, and how their work will be appropriately assessed. †¢Define and delimit course content. †¢Structure your students’ active involvement in learning. Identify and develop resources. †¢Compose your syllabus with a focus on student learning. Suggested Principles for Designing a Syllabus that Fosters Critical Thinking: †¢Critical thinking is a learnable skill; the instructor and class fellows are resources in developing critical thinking skills. †¢Problems, questions, or issues are the point of entry into the subject a nd a source of motivation for nonstop inquiry. †¢Successful courses balance the challenge to think critically with supporting students’’developmental needs. †¢Courses should be assignment centered rather than text and lecture centered. Goals, methods and evaluation emphasize using content rather than simply acquiring it. †¢Students are required to formulate their ideas in writing or other appropriate means. †¢Students should collaborate to learn and to stretch their thinking, for example, in pair problem solving and small group work. †¢Courses that teach problem-solving skills nurture students’ metacognitive abilities. †¢The developmental needs of students are acknowledged and used as information in the design of the course. Teachers in these courses make standards explicit and then help students learn how to achieve them. Syllabus Functions: Establishes an early point of contact and connection between student and instructor †¢Describes your beliefs about educational purposes †¢Acquaints students with the logistics of the syllabus †¢Contains collected handouts †¢Defines student responsibilities for successful course work †¢Describes active learning †¢Helps st udents to assess their readiness for your syllabus †¢Sets the course in a broader context for learning †¢Provides a conceptual framework †¢Describes available learning resources †¢Communicates the role of technology in the course †¢Can improve the effectiveness of student note-taking Can include material that supports learning outside the classroom †¢Can serve as a learning contract Checklist Syllabus Design: †¢Title Page †¢Table of Contents †¢Instructor Information †¢Letter to the Student †¢Purpose of the Course †¢Course Description †¢Course and Unit Objectives †¢Resources †¢Readings †¢Course Calendar †¢Course Requirements †¢Evaluation †¢Grading Procedures †¢How to Use the Syllabus †¢How to Study for This Course †¢Content Information †¢Learning Tools Course Objectives: †¢What will the students know and be able to do as a result of having taken this course? What le vels of cognitive thinking are required from students to engage in? †¢What learning skills will the students develop in the course? †¢Instructional Approaches: †¢Given the kind of learning Id like to encourage and foster, what kinds of instructional interactions need to occur? Teacher-student, student-student, student-peer tutor? †¢What kinds of instructional approaches are most conducive to helping students accomplish set learning objectives? †¢How will classroom interactions be facilitated? In-class? Out-of-class? Online? Electronic discussion? Newsgroups? Chatroom? Course Requirements, Assignments: †¢What will students be expected to do in the course? †¢What kinds of assignments, tests do most appropriately reflect the course objectives? †¢Do assignments and tests bring forth the kind of learning I want to foster? Assignments (frequency, timing, sequence)? Tests? Quizzes? Exams? Papers? Special projects? Laboratories? Field trips? Learning logs? Journals? Oral presentations? Research on the web? Web publishing? Electronic databases? †¢What kinds of skills do the students need to have in order to be successful in the course? Computer literacy? Research skills? Writing skills? Communication skills? Conflict resolution skills? Familiarity with software? Course Policies: †¢What is expected of the student? Attendance? Participation? Student responsibility in their learning? Contribution to group work? Missed assignments? Late work? Extra credit? Academic dishonesty? Makeup policy? Classroom management issues? Laboratory safety? Grading, Evaluation: †¢How will the students work be graded and evaluated? Number of tests? In-class? Take-home? Point value? Proportion of each test toward final grade? Grading scale? How is the final grade determined? Drop lowest grade? †¢How do students receive timely feedback on their performance? Instructor? Self-assessment? Peer review? Peer tutors? Opportunities for improvement? Ungraded assignments? Texts/Resources/Readings/Supplies: †¢What kinds of materials will be used during the course? Electronic databases? Electronic Course Reserve? Course Webpage? Software? Simulations ? Laboratory equipment? †¢What kinds of instructional technologies will be used? †¢Course Calendar: †¢In what sequence will the content be taught? When are major assignments due? Fieldtrips? Guestspeaker? Schedule for Term Examination? Result? Vacations? †¢Study Tips/Learning Resources: †¢How will the student be most successful in the course? †¢What resources are available? Online quiz generator? Study guides? Lecture notes online? Lecture notes on reserve in library? Guestspeaker to explain/demonstrate online resources? TA? Peer tutors? Study groups? Academic Services Center? Writing Center? Evaluation of online resources? Citation of web resources? Student Feedback on Instruction: †¢Anonymous suggestion box on the web and E-mail. Student feedback at midterm for instructional improvement purposes. †¢End-of-term student feedback. Supplement to departmental student feedback form. Bibliography 1. Brumfit, C. J. and Johnson, K. (1979) The Communicative Approach To Language Teaching. Oxford University Press. 2. Hutchinson, T. and Waters, A. (1987) English For Specific Purposes: A Learning Centred Approach. Cambridge University Press. 3. L ong, R. W. and Russell, G. (1999) Student Attitudinal Change over an Academic Year. The Language Teacher. Cambridge University Press. 4. Nunan, D. (1988) Syllabus Design. Oxford University Press. 5. Prabhu, N. S. (1987) Second Language Pedagogy. Oxford University Press. 6. Richards, J. C. and Rodgers, T. S. (1986) Approaches And Methods In Language Teaching. Cambridge University Press. 7. White, R. V. (1988) The ELT Curriculum: Design, Innovation And Management. Blackwell Publishers Ltd. 8. Widdowson, H. G. (1978) Teaching Language As Communication. Oxford University Press.. 9. Wilkins, D. A. (1976) Notional Syllabuses. Oxford University Press. 10. Yalden, J. (1987) Principles of Course Design for Language Teaching. Cambridge University Press.

Themes of Sam Shepards Plays True West, Buried Child, and Others

Themes of Sam Shepards Plays True West, Buried Child, and Others Although the Cain-and-Abel style of sibling rivalry this play focuses on is admirable, True West is another Sam Shepard drama that perplexes much more than enlightens. (Although as far as Bible stories goes, perhaps its more like the prodigal son and a really annoyed younger brother.) True West: Summary This kitchen sink drama begins with a young, successful brother diligently working on his next screenplay while watching his mothers house. His older brother has encroached upon the place as well. Austin (the screen writer) does want to upset his brother at first. In fact, despite his older brothers dead-beat ways, Austin seems to admire him, though he doesnt trust him. Though Austen appears civilized at the beginning of the play, he will go off the deep end by Act Three, drinking, thieving, and fighting- traits of his wandering, alcoholic father. Character Development Lee, the older brother, is oxymoronically a champion loser. He bums around in the desert, following the same life choices as his drunkard father. He drifts from one friends house to another, crashing wherever he can. He out a living by stealing appliances or gambling in dogfights. He simultaneously disdains and envies his younger brothers successful lifestyle. yet, when he gets the chance, Lee manages to enter the Hollywood elite, golfing with a movie producer and convincing him to conjure up $300,000 for a script synopsis, even though Lee doesnt know the first thing about developing a story. (This, by the way, is yet another stretch away from reality.) As often happens when erratic characters nearly reach the end of their troubles, catching a glimpse of paradise just around the corner, their own flaws prevent them from attaining happiness. Such is the case with Lee. Instead of writing a script treatment, Lee becomes severely intoxicated and spends the morning smashing the typewriting with a golf club. Austin doesnt fare much better, having spent his evening robbing the neighborhood of its many toasters. If this sounds amusing, it is. But humor never lingers long in Shepards plays. Things always turn ugly, and most of his family dramas end with a lot of objects being hurled to the floor. Whether its whiskey bottles, China plates, or heads of rotten cabbage, theres always a lot of smashing going on in these households. Themes in Sam Shepards Plays In addition to being a successful playwright, Shepard is also an Oscar-nominated actor. He stole the show from the rest of an incredible ensemble of actors in the historical drama about the Mercury astronauts, The Right Stuff. In his brilliant portrayal of Chuck Yeager shows that Shepard has a knack for playing brave, stalwart characters that exude integrity. As a playwright, however, he creates many characters that lack integrity- which is precisely the point of many of his plays. Shepards main message: Humans are not in control of their own emotions, thoughts, personalities. We cannot escape our culture or our family bonds. In Curse of the Starving Class, those who try to escape their dismal surrounding are immediately destroyed. (Poor Emma is literally destroyed in a car bomb explosion!) In Buried Child, the grandchild tried to drive as far away from his dysfunctional home, only to return to become its new supine patriarch. Finally, in True West we witness a character (Austin) who has achieved the American Dream of a great career and a family, and yet he is compelled to throw everything away in exchange for a solitary life in the desert, following in the footsteps of his brother and father. The theme of an inherited, inescapable downfall recurs throughout Shepards work. However, it does not ring true for me personally. Its understood that some children never escape the influence of their familys dysfunction. But many do. Call us optimistic, but the Vinces of the world dont always take their grandfathers place on the couch, sipping from a whiskey bottle. The Austins of America dont always turn from a family man into a thief in a single night (nor do they attempt to strangle their brother). Bad, crazy, messed-up stuff happens, in real life and on the stage. But to process the evil that men do, maybe audiences might connect more with realism rather than surrealism. The play doesnt need avant-garde dialogue and monologues; violence, addiction, and psychological abnormality are bizarre enough when they occur in real life.

Alcohol And Domestic Violence

Alcohol And Domestic Violence Essay Domestic ViolenceFound at the scene of the crime two dead bodies stabbed brutally, and leftto die at their house. This was the story that shocked the country in 1991. This was the start of the O.J. Simpson domestic abuse case that is still goingon today. Unfortunately events like this happen many times over everyday inmany setting all over the United states; however the victims of the other casesdont get nearly as much publicity. Some facts about domestic abuse:An average of nine out of 10 women have to be turned away from shelterson. The reason so few cases get assigned initially is the police usuallydont have enough officers to meet the demandAt the Portland Womens Crisis Line, where calls have doubled since thekillings of Nicole Simpson and Ronald Goldman, they welcome the increasedattention. From July 19,through March 31, 1993 a total of 3,665 domestic violencecases were reviewed in Portland Oregon. Of those, only 281 cases resulted insome action taken against the accused abuser. Some of this is because there isnot enough police, but it is mostly because the abused person is scared. For the last six months of 1993 and the first three months of 1994Portland averaged about 1,000 calls each month or 12,000 calls a year. In January 1992, 30 criminal domestic violence complaints were issued. For January 1994, the number was more than 100. Nationally, estimates range from 2 to 4 million women assaults each year. Some studies show that 20 to 30 percent of all women who seek help athospital emergency rooms are there because of domestic violence. Kyra Woods never made it to the emergency room. Whoever killed her saw tothat. She suffered 13 stab wounds to the back five of them so violent the knifecame out the other side of her body. Woods mother, Mable, and two aunts wept quietly in a back row of thecourtroom as the prosecution argued against bail for Woods former boyfriendJackson. Rod Underhill, the prosecutor, painted a picture of domestic violence. He told of a dramatic moment after the killing, when Woods 4-year-old son,holding a teddy bear, re- enacted the attack. He put his hands around the neckof the bear and shook it, Underhill said. He began to pound it with a closedfist and slug it.Mable Woods said that her daughter never told her much about any abuse. Neighbors, however, told police of hearing the couple fight violently. Accordingto police reports, one neighbor said, They fought so hard the pictures on thewall shook back and forth.Jackson has pleaded innocent. His attorney, Angel Lopez, points out that nomurder weapon has been found. He said the account from the 4-year-old boy couldnot be matched with any others, and he pointed out inconsistencies in the boysstatements. Bail was denied. Jackson was accused of killing his former girlfriend, Kyra Woods, bystabbing her 13 times. His bail hearing normally would have merited littlepublic attention. What brought out the cameras and reporter was the Simpson case. Children are often the unseen victims of domestic abuse. they see oneof their parents being harmed and this leads to high stress. Boys tend to bemuch more hostile when raised in a broken home. They are also ten times morelikely to be abusive when they grow up. Girls raised in an abusive family tendto be very shy and afraid of boys. When they grow up they are 50 times morelikely to marry an abusive husband. READ: Gregorik Andras EssayThe effect of domestic abuse on society is negative, but unfortunatelyit does not get much publicity unless it involves a figure that is well knownsuch as O.J. Simpson. Another sad thing is that people often shrug off domesticabuse calling it a personal matter because they dont want to get involved orthey are afraid of what people will think about themSurvivors have found the emotional strength to break from their abusersthrough different means: a hot-line number remembered from a restroom wall, awallet card of crisis numbers from a pediatrician who would not overlook amothers black eye. A grown child begging her mother to fleeand a shelter withan open bed. The women, some with their identities changed to protect their privacy,talked about shame, guilt, fear of triggering even greater violence, low self-worth, isolation, embarrassment, numbing depression, concern for children,foiled escapes, a unrealistic sense of reality, a walking-on-eggshells existenceand, perhaps above all, an illogical hope that something would change. the abuser can make everything sound so good, says Florence A. Reid, 45,now living in transitional housing through Bradley- Angle House after 10 yearsin a violent marriage and another 13 year relationship, in an abusiverelationship both with men who were full of promises after the pummelings. Even now, 25 years later, after dozens of broken ribs, a broken jaw, pushesdownstairs, and out a car, and thrice-weekly bouts with her husband sometimesdrunk, sometimes soberkicking with his work boots as she lay on the floor;even now, Reid has pipe dreams of living happily with this teen-age love, ofsitting on a front porch and talking about the old days. Wouldnt that be nice? asks Reid. Just live a normal life with thefather of my children.The first time I tried leaving my husband was 1972. I took the kids to afriends house, she remembers. He found me and brought a gun with him. Ofcourse, I just went back.In 1992, after dozens of tries, Ruth left for the last time, with the helpof a daughter, and ended up at West Womens Childrens Shelter. Ruth, who now works part-time at a bank, sighs. I dont know. For years,my excuse was the kids. And of course, I realize that was probably the worstthing I did for them. And I always thought, Things will get better if I dothis.'Other women clung to similar fantasies, sure the goodness and charm wouldreturnif they could love him better, do everything right. When someone abusesanother person they often have a certain attitude such as thinking that it isthe abused persons fault and that they brought it upon themselves. extensivestudies have shown this. The abuser often blames the person who was abused fortheir troubles. Abusers often have a hard time communicating. Unfortunately theabuser is rarely gets action taken against them.But when they do it is oftenvery serious. The least that could happen is that the abuser gets a restrainingorder. In more serious cases there can be a number of penalties ranging fromshort prison term to a life sentence. This is the information that I found whenI looked up domestic abuse. As you can see some of these facts are rather grimbut people are becoming more open to ideas and people are reporting more thanever. I hope that this stops being the most un reported crime in the UnitedStates so that we can get the problem under control. BibliographyBreiner, S., Slaughter of the Innocents (1990);deMause, L., The History of Childhood (1988);Kempe, H., and Helfer, R., The Battered Child, 4th ed. (1987);Kempe, Ruth S. and C. Henry, Sexual Abuse of Children and Adolescents(1984);Moorehead, C., ed., Betrayal (1990); Wexler, R., Wounded Innocents(1990). READ: Chicano Migration EssayDomestic Abuse Metro Nashville Police Department Evaluation of theSurviving Together Support Group for Women and Children (Womens Group)For Health and Community Services July 1995 By Christine SziklaEASTWOOD, S. Parenting After The Violence in Parent Help Program: News Information Number 8, November 1992, The Australian Council for EducationalResearch Limited, Hawthorn: Victoria. (p.4)WARD, J. How to Research Community Issues: The Grounded CommunityDevelopment Research Method. Partnership Press in Association withDeakin University, Melbourne: 1993. Social Issues

Transgender Essay Example | Topics and Well Written Essays - 2500 words

Transgender - Essay Example The discrimination rates for transgendered people are usually high as compared to people with other sexual orientations. The transgendered people also face a range of legal issues more than other people do. The eradication of discrimination against transgender people is essential, because it is harmful and pervasive. There is a relative increase in transgendered people. Psychological research has placed focus on transgendered populations. There has been an acknowledgement of heterogeneity of transgendered communities. This has led to diversification of transgender identities. Specificity needs to be balanced in order to accomplish diverse transgender identities. Racial and ethnic identities may affect one’s mental and psychological state. Gender dysphoria is the dissatisfaction with one’s biological sex. This dissatisfaction may cause anxiety, depression or even restlessness. For individuals who resolve to transition, certain psychological issues may arise. There might be fears of finding a partner, impact on relationships at home and at work. There are also violence and prejudice concerns when one discovers that they are transgendered. However, not every transgendered person is able to transition. Such individuals must learn to adapt to the tensions that are produced by gender dys phoria. Lucas Cassidy Crawford argues for an alternative subjectivity of transsexual models. Transgendered characteristics of being stuck in the wrong body are the major mode. The author observes that body modification experiences have led to the production of metaphors of territoriality. This dominant characteristic is argued to provide a radical comprehension of trans-bodily sensations. Such metaphors give value to the city and all that it guarantees (Cassidy 2014:127). Crawford makes people understand that effects of the body and its environment relate to each other. The beliefs of transgendered are no longer

International Business Strategy (Guanxi) in China and Taiwan Dissertation - 1

International Business Strategy (Guanxi) in China and Taiwan - Dissertation Example The literature review in Chapter two provides a meta-analysis of previous research on guanxi and also an updating of this body of work to take account of the experiences of recent times and globalisation. There follows in Chapter three a consideration of the ethical issues surrounding guanxi, including its role in fostering Corporate Social Responsibility in China and Taiwan. Chapter four concentrates on recent events, presenting a case study from Taiwan with the aim of illustrating some of the issues that arise when guanxi goes wrong. Both theoretical and practical dimensions of guanxi in the context of international business are explored, along with some of the complex social and political factors that are currently influencing business practices in China and the surrounding region. It is suggested that guanxi is changing in the new global context. The study concludes that establishing guanxi is an essential business strategy for western MNEs to be successful in China and Taiwan an d that it will remain a very important part of Chinese business culture. A number of implications for both Eastern and Western partners are listed, showing how they will each have to adapt to the way that guanxi is evolving. Keywords: China, Taiwan, guanxi, culture, business ethics, corporate social responsibility, international business, reputation management. ... Despite the amount of material available on the subject, there is very little clarity in terms of what it means in the globalised world, and how Western investors and partners can best deal with guanxi. Another important factor is the very fast pace of change in China which tends to make even some very recent scholarship obsolete within a short space of time. It is important to understand what guanxi really is, where it comes from, and how it has developed and changed throughout China’s long history. The present study explores in particular the new global context for guanxi and looks for any implications for East/West Partnerships going into the future. The previous literature on the subject is analysed thoroughly, but the study argues also for a fresh appreciation of how guanxi is changing. This has implications both for Chinese businesses and for Western companies entering the Chinese markets and so the emphasis is on ways in which both parties can benefit from this old trad ition in a globalised context. In writing this dissertation I would like to express my gratitude for the excellent assistance I have received from xxxxxxxxx Supervisors? Tutors (sponsor? Family?) Table of Contents Preface List of Figures. CHAPTER ONE: INTRODUCTION. 1.1 Chinese Culture in the Modern World. 1.2 Aims and Methodology. CHAPTER TWO: LITERATURE REVIEW. 2.1 Origins of guanxi. 2.2 Definitions of guanxi. 2.3 Guanxi from the Western point of view. CHAPTER THREE: ETHICS AND GUANXI. 3.1 Is guanxi ethical? 3.2 Guanxi and corporate social responsibility. CHAPTER FOUR: GOVERNMENT AND GUANXI. . 4.1 Guanxi and the government. 4.2 Case Study: Chen Sui-Bian and the Corruption Incident in Taiwan. 4.3 Changes in guanxi and implications for Chinese and Western companies. CHAPTER FIVE: CONCLUSION AND

Academic Achievements Essay Example for Free

Academic Achievements Essay THE PROBLEM AND ITS BACKGROUND In every student’s life, academic excellence as well as co-curricular involvement is very essential. The two aspects would help them attain their goal of being part of the honor roll. Balancing these two is one of the problems honor students of today are facing. This process is intended to know how important co-curricular involvement is and what its effects to the students’ academic achievements are. Since 1985, Colegio San Agustin (CSA)- Bià ±an has been providing its students quality Catholic education that enriches their knowledge academically. Besides, CSA- Bià ±an has been offering several co- curricular programs like authorized student clubs or organizations wherein each student is required to join, inside and outside school competitions, sports activities and many more. Prospective honor students, as active as they want to be, participate and take part in both academic and co- curricular programs. CSA- Bià ±an Junior High School Department follows DepEd Order No. 92, s. 2009 for the selection of honor students. The policy states that the 7-3 point scheme (7 points for academic performance and 3 points for co- curricular activities) shall be used in determining the final honors among non- graduating and graduating students. In Academic Year 2013-2014, there were 30 students from grade seven to third year high school who grabbed a spot in the honor roll. Their final ranks were computed based on 70% academics and 30% co- curricular. They, most probably, are equally excellent in both aspects. Co-curricular refers to activities, programs, and learning experiences that complement, in some way, what students are learning in school. Co-curricular activities are usually a way to separate students from their academics. These activities have influence on students’ academic performance but on the other hand, it is questionable whether these activities effect positively or negatively (Millard, 1930). Different school administrations are interested to find out if there is association between academic performance and the involvement in co- curricular activities. (Stephens Schaben, 2002). This is where the focal point of the study takes place: the effects of co- curricular involvement on the academic achievements of the grade seven to third year over- all top ten students. In view of the fact that the researchers are potential honor students, they see the necessity to make an investigation  about this matter for they are sure that the outcome of this study would be beneficial not only to aspiring honor students like them but also to the administrators of the locale under analysis. Setting of the Study The study will be conducted at Colegio San Agustin-Bià ±an, which is situated at Southwoods Interchange, Juana Complex I, Bià ±an City, Laguna. It is a private school run by the Order of St. Augustine. Theoretical/Conceptual Framework This study was anchored on the following different evaluation and assessment concepts. According to the Pickle Jar theory, when you take an empty pickle jar and fill it with rocks, it appears to be full – until you fill it with gravel. The smaller granules fill the cracks between the rocks, and you can still fit in some sand, and then water. Another theory named the Distraction-Conflict theory (1978), refers to an analysis of performance gains in groups assuming that when others are present, attention is divided between the other things and the task; this attentional conflict increases motivation and so it facilitates performance on simple, well-learned tasks. These theories are relevant to the research because like the Pickle Jar Theory, the rocks represent the academic achievements while the smaller granules like pebbles and sand depict the co-curricular involvements. On the other hand, the Distraction-Conflict Theory attests that when both academics and co- curricular activities are present, a student’s attention may be divided and therefore cannot focus on his priority which is his academic performance. SS Figure 1 The Relationship between the Profile and the Effects of Co- Curricular Involvement to Academic Achievements as Perceived by Grade Seven to Fourth Year Over- all Top Ten Students of CSA- Bià ±an in AY 2013- 2014 After consolidating the ideas and thought of the theories and studying the  concepts presented, the researchers came up with Figure 1 to show that the profile; gender, final general average, over-all rank, and frequency of co-curricular involvements (independent variable) has something to do or may alter the perceived effects of co-curricular involvements on academic achievements (dependent variable) of grade seven to third year over- all top ten students of Academic Year 2013-2014. Statement of the Problem This study sought to determine the perceived effects of the co-curricular involvements to the academic achievements of grade seven to third year over-all top ten students of Colegio San Agustin- Bià ±an in academic year 2013-2014. Specifically, it sought answers to the following questions: 1. What is the profile of grade seven to third year over-all top ten students in terms of: a) Gender b) Final General Average c) Over-all Rank d) Frequency of Co-curricular Involvements 2. What are the perceived effects of co-curricular involvement to academic achievements? 3. Is there a significant relationship between the students profile and the perceived effects of co-curricular involvement on academic achievements? Statement of Hypothesis The researchers hypothesized that: There is no significant relationship between the students profiles and the perceived effects of co-curricular involvement to academic achievements of grade seven to third year over-all top ten students of Colegio San Agustin- Bià ±an. Statement of Assumptions The researchers assume that: 1. Co- curricular involvement has either positive or negative effects on the students’ academic achievements. 2. Over- all top ten students are concerned on the effects of co- curricular to academic achievements. 3. CSA- Bià ±an offered both co- curricular and academic programs in AY 2013- 2014. 4.  Colegio San Agustin- Bià ±an Junior High School Department gives importance to both academic and co- curricular excellence. 5. The effect of co- curricular involvement on academic achievements has certain advantages and disadvantages. Significance of the Study Since this study will be conducted to discover the relationship between the co-curricular involvements and the academic achievements of the grade seven to third year over-all top ten students of Colegio San Agustin-Bià ±an in the Academic Year 2013-2014, the researchers found the following grounds of the study very significant: 1. The information which will be gathered in this study may serve as a guide to the teachers in assessing their students’ strengths and weaknesses, both in the academic and co-curricular fields; thereby, will result to better teaching methods and efficient parent-teacher conferences; 2. The results of the study will provide the Guidance and Testing Center with the knowledge of how their students balance their academics and activeness in co-curricular participation which would lead to adequate seminars regarding this matter; and, 3. Finally, the findings of this study will provide the students with the information on how to manage co-curricular activeness and academics while achieving a high general average; 4. The findings of the study will address the parents inquiry regarding their childs academic standing in the classroom aiming to provide the information on the composition of their childs general average and the process of evaluating the child; 5. The study will serve as a guide for the administrators in providing better service to their by means of efficient teaching strategies and increasing the students participation in co-curricular activities through offering a wide selection of activities that correspond to various talents and interests of the students. Scope and Delimitation The study focuses on the perceived effects of co- curricular involvement to academic achievements of grade seven to third year over- all top ten students of Colegio San Agustin- Bià ±an in Academic Year 2013- 2014. The study’s focal point is the effects of co-curricular involvement to the academic achievements of students. The study was limited to the grade seven to third year over-all top ten students for they are the ones who are  concerned on how co- curricular affects their academic achievements. Also, they are more likely to experience problems concerning the subject matter. The study doesn’t include the fourth year high school students of AY 2013-2014 because it would be inconvenient for the researchers to communicate with them since they now study in several different universities. This study yearns to determine the effects of co- curricular involvement on the academic achievements of students. Definition of Terms The following terms were used within the context of the study. They are defined conceptually and operationally for easier comprehension. Academic Achievements. The students’ excellent performance which is measured by academic disciplines like examinations, quizzes, class participation, projects, assignments and etcetera. This is mirrored by the students’ final general average. Co Curricular Involvement. The students’ participation in activities, programs, and learning experiences that complement, in some way, what they are learning inside the classroom. They are usually a way to separate students from their academics. Over-all Top Ten. Ten students who, among all their batch mates, show the most remarkable excellence in both academic and co- curricular performance. Department of Education. Abbreviated as DepEd (Kagawaran ng Edukasyon) and is the executive department of the Philippine government responsible for ensuring access to, promoting equity in, and improvin g the quality of basic education. Final General Average. Final assessment of the students grade which consists of both co-curricular and academic performances. Guidance and Testing Center. The sector of Colegio San Agustin- Bià ±an that is responsible in helping the students with their personal emotional and psychological problems. They are also ought to create programs that would maintain the students well- being emotionally and psychologically. Over- all Rank. Rank of the student over the whole number of their batch according to his academic and co-curricular performance.

Essay --

Speeding is the third leading cause of all traffic accidents and 39% of all men who are involved in a fatal car accident were speeding at the time of the accident. 27% of all construction zone fatalities are caused from speeding. Sadly, roughly 13,000 people die each year because of speeding. . People speed because they are in a rush, they aren’t paying attention, they are careless, they don’t think it’s dangerous and/or they don’ t think they will get caught by law enforcement. Speeding is very dangerous and affects your reaction time, causes your vehicle to take longer to stop and the faster you are going when you hit something, the more damage there will be. Most people think speeding is only done on freeways or highways If you receive a traffic ticket you can do one of three things, you can pay the ticket, this means you are admitting guilt and you will receive points on driving record. You can plead guilty and request to go to traffic school so the points will not go on your record, but you will still have to the pay the fine or you can plead not guilty and request to have a t...

Mfn Status to India

MFN to India– The Pakistani Perspective Research Paper 2012 Zoya Mohsin Awan BBA2K9(s) 4/24/2012 Hatred, enmity, war; a few of the many things we associate with our neighboring country India. 1965, 1975 and the Kargil War of 1999; with Kashmir already a bone of contention, Pakistan has skipped loops by merely bringing thought of granting Most Favored Nation Status to India on the discussion table. Since WTO’s Charter requires every signatory to grant MFN status to other WTO members, there aren’t many if’s and but’s to ponder.What really is open for debate is whether we want to swallow the pill now, on our terms, or later when it might be forced down our throats on somebody else’s terms (India still hasn’t taken the violation of this basic principle to WTO). No matter which stance we chose, one thing is certain; this is the deal which defines the future course of Pakistan. And this is the deal which might be our chance of actually becom ing what we have the potential to become – ‘Pakistan’. Introduction: Pakistan and India have been under the lime-light ever since the partition of the sub-continent.During the 1960’s, Pakistan was labeled the ‘Asian tiger’ while India the ‘Basket Case’. Today however, the roles have been reversed. Through-out this period, the Indo-Pak trade kept showing a varied trend to the negative side as shown by the figure below: The volume of trade has remained low generally. MFN works towards the liberalization of trade which not only would give a forward momentum to the integration of both countries economically, but would also enhance their image on the international platform.Cheaper cost of production, exchange of skilled labor, education influx and the interest of the US and European economy into this region would help give the once coveted status of South Asia, back to the forces who originated it. Hence, a carefully reconciled MFN sta tus should be granted to India in order to achieve the long-term prosperity of our country. The Economic Perspective: After going through a large array of material debating this issue, two schools of thoughts generally emerge; the protagonists, who support the idea of non-discriminatory trade between both countries.And the antagonists, who believe such a measure, would only harm the economy by letting free-flow of cheaper Indian goods into the Pakistani market and well, narrow our options down on the Kashmir issue. The former debates, that by doing so not only do we get access to a potential market which is 8 to 9 times greater than ours, but it also gives us a dependable foundation of mutual dependence to minimize the security concerns across the border.India is swooping rooks and pawns off the economic chess board towards becoming the third biggest economy of the world, before it leads us up to a stalemate, this situation could be put to advantage for both countries. After all, In dia cannot keep prospering in a sustained manner if it neighbored by a nation terrorized by political and economic destabilization. So it would be an opportune time for Pakistan to bask in India’s glory. Practically speaking, this is the only way we could work towards a productive political debate for both the countries especially since the environmental strain after Mumbai attacks of 2008.After all, a long-standing peace arrangement can only nurture, if it contains within the deeply ingrained seed of mutual benefit. On the other hand, the antagonists argument that this ‘free-trade’ would open the floodgates to cheaper Indian products which in turn could harm Pakistan’s economy majorly. However, this could be a positive impact upon the Pakistani consumer since they gain access to imported Indian goods at a lower price. We also have Taiwan, Hong Kong and even China who are on our MFN list and have bombarded us with fierce competition in the past.Yet if our industries did not cave in to them and withheld own-selves then why fear India? Besides, if the Pakistani market demands a particular good from India, MFN status or not, it would be smuggled cross border anyway so why not legalize it to perk our own interests. Take the example of the Indian Cinema, years and years of culture seeped through the media towards us, while the Wagha Border remained bolted shut. The only issue here is, the Pakistani tax-payer is paying far more than it usually would have due to the added layers of cost of go-between trade via Dubai.Conversely, this news has drawn a mixed reaction from all the quarters of the business community. Some, like the auto-parts, pharmaceuticals and consumer goods industries, face hard-hitting competition. They fear that India is yielding better quality goods at a lower cost of production due to the economies of scale. On the other hand, industries like textile, entertainment and agriculture are in favor of granting the Most Favore d Nation status to India.These industries argue that trade estimated trade of almost $13 billion with India is being carried out illegally via cross-border smuggling and personal baggage. Also, indirect trade of an approximate worth of aroung $3-4 billion via third parties like UAE, Afghanistan, and Bangladesh is costing us a higher mark-up since the intermediary adds up their cost as well. So it is better to legitimize this ongoing process and reap some probable gain out of this situation. In support of this argument, I quote the former Finance Minister of Pakistan and Vice President of the World Bank, Shahid Javed Burki: what economics told us is that when trade between a huge and small economy started, smaller economy always benefited from that and what I believe that at macro level Pakistan would benefit, especially in industrial and agricultural sectors. Some sectors might get hurt, but not much as feared. † Published in The Express Tribune, April 3rd, 2012. Free-trade sp urs competitiveness which would encourage our local industries to raise their standards and produce quality goods. It has never really hurt any country and all the benefits from recent experience in the European Union, Asian etc, are there for everyone to see.It would in fact take a page from the book of John Locke by helping us attain a common ground of mutual-coexistence and economic interdependence to rely upon. The Regional Perspective: South East Asia by abroad-spectrum consensus is the least integrated of regions economically due to the disparity and animosity between Pakistan and India. Regional cooperation is must to attract heavy investment in today’s globalised world. Diminutive and splintered markets do not attract endowment by substantial investors.The European Union may be struggling to save the euro but one of Europe’s most significant successes is the creation of the frontier-free single market where goods, services and people can circulate untrammeled b y border restrictions. Similarly, Association of South East Asian Markets (ASEAN) is working towards building a common market for the whole region by following the European Union’s lead. It is high time India and Pakistan set aside their differences (or at least take small steps towards resolving them) for the overall welfare of the whole region.If we create an economic bloc like the sorts of EU or Middle-East, it would ensure a better bargaining position vis-a-vis other countries. Within the protective walls of regional economies, both countries would achieve specialization in various sub-sectors of the industry. Moreover, the strengthening of bilateral trade would provide a mutual cushion against financial or stock market shocks. With these two countries forging into one economic power, all of South Asia could become a better place monetarily.Another aspect of the MFN status would be to increase the ‘connectivity with central Asia’. If Indian goods are permitte d to transit through Pakistan, then the whole region will benefit. For illustration, the Indian state of Punjab is several thousand kilometers away from the seaports, but the farmers there and in the nearby states would be able to send their agricultural products to Central Asia if these are allowed freely through Pakistan. Same goes for Indian textiles and all the landlocked states which would be facilitated by their proximity to the Pakistani ports.The advent of MFN status will also help complete the implementation of the Turkmenistan-Afghanistan-Pakistan-India (TAPI) gas pipeline, as a new environment of trust and cooperation prevails. Even more significantly, natural gas via pipeline will provide the Indian and energy deprived Pakistani industry with a massive boost in sectors ranging from petrochemicals to fertilizers; electric power production will increase dramatically' and a myriad of new commercial uses will be supported. In return Pakistan could profit from the easy transi t fee that it would receive as a royalty and it would only be possible if MFN status is rendered toIndia. Social Perspective: Trade is one social mobilizer which would generate benefits for both countries as well as their people. Talking about Pakistan singularly, 61. 3% of the people (according to the HDI reports) in Pakistan live below the poverty line. With a 15. 4% unemployment rate, Pakistan should not forego any opportunity that provides job opportunities to its masses. Poverty is but a challenge that can be overcome by pursuing ‘sustained pro-poor’ policies. One such policy is the granting of MFN status to India and lifting the trade barriers across border.India is a huge market and would provide a smaller country like Pakistan with access to a greater market and increase the demand for their product. This in turn would hoist the output and employment levels in both countries. Secondly, Since India shares a border with us, the freight cost and ease of access woul d increase the flow of a diverse product base at a lower cost, saving our country’s foreign exchange substantially. Pakistan could have entree to quality products in sectors like IT, electronics, transport gear etc.Thirdly, this legitimization might curb social atrocities like smuggling and illicit trade. This would increase the government revenue for Pakistan since all the goods would be traded under their accord. Another faucet where India surpasses many others in this region is its IT infrastructure. India is expected to contain the next Silicon Valley of the century considering its growth in the IT sector. Pakistan could benefit immensely from the inflow of this technology while India could gain advantage by the progress Pakistan has made in its agriculture and industry.Both countries could complement each other’s needs and strengths and hence prove beneficial to their people. The Cultural Perspective: With the advent of the prospect of MFN policy, both countries h ave started aiming towards more amiable business conditions hence easier visa-processing procedures have been bought on the discussion table since November 14, 2011. This would invigorate the static tourism industry between both countries. Both have many historical and religious places significant to the other.This would not only generate additional foreign exchange revenue, it would also help increase the people-to-people contact between both countries. Eventually, once the masses start interacting, peace would follow automatically between both regions. Generally, the relations between once brethren Pakistani and Indians are cordial and friendly. A common example would be how well Pakistani’s and Indian’s gel when they’re living abroad, out of the influence of their respectively acrid media’s. Delegations of trade bodies, academics, artists, sportsmen, social scientists and media personnel could be exchanged.This would invoke the once unbreakable cultura l bond between both nations considering how much value we place upon common games like cricket and hockey. Threats and Concerns: Although the benefits of granting the inevitable MFN status to India are tremendous, every step Pakistan takes should be guarded and well-thought of. There is no harm in protecting one’s own-self against any potential threats that might occur due to any hasty move we make, after all there are years of enmity that we need to overcome before taking huge steps.Firstly, WTO provisions allow members to impose safeguards restricting imports (for temporary periods) should such imports unfairly or seriously injure domestic producers. Pakistan should rightfully use this clause in case Indian goods start flooding the Pakistani market and ruin local producers. After all, trade should be liberalized but not at the cost of local industries. The second issue that should be considered is that India, despite its liberalization of trade to Pakistan in 1993, is still a restricting domain to us due to high tariff and non-tariff barriers.Prohibitive NTB’s have made our exports to India highly expensive while the trade deficit tilts highly towards Pakistan. We should bring this issue on the WTO summits and appeal to India to either reduce these NTB’s and other trade restricting clauses or grant a similar status quo to India. Pakistan’s business community generally has reservations because it does not have competitive pricing in many industries and goods. The automotive and pharmaceutical industries are prime examples of apprehension at granting India access to our market.In order to maintain local stabilization, we need to have all stakeholders to this situation aboard before we chalk out any definitive plan. Concessions should be granted to concerned parties for instance, the automobile industry should be assured that auto-parts would be imported instead of wholly assembled cars. Unbridled, unmanaged and uncontrolled liberali zation of trade would lead to chaos in any economy huge or small. Or policies could be formulated in such a way that they would be strict at first (as India’s’ have been since 1993) and then slowly tighten the nose and India shows signs of economic conciliation.Conclusion: In retrospect, is it really possible for Pakistan to identify India with bilateral economic prosperity, cross-border trade of culture, and easier visa transit? Political differences between India and Pakistan aside, there is no harm in trading with each other. Our leaders must take into consideration long-term benefits. India has a much better managed economy, but it cannot afford openness. On the other hand, Pakistan’s economy is not so closed, and it could take advantage in this regard.Pakistan, like other developing countries, has strong interest in the maintenance and strengthening of the multilateral rules-based trading system represented by the WTO. The current situation in South Asia in dicates that there are large unexploited opportunities for intra-regional trade that could be mutually beneficial. Diplomatic efforts towards this objective — however utopian, is well perceived to be the beginning of soft-ties between both countries. After all, it is said that where diplomacy ends the potential for war begins to take shape.Bibliography 1) Beteille, T. (2011). Pakistan’s Most Favored Nation Status to India: A Win-Win for the Region? blogs. worldbank. org . 2) Brown, C. (2006). The Implications of Liberalization of Trade with India. 3) Dr Monnoo, Kamal (2012). MFN status to India – An analysis! www. nation. com. pk. 4) Gupta, Sorojit. (2012). Pakistan to grant MFN status to India this year. www. timesofindia. com. 5) Dawn Newspaper and Articles. ——————————————– [ 1 ]. http://www. ishtiaqahmad. com/item_display. aspx? isting_id=725&listing_type= 1 [ 2 ]. http://blogs. worldbank. org/endpovertyinsouthasia/pakistan%E2%80%99s-most-favored-nation-status-india-win-win-region [ 3 ]. http://www. eastasiaforum. org/2011/12/03/what-the-most-favoured-nation-decision-means-for-india-and-pakistan/ [ 4 ]. http://www. himalmag. com/component/content/article/3644-magic-pipes. html [ 5 ]. http://nayyab. wordpress. com/2010/05/08/rising-unemployment-in-pakistan/ [ 6 ]. http://www. aninews. in/newsdetail2/story22210/india-welcomes-trade-ties-with-pak-eyes-mfn-visa-easing-process. html

College degree Essay

Like almost everyone already asked this question when they have finished high school. Where will I be in about 10, 20 or even more 40 years? . I do not think anyone would like to be a waiter or taxi driver the rest of life; hence, going to college is a good way to know what you will be. It will help you to develop your abilities, your skills, accomplish your goals. People with a higher education can make a difference in the world. My reason for going to college is because I want a better life for myself and it will open many doors in my future life. I graduated from high school in 2007, when I was 17 years old in Peru. My family always encouraged me to get higher education so I started thinking about what would I want to be? . I went to see many universities around my town in order to get more information about majors. I was confused between Hospitality Management and International Business but I decided to study Hospitality Management. It caught my attention because it deals with tourism and I love traveling. Besides hotels, I can get a job in many other places such restaurants, casinos, resorts and hospitals. I enrolled at San Ignacio de Loyola University because they have the best program in my major. It is  located an hour and a half from my house. When I was studying there, I learned a lot; especially, when I can deal for myself without my mom’s help because she did everything for me when I was at school. In Peru, there are many cases of delinquency and a few times robbers attacked me. The first occasion was a week of starting classes. I could remember that I spent a whole day at the college doing my assignment. It was a lot and I was very tired that day. When I was on my way home and got off the bus, someone stole my handbag. My first reaction was to go running after him because he had all my work with my effort in it, my new purchased  books. That was horrible. The other times, robbers just stole my phone. It was because of these facts that gradually I did not want to go anymore. I was very scared on the streets, looking around; I could not take out my phone from my pockets. Because of that, I decided to leave the university. One the day, I talked with my grandmother who lives in the USA. We were discussing about my life and I told her that I wanted to continue studying, so she asked me to move in with her. It was a very difficult decision for me because I would go to another country, starting a new life away from my  parents and friends, and also I was afraid because I did not speak English fluently. However, I had to think about my future so I decided to move to the USA, but the problem was that my parents disagreed about coming here illegal. I went to the University to see if they have any program to study outside the country. They have it but one of the requirements is to have 60 credits. Unfortunately, I did not have that amount. I checked on internet any other possibilities and I found out about the student visa. I did everything I needed to process the visa, such as translating my documents from high  school, filling some papers, looking for my sponsor, and medical examination. A few days later, I went to the USA embassy with my parents, I was so nervous because my dream of keep studying was depending of their answer. The counselor looked my documents and approved my student visa. I was so happy that day. In the first days of arriving in USA, I enrolled at Union County College. At the beginning, I took ESL classes since level 4th. Now, I am almost done with it. Moreover, I am taking other courses in the fields of hotel management. Therefore, I’m pretty sure that I will graduate in two  more years and get my associate degree in Applied Science Program in Hotel, Restaurant, and Tourism Management. However, getting a degree in USA and go back to my country will help me to get a more job opportunities since I’m bilingual. According to the article The Benefits of Earning a College Degree states, â€Å"One of the most important and obvious reasons to earn a college degree is to increase your earning potential†. Therefore, a good salary since people that have achieved a college degree are hired in at a higher pay and are considered to be much more employable. For the reason that I want  my own family, I would like to give them a good quality of life, and also provide inspiration to my children. In conclusion, I strongly believe that people should go to college. I feel good going to college because every time I learn something new. I am satisfied with every step I’m taking to get more knowledge and grow as a person. Also, see my parents feel proud of me is priceless. In fact, I recommend going to college is worth and it is not a waste of time because college will give a person the tools to succeed in the field of their choice. By graduating from college, everyone can get a dream job and start to make those dreams come true.

Online Quiz System Case Essay Example

Online Quiz System Case Essay Example Online Quiz System Case Essay Online Quiz System Case Essay Quiz takers will use their surname and password to login and take the quiz. The questions must at least be 20 items with topics on PH and Myself. Upon login, they can take the quiz and see their score after. Display of score includes the raw score and its equivalent percentage. Using the database, quiz takers can register, view, search, and edit their data. A report on the summary of quiz takers and their scores must be displayed. (For adman access only. See access levels below. ) 2. The proponents must present their systems in a group of a maximum of 5 members.. 3. Other features: provides user-friendly interface create your own home page alteration on all fields is required, meaning users can not have erroneous inputs Ease of use. System must be very easy to use. The user interface is clean and natural even to beginners. Other additional features or display may or may not be included like: display of correct answers, total wrong and right answers, etc. Administrator can add questions to the quiz. 4. Access levels: Administrator all access to features like, viewing of the report of all quiz takers and their scores, add/register/edit/search users, and all other pertinent roles or rights.

The editor's note Essay Example | Topics and Well Written Essays - 500 words

The editor's note - Essay Example She said, â€Å"literally for the first time I read about Arab women in America, things I did not know, figures not exposed to the American media, and the most interesting thing in the magazine, is that youre talking about Arab women social life; not only that but you also have a page for teens, which allows them to write about the problems they face." And here comes another crucial month for us. This month’s issue integrates interesting and varied topics that I am literally in a dilemma as to what I should incorporate in this letter. First of all, let me clarify our choice for the campaign article. In this issue we focused on sensitizing people about cancer and also featured Negma, Egypts second forum, which took place in Boston, American Muslim Union annual branch, Egypt Cancer Networks fundraising dinner, and Noonelneswa’s first annual spring as well as community recognition occasion. Concerning our wellbeing feature, we presented a brave Arab face that successfully wrestled breast cancer and currently lives cancer free life. Further, because of the fact that April is the National Cancer Control Month, we incorporated an interview with an Arab-American woman who has tirelessly worked with the community in the fight against cancer. In your copy, please find the â€Å"best of the best† page so that you can di gest the information about one of the best-ranked high schools in New Jersey, which pioneered Arabic language class. I regret that I cannot find all the space to highlight for you all the interesting items featured in this month’s edition. As I conclude, you would be doing yourself no good if you missed the story about a British journalist, Lauren Booth, who is a sister-in-Law to the former British Prime Minister, Tony Blair, who converted to Islam. She wore a veil and travelled across the world in a bid to facilitate and drive the Palestinian roots. In her endeavor, she recently toured America, where she met with the Arab and Muslim

Consultancy Project Essay Example | Topics and Well Written Essays - 5000 words

Consultancy Project - Essay Example In 2004, Neary argued and said that strategic rationale and efficiency gain derived out of mergers and acquisitions are the two common reasons identified by Business Organization Literature (Neary, 2004, p.48). To study the literature on this research area, empirical researches done related to this study will be collected from the online books and journals. Most of the previous researches indicated that M&A activity has a 50 percent chance of success which is similar to the probability of getting a ‘head’ when an individual toss an unbiased coin. In 2004, Bruner argued and said that synergy means co-operate or work together and involves in merger when two organizations come together and pool in their resources and expertise for better performance, which is also known as synergy. Thus, in order to achieve continuous growth and survive global competition it is important for organizations to adapt M&A strategy. In today’s world the primary objective of a firm is to survive the cut-throat competition and one way to do that is to make more profits and add value to shareholders’ wealth. The ladder of success for any firm is ‘growth’ which can be achieved either by expanding existing resources or introduction of new products and services. Another way of achieving growth is through merger and acquisition (M&A). It has become an important an important way for firms to expand their product portfolios and gaining new markets. M&A also helps the firm’s to acquire knowledge, latest technology and improved management capabilities. In addition, M&A has been found to be extremely successful for specific sectors like pharmaceuticals where extensive Research & Developments are required. Tesco is the second largest company (after Wal- Mart) to earn profit as well as in the retail industry, the company holds the position of