Holistic Approaches to Development Essay

My focus with this assignment will be on education as a whole and to demonstrate a knowledge of key legislation in respect of curricula and initiatives within the widening children’s education work-force. I will do this through relevant reading and understanding gained from personal experience, demonstrating a comprehension of the holistic nature of learning and how it is developed through age-appropriate activities. I intend to show an understanding of the types, role and functions of play. I will relate them to theoretical and practical models of play and learning practised at my setting, where the Primary Years Programme is implemented. The Primary Year Programme (PYP) takes a holistic approach in developing the complete child. Practitioners endeavour to deliver a curriculum that is relevant and meaningful to the child. Piaget suggests the principal goal of education is to create people who are capable of original thought and of being creative and not simply repeating what previous generations have done. The PYP is a Primary Curriculum recognised world-wide and the PYP for Early Childhood synthesizes insights of educational research pioneers such as Maria Montessori and Rudolf Steiner who maintained that education should be understood as the art of cultivating the moral, emotional, physical, psychological and spiritual dimensions of the developing child (J,1013). Play is child-centred activity that engages young children and promotes learning. Play is the means by which children make sense of the world and is an effective method of teaching young children. Play is a context for learning through which children organise and understand their social worlds as they actively engage with people, objects and representations. An holistic approach to education focuses on the whole child with care and education being of equal importance; and is known as a combined holistic approach. Montessori and Steiner are among the most important of the many education theorists who have influenced the way children are educated today. Learning through play is one of the key principles that they and other education theorists advocated. All children have the right to be in a safe and welcoming environment. Keeping children safe is of course â€Å"a non-negotiable element of any early years framework† (Tickell, 2011. ) In the United Kingdom there is a wide range of legislation enacted specifically with the aim of protecting children and their families. The safeguarding and welfare requirements are given legal force by The Early Years Foundation Stage (Welfare Requirements) Regulations. EYFS is the legal framework for the welfare and safeguarding of all young children from birth through to the end of the reception years in all types of early years education provision. Learning Outcome 1 -You will need to produce clear evidence of your knowledge and understanding of key, recent legislation ; current initiatives pertinent to your setting practice. You can demonstrate this by discussing what is encompassed within the initiatives currently informing practice and identifying the various curricula available to parents, children and settings e. g. National Curriculum, The Early Years Foundation Stage, Steiner Approach, Montessori etc. Higher grades will be awarded if you can demonstrate a critical awareness of the importance of the key legislation ; current initiatives pertinent to your chosen age range within the setting Learning Outcome 2 – You should show that you understand the nature and meaning of a holistic approach to learning and development, whilst recognising the need to provide strategies for incorporating a range of holistic age related curriculum-based learning activities, which help promote development through play and. You should also identify specific aspects of your age-related research as being of significance to holistic development and explain their importance. To improve the grade you must show that you have considered a wide and comprehensive range of strategies for incorporating holistic age related curriculum -based learning activities, which will help development through play and learning in the setting. Remember that the essay is intended to show your ability to integrate ideas and information drawn from a range of sources From early in the 20th century, a number of holistic approaches to early education have been put forward and refined (ref needed) . The most important principle of holistic education being to engender and nurture a sense of wonder in the child. Montessori, for example, spoke of â€Å"cosmic† education, which â€Å"helps the young person feel part of the wholeness of the universe, so that learning will be naturally enchanting and inviting† (Miller,2012 pg for a direct qoute). Holistic education is founded on the premise that each person finds identity, meaning, and purpose in life by connecting with the community, to the natural world and to spiritual values such as compassion and peace (J  ? author  ? , 2013). Miller date  ? describes holistic education as: â€Å"†¦Ã¢â‚¬ ¦. an attempt to return to the mysterious source of human creativity and authenticity for fresh inspiration. It seeks to enable the wholeness of the human being to emerge and develop as fully as possible. In contrast to progressive education, Holistic education sees the child as an emerging spiritual being within a larger planetary and cosmic ecology that extends beyond social and political realities. In Holistic education we must respond to the learner with an open, inquisitive mind, a loving heart and a sensitive understanding of the world he or she is growing into†¦.. † (Holistic Education, 2011). too long a qoute, break down into own words please While However, the Reggio Emilia approach to holistic education involves dealing with or rating the ‘whole’ of something or someone, and not just a part of the ‘whole’ (J  ? ,   2013). This approach also places great emphasis on artistic self-expression and engaged creativity. Miller (2006) suggests that while there is clearly no one method, after reviewing a number of different holistic teaching methodologies, he concluded that there are four key aspects of the holistic approach to teaching: Learning is organic, emergent, experimental and based on cooperation. There is a strong sense of community and engagement between children, parents and educators where those members feel strongly to care for one another There is a great respect for children’s inner life, with methods ranging from environmental spaces that facilitate time out of competitive nosier environments, to time to ask deeper questions about the meaning of life and spirituality. There are strong connections to nature, with the care and connection with the environment incorporated throughout the curriculum (Higgins, 2012) In keeping with a holistic approach, the Priamary Years Progra (PYP) curriculum is an inquiry-based transdisciplinary curriculum. Pre-planned teaching is facilitated only in so far as it initiates open-ended questioning and inquisitiveness. Children are given maximum opportunities for discovery. A child’s questions are an important part of what happens in a PYP classroom. The school aims to develop the whole child, so while developing academic knowledge and skills, we also develop a child’s social and emotional skills and understanding. Children are taught to be caring individuals and encouraged to make a positive difference in the world. The IB Learner Profile Attributes guides schools in their holistic approach to education and includes the social and emotional aspects of a child’s school life. The PYP teaches students that they can make a difference in their lives by being independent and making â€Å"good choices,† for example by turning lights off to save energy when leaving the classroom, or recycling materials to avoid unnecessary waste. Physical education too is an integral part of the PYP curriculum and provides vital opportunities for the physical, social, emotional and intellectual development of the child. In Nutbrown’s (2012 pg  ? ) review she asserts that, â€Å"high quality early education and childcare can have a positive long term impact on a child’s later learning and achievements. † Connecting with nature is important for a child’s spiritual development and should inform daily activity. Incorporating holistic activity into the early childhood classroom provides opportunities for children to connect with nature. Activities such as painting classes in a park or other open-air neighbourhood location expose children to nature, while painting on mirrors helps develop self-awareness and spirituality by encouraging creativity and the representation of ideas while having fun. These are all straightforward, uncomplicated, activities that encourage a child to be inquiring. Refs needed The extreme heat and humidity at certain times of the year in Hong Kong make it impractical to take children outside to explore and discover. When this happens, we do our best to bring the outside into the classroom. We use natural materials such as shells and leaaves to inspire and encourage creativity. We also provide tools more normally associated with adult usage, such as cameras, this to illustrate the point that children are competent and capable learners and able quickly to master relatively sophisticated technology. As our knowledge of each child increases and we become more familiar with his or her interests, we use this and festivals such as Diwali, Christmas and Thanksgiving to inform our planning This learning outcome requires you to show sound evidence of practical knowledge and understanding of theoretical and practical models of play and learning which incorporate examples of the different types, roles and functions of play in the widening children’s workforce setting. To improve you would need to demonstrate clear, concise, in depth evidence & knowledge/understanding, of the application of practical and theoretical models of play and learning. Incorporating a range of examples of the different types, roles and functions of play. Smidt (2011) argues that Play may be defined as the way children, within a context, a culture, a family or a community explore or experience something that excites and interests them and is fun. Through play, children learn to express or communicate their feelings (Smidt,2011. ) Wood (2005) further supports this viewpoint by stating that †¦Play activity entails a wide range of behaviour and may be found in different contexts and with multiple meanings for children and adults (Wood,2005. A holistic, place-based, approach to learning utilises the local community and environment to teach subjects across the curriculum, emphasising hands-on real life experiences. Ref here Blah Blah (2010) discusses how Various educational theorists have influenced the way young children are educated today. Among the most influential have been Rudolf Steiner and Maria Montessori ref. Both shared a belief in the importance of learning through their play. They believed that experimental learning through play was more effective teaching methods than ones that were directed and prescriptive ref. The Reggio Emilia approach, developed by Loris Malaguzzi,ref here emphasised the role of the child as a competent agent in his or her own learning. Within this setting, educators make informed choices about the pedagogical approaches and curriculum based on the theories and principles of Malaguzzi. There must be a reference or more within every paragraph to show where the info came from, it’s particularly important when discussing theory or viewpoints. Bruce (date) as cited in Smidt (date) clearly regards play as one of the most significant ways children learn. She refers to play as ‘an integrating mechanism. ’ When children are involved in self-chosen play, over which they have control of what they are doing, they are able to bring together many aspects of their learning, coordinating their activity in a way that brings about or creates new learning (Bruce, 1991 page ? ), enabling discovery and problem solving as the child becomes increasingly independent. There are play opportunities both inside the PYP (Primary Years Program) classroom and in the playground as the learning environment is equipped with material that provides for a range of creative learning. A PYP classroom reflects what Moyles (date) regards as one of the most significant aspects of play – that of ‘ownership,’ meaning that the child takes control over finding answers to questions that interest him or her. Wood 2005) recognizes that Play cannot always be easily defined or categorised because it is always context dependent and the contexts are varied (Wood,2005). Types of play cognitive play, involved play, passive play, pretend and socio-dramatic. She discusses this viewpoint further by stating The context of play will determine its nature and category, play is therefore ‘context-dependent (Wood, 2005). However, as the context varies, so will the nature of play in which the child engages: cognitive play, involved play, passive play, pretend play and Socio-dramatic play being the most important types. The physical development young children is also essential. Research has shown that physical activity in young children can enhance concentration, motivation, learning and well-being. Early Years educators use their knowledge of developmentally appropriate practice and the interests of the child to organise activities that provide opportunities for freedom of movement and physical stimulation. Refs needed throughout this paragraph Piaget, another theorist, (date, cited in? ) believed that play and imitation were an important feature of his theory. He saw play as almost pure assimilation without any attempt to adapt to outer reality (Wood, 2005). While Erikson ref thought the world of play was very important in the early stage of a child’s development, providing, as it did, a safe place for a child to work through conflicts in its life. Piaget, Erikson and Vygotsky ref all agreed that children use play as a way of teaching themselves. A child plays through situations very much as adults might think through a problem or difficult circumstances in which they find themselves. Children, of course, can more readily and naturally engage in fantasy play, when they delve into symbolic representations of objects and ideas by acting them out as part of a game or other form of play. ref Try to widen references from Wood, and use more than one ref in a paragraph. If you use the same source within a paragraph, you can use the term (ibid) which means ‘the same’ in Latin. You can only use it with the paragraph that you’ve cited the author e. g. Wood (2005) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ blah blah blah (ibid) Its important you are using wider reading within and throughout the work There should also be a conclusion, which shows awareness of good practice and professional development through the implementation of this module. Throughout the essay, you must show the ability to integrate a range of information, drawn from a wide and varied area of sources (LO 4) Learning Outcome 4 – You will need to draw upon a range of contemporary source materials to inform your individual research into the impact of current/pending government initiatives & legislative factors on early years settings and the resultant age-related curricula delivered. Educational & researched-based journal articles afford the best opportunity of achieving this. Use of tertiary sources and of web-based material is permitted but is unlikely to attract significant additional marks. Sourcing and researching other related material may also earn additional marks.

Othello in Shakespeare’s play Essay

Othello is manipulated to trust Iago rather than his wife. Iago uses fake evidence against Desdemona in an attempt to prove she is cheating on her husband. Iago uses racism and past experiences to persuade Othello into believing he is not good enough for his wife as well as her not being good enough for him. Othello choses to believe Iago over his wife for the reason that she has only her word to back up her story while Iago has hard evidence. Iago plants fake evidence in the form of a handkerchief owned by Desdemona to lead Othello into believing his wife is having an affair with another man. By mistake, Othello leaves Desdemona’s handkerchief laying on the ground and Emilia, Iago’s wife finds it but fails to return it. Although Iago cannot witness Cassio and Desdemona having sex, he promises Othello he will find hard evidence of the affair. Iago creates a fake story claiming to have seen Cassio with Desdemona’s handkerchief given to her by Othello. He claims the evidence is backed by â€Å"imputation and strong circumstances† (3.3.407) and reassures Othello he is only trying to lead him to â€Å"the door of truth† (3.3.408). Iago falsely tells Othello that he must re-think the situation but by that point, Othello had his mind set to kill his framed wife as he cries â€Å"O, blood, blood, blood† (3.3.454). The hard evidence planted by Iago was so efficient to get Othello to believe his wife was involved with Cassio due to its deep personal roots of the couples love. The handkerchief was given to Desdemona by her husband as a token of his love and the framing of her giving it to another man showed Othello that she doesn’t value their love anymore. He does not bother to simply ask Desdemona if she was having an affair because he knows she is now untrustworthy and will simply deny the allegations if challenged. By breaking down the trust between Othello and Desdemona with his hard evidence, Othello now t rusts Iago and not his wife. The hard evidence cements Othello’s trust in Othello although none of it is actually true. With Othello’s trust, Iago can more easily manipulate the framing of Desdemona and Cassio, as Othello will believe anything said by Iago. Throughout the novel, racism plays a crucial role in persuading Othello to think he is not deserving of Desdemona’s love. Iago is perhaps the most racist character but the negative judgments of Othello based upon his race are contributed from all Venetian citizens of Venice. He is judged to be  harsh and rough just because he is black. He is referred to as â€Å"an old black ram† (1.1.89), â€Å"an erring barbarian† (1.3.350) and a â€Å"Barbary horse† (1.1.112) by Iago to let Othello know he is considered to be less important and valuable due to his skin colour. Roderigo also openly degrades Othello by referring to him as â€Å"thick lips† (1.1.67) and â€Å"lascivious moor† (1.1.126) which break him down and forms insecurities about his race. His insecurities in turn lead Othello to believe he is not worthy of Desdemona. Iago also warns Othello that if Desdemona was willing to leave her father, she is likely to do the same with him. Even her own father says, â€Å"She has deciev’d her father and may thee† (1.3.290) proving to Othello that those close to Desdemona have been deceived and she might do the same to him. Iago later echoes Brabantios words by stating, â€Å"She did deceive her father, marrying you;† (3.3.208), which solidifies Othello’s distrust in his own wife. The combination of Iago being perceived as honest and charming and Othello’s gullibility allow for Iago to easily manipulate Othello. Othello is vulnerable to the perceived notion that his wife did not truly love him and could easily leave him all due to the colour of his skin. He is certainly not jealous of his wife but rather scared of the prospect of her leaving him due to his colour. As he becomes vulnerable, Othello is soothed by fake honesty surrounding Iago as he is refereed to as â€Å"Honest Iago† (1.3.290). Iago has no evidence or past experiences to lessen his trustworthiness to Othello while his wife Desdemona has been framed by Iago specifically to create doubt-allowing Othello to question her loyalty to him. The constant charm by Iago and the question surrounding Desdemona eventually lead to Othello to fully trust Iago and being persuaded to kill his own wife. The motive behind the killing of Desdemona was not from jealousy but rather â€Å"in a conviction forced upon him by the almost superhuman art of Iago [..] and must have entertained who had believed Iago’s honesty as Othello did. (Samuel Coleridge). What Coleridge is suggesting is that the motive behind Othello wanting to kill his wife was not jealousy, but rather all of Othello’s trust was to Iago therefore he could be easily manipulated. Iago gained all of Othello’s trust and used it to manipulate Othello into killing Desdemona contributing to his overall plan. Iago gains Othello’s trust by using hard evidence and racism. Othello doesn’t simply ask Desdemona if she were having an affair because he does  not trust her anymore. Othello’s tragic choices are driven by revenge on his wife for being untrustworthy while in reality she was loyal to him. Iago’s lying and deceiving leaves many of his friends dead and leads to his torture and downfall. Work Cited Page Shakespeare, William. Othello. Oxford School Shakespeare. Ed. Roma Gill Oxford: Oxford University Press, 1989. Print Coleridge, Samuel. â€Å"Othello: The Bradley view (& Coleridge).† English Class Handout, 2014. Print.

Qualities of Good Teachers Essay

There are many internet sources that post lists of qualities that all great teachers should possess. These lists range from 10-15 characteristics, but I believe that they can be summed into a love for children, not only a firm knowledge in their content area but passion as well, and that they take the time to get to know their students by developing a healthy student-teacher relationship. In his book Qualities of an Effective Teacher, James Stronge subcategorizes qualities into the teacher as a person, as an individual, and he lists specific qualities that show caring and responsibility for students. However, I believe what it really boils down to is a joy of being around students and a love for the job. If a teacher genuinely loves children, he or she will do whatever necessary to help that child succeed, including planning, mentoring, differentiated teaching, etc. Harry Wong states in The First Days of School that the students are going to want to know the teacher as a person and if the teacher will treat them with respect. Therefore, effective teachers will take the time to show the students respect and involve them in their own learning process. I don’t think that there is a difference between good and effective. I think that is just a matter of semantics. Of course we might be able to specify a good teacher is one who has a joy and gets the students motivated to learn while an effective teacher is one who performs the preparation tasks well: good planning, classroom management, monitors student progress. However, I think that if a teacher has such a joy for teaching and is enthusiastic, he or she will want to be effective as well and keep good records and plans, etc. The same is true for those teachers who are great at the behind-the-scenes tasks. If someone is so well-prepared, why wouldn’t he have enthusiasm and be able to motivate the students? Therefore, I believe separating these two words is impossible, for all good teachers are effective and vice versa.

Commercialisation of Research Findings in Malaysia Article

Commercialisation of Research Findings in Malaysia - Article Example ient which need to be immediately taken into consideration in order to compete profitably in the global scenario (National Economic Advisory Council, â€Å"New Economic Model for Malaysia†). Furthermore, the study of science and technology is crucial for the growth and development of the industries as well as the entire nation. The emerging markets across the world, particularly in Asia are continuously striving to innovate and introduce new products and new services. Hence, for the firms in emerging markets such as India, China and Malaysia, it is important to make considerable investments in research and development (R&D) and effectively initiate R&D outcome at the marketplace for sustaining their competiveness against the developed market firms of America and Japan. At the same time, it is essential for the policy-makers of these emerging market countries to recognize innovation and commercialization as one of the vital issues which needs to be critically addressed for ensuring thriving economic performance (Lester, â€Å"Universities, Innovation, and The competitiveness of Local Economies: Summary Report from the Local Innovation Project — Phase I†).. In the recent times, Malaysia and other developing nations have engaged in following certain strategic approaches for effectively utilizing innovation as one of the sources for growth and development. Over the years, it has been apparent that Malaysia has firmly been focusing its efforts towards transforming itself as an innovation-based economy. Evidently, there has been dramatic shift in terms of information, knowledge and innovation in the past few years. Nonetheless, shift in creativity and innovation alone cannot be regarded as enough for maintaining competiveness in the highly dynamic socio-economical environment. Therefore, emphasizing on research and development and introducing research results effectively at the market is essential for remaining viable in the present highly competitive market.

Simulation Essay Example | Topics and Well Written Essays - 1000 words - 2

Simulation - Essay Example This paper summarizes the simulation and provides analysis of project management concepts and applications. The simulation showcased a company called the Huduma Foundation whose goal is to preserve wildlife by rescuing and rehabilitating wild life in the national parks of Kandivar. During the simulation the project at hand require the transfer of eight elephants from one park to another. The application of sound project management techniques enabled the managers the ability to complete the projects and deal with different contingencies that turn up during the course of business. I learned that its is essential to have a plan of action in place at all stages of the project in which the risk and benefits associated with the event are considered. During the second stage of the simulation the project manager was faced with different alternative solutions to deal with a problem concerning the transfer of the elephants. As the PM was evaluating the different options new information was provided concerning the availability of military assistance. The new contingency created a new path that allow ed for an optimal solution. A project manager always has to stay analyzed all information and react to any new trends that can affect project implementation. During the course of the simulation the concepts of project management guided the Huduma team by providing a sound plan to complete the mission. The advantages of project management techniques included having an actual plan that provides both pros and cons of each alternative route. This plan must considered both risk and time as critical success factors. The risk must be minimized, while the time schedule must be optimize in order to meet the deadlines. When choosing between risk and time a project manager should prioritize the minimization of risk over time constraints since risk that cause a project to

The cost of rising gas prices Essay Example | Topics and Well Written Essays - 750 words

The cost of rising gas prices - Essay Example â€Å"Chris Christopher, an economist at IHS, figures that for every $0.24 increase in the price of gasoline, employment is lower by 410,000†(Stiphen Gandal 2011). This unemployment that occurs due to rising gas prices affects the entire economy. It results in lower standard of living of those who lose their jobs and poverty prevails. The government also pays the price because its spending rises as unemployment befits have to be given to more people. Due to industrialization in the last century, every other commodity is produced by using machinery. Agricultural products, minerals, or manufactured goods, all the production processes use fuel at some stage. For instance, minerals are extracted using heavy machinery that consumes gas as fuel and crops have to be transported to retailers from farmers. Since gas is an essential component o cost o production, it pushes up the price o commodities. Study shows that due to rise in gasoline prices , the cost of production of consumer go ods increased by 0.8% in April 2011 and a rise in consumer price index of 0.5% in both February and March 2011. A comparison of prices in January 2010 and January 2011 showed how rise in gas prices resulted in huge rises in prices of other commodities. This comparison showed that corn prices increased by 58%, rubber prices increased by 78%, Aluminum by 9%, cotton by 131% and wheat by 37%. These are only a few commodities but the impact was not restricted to these only.(Micheal Kopoly, 2011) The entire cost o production increase due to rise in gas prices is not transferred to consumers only but in many cases it results in lower profit margins of firms and job cuts to compensate the costs. Hence it is the entire community that incurs the costs. Increased gas prices have altered spending and saving patterns. 21% of the households have reduced spending to great extent by buying economy sized packs o groceries and buying cheap brands. A large number of consumers are using loyalty cards a nd other promotional services offered by retailers to save money. Increased gas prices increase cost o living. Individuals have less money available to spend on vacations and leisure activities. According to Danita Blackwood , â€Å"The number of Americans making plans to take a vacation over the next six months has fallen to a 30-year low according to a leading business membership and research organization, The Conference Board.† (Doug Caverly, 2008). This means that the businesses that rely on tourists suffer a lot for instance resorts, museums, theme parks and so forth. 21% of the households say that they have reduced eating out. This means that restaurants and hotels have faced a decline in their profits.(Micheal Kopoly, 2011) Five out of six US recessions witnessed after 1970 were linked with rising fuel prices.(Berk, 2011) . High gas prices lead to higher cost of production, reduced profits and a decline in aggregate demand. Though the immediate response to the question of the effects of rise in gas prices would be the above mentioned, a few opposing views may also be found. A few businesses still benefit despite the increase in gas prices. These businesses are those which produce goods that have an inelastic demand. When cost of goods increases, the cost is transferred to the consumer and the businesses maintain the profit margins. Information technology industry is still flourishing despite the energy crises. When meetings have become more costly due to increased driving

Technical Writing Essay Example | Topics and Well Written Essays - 1000 words - 3

Technical Writing - Essay Example how to sell, customer service, merchandise knowledge. By the end of the third month, the employee flows without assistance. Please do not hesitate to contact me in regards to any questions or concerns about this report. Sincerely, YOUR NAME 1. Course- Mythology (English Department) Lesson- Odes Assignment – Greek and Roman View on Life and Death in Horace’s Odes. Five page paper. Works Cited Page. Minimum sources 3. Deadline: two weeks. Step One: Obtain correct materials. In this case, the Jame’s Michie translation of Horace’s Odes, 2002. Step Two: Read and highlight portions of Horace’s Odes that pertain directly to life and death. Note line and page numbers. Step Three: Seek other credible sources that better explain or discuss the idea of how Romans viewed life and death that refer to Horace’s poems and cite them with evidence in the main source to back your argument. Step Four: Write the paper with the correct amount of pages and sources. Reread for grammar and spelling then again for clarity and flow. Step Five: Make sure to turn the paper in by the deadline to avoid losing unnecessary points. 2. The particular lesson above will be graded as follows: A. Compliance of instructions (15 points) B. Content (25 points) C. Grammar and spelling (20 points) D. Ease of explanation, flow, proper citation, evidence, and relevancy (30 points) E. Works Cited or Reference Page (10 points) *5 points will be deducted for every day past due date on late papers. After 7 days, there will be no late papers accepted. a-c. The technical writer’s responsibilities include developing documentation via editing, proofreading, writing, research, and professionalism. Also, delivering proposals, preparing grants and/or writing for operational systems. Understanding a reader’s context affects the preparation of a document in numerous ways, but the most important ones being that the wrong research could be conducted, or content edit ed if that communication is null n void. Project Plan sheets have six parts to it: Audience, Purpose, Subject, Author, Project Design and Specifications, and Due Date. The individual functions act as a whole to ensure an appropriate, detailed plan that assists in avoiding future errors. 3. a. Sexist language is language that unnecessarily draws attention to gender in a negative way, i.e. to stereotype or demean. b. Bar Charts are visual tools to illustrate a point. They can also be graphs and have rectangular-shaped bars that are shaded or not shaded according to the values in which are utilized, or being presented. It does not matter if they are showed vertically or horizontally as long as it is consistent with the data. c. Spatial method of paragraph development is effective for optimizing description and it moves directionally. d. The classification method of paragraph development is not as left to right so to speak because it goes by grouping people or objects by their shared gr oups. Reference Page Picket, A. N., Laster, A. A., & Staples, K. E. (2001). Technical English: Writing, Reading, and Speaking (8th ed., pp. 45-46). New York, NY: Addison Wesley

Annotated bibliography/ Intelligence and Emotional development and Bibliography

/ Intelligence and Emotional development and self-esteem - Annotated Bibliography Example This paper focuses only on emotional development and self esteem and is written as an annotated bibliography in order to learn more about self esteem and emotional development. This article defines and explains self esteem in simple words. It says that â€Å"Self esteem is your opinion of yourself†. It explains that self esteem depends on question like: Is your job worthwhile? Do others respect what you do? Do you?;Do you believe you are successful?; How do you see yourself (your self image)?; How do you feel about your strengths and weaknesses?; Are you comparing yourself to others and ignoring the unique value that you have?; What do you think of your social status?; How do you relate to others?; Can you make your own decisions?. The above article divides self esteem into two; low self esteem and high self esteem and explains both of it in simple terms. Alexandria, NSW 2015. http://books.google.co.in/books?id=0TOuX5WW2cgC&printsec=frontcover&dq=self+esteem&source=bl&ots=3zAnBhbi6s&sig=Wi4vBbND5B2qfzqF631h2Gq-JXw&hl=en&ei=FcOETOHoKZC9ccGSsdAL&sa=X&oi=book_result&ct=result&resnum=3&ved=0CCUQ6AEwAjgK#v=onepage&q&f=false This book, which is available on Google defines self esteem as how we think and feel about ourselves. It refers to our looks, abilities and relationships. Apart from providing definition, this book explains the methods of measuring self esteem, high and low self esteems, body image, methods to boost self esteem, positive thinking, etc. It also explains some of the psychological disorders like depression and eating disorder caused by low self esteem. This book also explains how do we get self esteem and the different entities which can affect the development of a person’s self esteem. This article says that by the time a child becomes three years old, he or she will become an emotionally complex person who has experienced a wide range of emotions. Parents and

Legal and Ethical Aspects of Electronic Monitoring and Surveillance of Research Paper

Legal and Ethical Aspects of Electronic Monitoring and Surveillance of Employees - Research Paper Example Electronic monitoring has been defined as "the computerized collection, storage, analysis, and reporting of information about employees productive activities" (Office of Technology Assessment, 1987). Employee monitoring has become much easier with the advent of new and cheap technologies. Electronic Monitoring and surveillance includes practices such as video and audio surveillance, monitoring employees’ usage of computer that includes checking of email, computer files and sometimes even keystroke speed. There are many reasons for instituting monitoring and surveillance. According to the American Management Association some of the main reasons are: performance evaluation, compliance with federal and local laws, protection against legal liability and cost control of the use of company phone and internet. Security and protection of business information can be cited as other reasons. There are several types of employee monitoring and surveillance systems. The most commonly used are 1)computer monitoring :With the help of computer monitoring systems an employer can check an employee’s speed and accuracy, monitor the number of errors, the number of jobs done, time spent away from computer. This information can then be used by the employer to maintain records of an employee’s performance and to set performance standards 2) Video surveillance: Employers use these systems to track employee theft, and wastage of time 3) Phone tapping: This is the most common method of monitoring used by employers. Here the number of calls, the frequency, the length and destination of the calls are all recorded. This information is then used to detect if an employee is passing on critical information about the organization to outsiders and to train employees for better customer service. 4) E-mail and Voice Mail tracking: In some workplaces employers monitor an employees e -mail and voice mail. With the help of new technologies, employers can easily track

A history of American sexuality Essay Example for Free

A history of American sexuality Essay There is little to dispute the notion that rebellious movements only originate as a need, not as a result of human nature. It would indeed be appropriate to view the various cultures of resistance that have developed over the ages in light of this ideology; every era saw a different need and hence developed and shaped itself through their individual’s sexual meaning (Demilio and Freedman 228). They embody a change in attitude of youngsters regarding suppressed sexual inclinations considered inappropriate by the general public or believed to be counterproductive. Stemming from as early as the 17th century, the progress of freedom of sexuality has mostly been a mosaic, finding roots in differences of race gender and class. However, recent times have allowed that progress to be catalogued in discernable text which can be reviewed to gain insight into the perception of sexuality as has been generally associated with the past; historians such as Jeffrey Weeks, D’emilio and Freedman provide some valuable control points to make those judgments. First era: 1600 to 1780 The institution of marriage, the historical perspective of which was recently been subjected to criticism, has been under scrutiny lately simply because historical data does not correspond with the stereotypes of a traditional marriage (Coontz 13). In simple words, people who believed that the sanctity of marriage centuries ago was protected because of love between partners have lately been disproven. From 1600 to 1780, marriage was vastly regarded as a tool designed squarely as a reproductive mechanism and for the promotion of labor sources, increasing the family ties and the creation of a new generation (Demilio and Freedman 14). Since work was primarily agricultural back in those days, there was a need to increase labor within the family which was directly reflected in sexuality being confined to the institution of marriage, which in turn was designated for procreation (Demilio and Freedman 16-17). Such was the kinship and family system. During this era, there was a distinct lack of the element of love and social stigma prohibited acts of premarital intercourse and even falling in love as a pretext for marriage. Amongst the general society though, there were mixed thoughts within Protestants and Native American Indians (Demilio and Freedman 108). They formulated resistant sexualities to the norms. While the Protestants encouraged sexual pleasures within the marriage and allowed public, though limited, displays of affection, anything outside this institution was invalidated and scorned upon (Demilio and Freedman 4). There are evidences of regulation in the many punishments awarded to those who breached these standardized concepts of sexualities, and acts of adultery, premarital intercourse, homosexuality, and fornication were considered crimes, commission of which not only resulted in penalties but drew contempt at the hands of the public at large. These were very evidently governed by legal implications, enforced not only by the church (Demilio and Freedman 51) but also the state and society in unison. Such sexual criminals thus became outcast, leading to non-uniformity of sexualities. Amongst these, the prime suspects were Native American Indians, who allowed pre-marital intercourse and considered homosexuality acceptable. Moreover, marriage was not restricted to just one partner. Polygamy became just as common, suggesting that the sexual behavior was more a matter of the culture and social acceptance than human nature. As D’emilio and Freedman point out, the Chesapeake colonies where men outnumbered women due to the presence of a big number of migrants, men could choose to have sex with women simply to derive pleasure and not as instigation to marriage (Demilio and Freedman 14-17). The political system in the middle of the 17th century harbored the use of slaves, and those created their own sexual regimes. The southern areas saw a rise in inter-racial sexual ordeals, giving presence to another distinct system of regulating sexualities. The forms of political control that dominated throughout the 17th century, namely the church, state and the local community began losing their footing by the middle of the 18th century to late 18th century. This was partly due to the rise in commercialization and trade, since community presence was losing ground to a larger form of individualism, which institutionalized marriage as an expression of romance. Thus, the original sexual meanings relating to family ties and procreation governed by the sexual politics of the church, state and the local community were being superseded by the culture of resistance that encouraged romance as the central focus of marriage (Demilio and Freedman 95). Second era: 1870-1980 A new era of sexual preferences was emerging in the late 19th century. The prevailing mood was that of a heightened sense of pre-marital and within-marriage sexual intimacy, defined as â€Å"Victorian† (Peiss 206), with individuality as the central focus, allowing for sexual endeavors to extend beyond marriage and include previously scorned ideologies such as same sex sexualities. The aura was becoming increasingly liberal, as the presence of seemingly immoral exercises such as pornography, and brothel management undermined the societal values (Peiss 238). Attention was drawn towards them by a new breed of post 1880 conservatives. This movement concentrated squarely on declaring every form of seemingly impure sexuality such as adultery, commercialization of sex in terms of pornography, fornication and even eroticization within marriage as immoral and as plagues to society. Sexual meaning, while decidedly liberal in those days, employing extensive use of contraception and experimental living with partners, was met with sexual regulation tactics by the state, governed by the enforcement of legislations. The sexual politics included the passing of Anti-prostitution (Demilio and Freedman 150, 209, 213) and anti-pornography laws facilitating the resistance that Protestants had also partnered in. This, while curbing public vulgarities to some extent, could not come in the way of the growing consumerism that the industrial wave brought with it. With concentration on individual choice, commercial sex grew, in sync with the empowerment of women both at the workplace and within the family, leading to even more equality amongst the sexes (Coontz 208). In the culture that ensued, the sexual meaning took a very liberal turn with empowerment of the individual being the centerpiece, thus enabling homosexual tendencies to thrive, along with the encouragement of romance and eroticism becoming increasingly desirable. The post 1920s was regarded as an era of sexual reform, post Victorian sexual era so to speak, a time when the concept of marriage was drifting from the originally conceived â€Å"traditional† meanings to those based on deriving sexual pleasures simultaneously with the need to reproduce. The sexual meaning, thus, in the context of D’emilio’s and Freedman’s philosophies (1997), combined those two to place emphasis on the fulfillment and satisfaction of one’s self with respect to the institution of marriage, rather than be forced to adhere to it in order to meet social demands of labor and reproduction. The freedom of choice was highlighted amongst the youth and non-heterosexual endeavors as well as pre-marital sexualities became gradually acceptable. The depiction of sex for commercial use picked up pace as well (Demilio and Freedman 327), and liberalism both within marriage and outside it grew. The routine depiction of sexual images to the public became frequent, suggesting that sexual choice and independence was what the society wanted. It was in these times that strides were made for gender equality as well, as men slowly edged towards ceasing to become the dominant sexual partners and women began sharing high posts with men in the workplace. Third Era: Post 1980 to present day The major cultural resistance shift was next experienced in the 1970s, with the advent of the liberal homosexual regimes and the urge to pursue sexual freedom by the likes of Hugh Hefner, bringing to light demands to acknowledge premarital sexual endeavors as a right. This, of course, was contrary to the norm of the day, which was still largely heterosexual. More sexual politics brought Left-wing views to the forefront, arguing especially in favor of the gay liberation movement and feminism (Demilio and Freedman 322-323). During the 70s and 80s, this phenomenon gripped the economically thriving youth of the day, affecting the counterculture in so much as shredding the traditional norms associated with marriage and family in favor of a single sexual life. The right-wings continued to advocate against the sexual deviancies of pre-marital intimacy, commercial utilities of sex, eroticism, etc and much of the debate in the 80s thus surrounded the use of contraceptives, illegitimacy, the spread of HIV and Herpes, rising divorce rates etc. This state of moral panic was superseded by the feminist culture of resistance, which in turn strengthened the position of women who placed emphasis on choice. Employing Margaret Sanger’s voice of reason (Demilio and Freedman 243-244), the phenomena of birth control enabled women to pursue sexualities undisturbed, serving to ultimately enable gays and lesbians to exchange vows and raise children (Peiss 484). Conclusion To the present day, sexual meanings have been age dependant and cultures of resistance have shaped the way sexual regulations were governed by sexual politics. As stipulated by Weeks, D’emilio and Freedman, all three need to be considered in unison to understand the changing mechanisms of sexualities over a given period (Demilio and Freedman 377), but it can easily be inferred that those cultures had a strong part to play in the liberation of sexualities and the deviation of the essence of the institution of marriage, from its traditional stance as a means of reproduction to one purely used to attain sexual fulfillment through love . Works Cited Coontz, Stephanie. Marriage, A history: How Love Conquered Marriage . Penguin Books, 2005. Demilio, John and Estelle B. Freedman. Intimate Matters: A History of Sexuality in America, 2nd Edition. University of Chicago Press , 1997. Peiss, Kathy. Major Problems in the History of American Sexuality: Documents and Essays . Boston: Houghton Mifflin, 2002.

Minimizing Verb Tense Errors

Minimizing Verb Tense Errors In 21st century, globalization, development of information technology and increase of population in English learners expand interests and demands on English writing skills (Warschauer, 2000). This gets connected to interests on effective composition strategies and it leads to promote development of effective English composition approach. While facilitating at a school of secondary level as student-teachers the researchers were able to notice that most students have a lot of difficulties when it comes to writing activities during English classes. It was also observable when one of the researchers was checking second year students formal theme writing. They are regularly required to write formal theme writing, and it was found out that most of them still commit grammatical errors. Although, they are monthly given time to write journal entries as writing activities, researchers could not observe clear improvements on their written outputs. English teachers at Paco Catholic School (PCS) usually check students thoughts within essays but not for grammatical errors in depth. When checking formal theme writing, the content is usually prioritized rather than grammar. As mentioned above, since writing is one of the significant factors in learning and teaching ESL and due to the existence of many problematic areas in writing, this study aims to build awareness about some L2 writing difficulties among learners and teachers with possible solutions to it. Problem Description and Documentation The present study is an attempt to observe and analyze the needs about specific difficulties among high school second year students in writing class. The data for this study are based on the analysis of formal theme writing, survey questionnaires given to the students, and interview of teacher. Analysis of Grammatical Errors in Formal Theme Writing The researchers collected and analyzed the formal theme of students from one section (II-13) in order to obtain some information about common grammatical areas that students commit errors. The purpose of this document analysis is to establish that the second year, section thirteen students have problems with their grammar problems in writing skills. First, formal theme of 40 students was checked by focusing on grammar. Overall, ten grammatical areas were classified, including verb form, tenses, verbs, preposition, pronoun, connectives, infinitives, article, degree of adjectives, and fragmentary. With all those areas, 324 grammatical errors were committed by the participants. Also, among those grammatical errors, verb tenses was identified as the highest rate by getting more than half percent. Taking the mean values of the overall errors, the results indicate four most common errors that the students made, which are verb tenses (5.25), verb forms (1.1), followed by pronouns (0.65), and preposition (0.55). The next visible error was verbs and infinitives (0.2) while article is reported 0.075 respectively. Next are connectives, degree of adjectives and fragmentary (0.025). This implies that the students have difficulty in the use of verb tenses when writing their formal theme. Through the results, researchers could figure out that most students failed to be consistent in using verb tenses. Even though they were discussing about the past events, past and present tenses were used alternatively. According to Darus and Subramaniam (2009), mistaken application of verb tense can be seen when the students did not apply the proper tense to the verb in the sentences. Meaning to say, it can be assumed that most of the students are not conscious of the different rules about tenses application. As an example, one student wrote: One day I have my family problem and I tell her (my friend) about this she listen and I cant expect that she tell my family problem to other people à ¢Ã¢â€š ¬Ã‚ ¦ From the result of the formal theme writing, it was found out that there are grammatical areas for students to improve in their writing activities, especially correct use of verb tenses. Thus, it will be a big help for them if they receive error correction feedback from the teacher, either the feedback is implicit or explicit. It would be much better if the students check the feedback over and over, so that they will learn from the experiences and be aware of their mistakes or errors. Survey Questionnaire Results On October 18, 2012, the survey was conducted with one section (II-13) at Paco Catholic School. One of the researchers facilitated thirty-five students to respond on survey questionnaire. Among forty students (whose formal theme writings were analyzed), only thirty-five students were involved in this Survey due to out of school activity. About thirty minutes were taken to conduct this survey. The questionnaire is managed with the aim of collecting data on the personal information of the respondents ideas of writing feedback. Most of the survey questionnaires items (from 2 to 5) are based on Ishiis (2011) study (Refer APPENDIX B). This question adopts 5-Likert scale item (1=poor; 2=fair; 3=good; 4=excellent; and 5=perfect). First of all, researchers would like to show the results of the subjective interpretation of the participants writing skill stands in class. The results showed that more than half of the respondents feel that their writing skill stands at fair. Followed by 28.57% answered their writing skill stands at good, 17.14% of students stated their writing skill stands at poor and lastly only 2.86% of students answered their writing skill stands at excellent. Next finding is on how often they read over their composition again when teacher returns their formal theme writing with score. Figure 2 indicates percentages of the responses given to this question. Most of the students stated that they seldom read over their composition when teacher returns formal theme writing. The other result is pointing out whether they check written comments or correction of teacher carefully or not. Figure 3 showed that 60% of respondents rarely check teachers comments and correction carefully. While only one student stated that she always checks teachers comments and correction carefully. Next survey question revealed the result of how they treat importance of having few errors in English as possible in their written work. Figure 4indicates the percentages of the responses given to the questions on how they treat importance of having few errors in their written activities. The results showed that 42.86 % of the students think it is somewhat important having few errors in written activities while only 17% of respondents think it is very important having few errors in written activities. As similar with previous question, following question is reported how respondents treat importance of teacher points out grammatical errors in their written output. The results indicated 26 students, that constitute 74% of the whole population, consider a teacher point out grammatical errors on their written output in class is important. While none of the respondents think there is no importance on pointing grammatical errors in their written work. The respondents were also asked about whether they are conscious about grammatical errors when doing written works in class or not. Figure 6 shows that 19 respondents are sometimes conscious about grammatical errors while only one respondent said that she is always conscious about grammatical errors when doing written works in class. Interview of the Teacher Ms. Azuilo is an English teacher of second year high school students at Paco Catholic School (PCS). She has been teaching for four years. This year, Ms. Azuilo is handling three boys classes (sections 10, 12 14) and two girls classes (sections 11 13). Researchers observed and taught on all five of Ms. Azuilos classes during practicum at PCS. Since Ms. Azuilo was the one, who suggested to the researchers to write about participants problematic area in writing, researchers decided to have an oral interview with her for a better understanding of this problem. The interview was conducted last October 18, 2012 inside the High School English faculty room and the interview took about twenty minutes. The first question was about particular difficulties her students seem to encounter when they deal with writing activities. Her response was that: It would be the grammar usage. When it comes to content, their thoughts are good but the grammar is not. In relation to first question, Ms. Azuilo was asked that if they commit any grammatical errors in their writing activities. She mentioned that: They do, specifically the verb tenses, as well as subject-verb agreement and some with the pronoun antecedent agreements. The students were able to use the grammar properly during the lessons, but since they can use English only during the lesson and not at home, they tend to easily forget the correct grammar usage. Lastly, researchers asked how the students deal with those difficulties and what teachers usually do to deal with their difficulties. Her response was that: Some of the students would have interventions, remedial or even ask questions to the teachers for clarifications. Therefore, I would usually have remediation classes or simply talk to the students personally. I also edit their papers and puts in the right grammar usage on it. Description of Work Setting This study will be conducted in Paco Catholic School (PCS), an educational institution known as the largest Catholic school in South East Asia that first opened its doors in 1912 by the Franciscan missionaries. PCS is currently celebrating its 100th Foundation Anniversary or its Centennial Year this 2012. Co-institutional system is implemented in PCS where the girls and the boys are separated into different sections (i.e. odd numbers for girls and even numbers for boys sections) PCS is divided into three departments: Early Childhood Education, Grade School, and High School Department. There is an average of 45 students in each class. There are bulletin board, teachers desk, air-conditioner (only for the boys sections), mini-library, plasma television, and blackboard in each classroom. The seating arrangement is traditional in most classrooms in a way that all the students are facing in front. Writers Role The writers are currently having their Practice Teaching or Practicum as student teachers in Paco Catholic School (PCS). The Practicum will last for three months, starting from September 2012 to December of the same year. It is required for them to accomplish 170 hours of direct teaching, 10 hours of classroom observation, and 120 hours of indirect activities. From Mondays to Thursdays, the writers have Practicum from 7 a.m. to 11:30 a.m. On Fridays, they stay in PCS for whole day, from 7 a.m. to 3:30 p.m. One was assigned to handle second year and the other to handle third year English classes. Generally, English subject for secondary level consists of literature and grammar. So far, the writers were assigned to facilitate the classes about the students reporting and assigned to facilitate the lessons more on grammar in English. Before conducting the lessons, the cooperating teachers require to make lesson plans according to the format of PCS (i.e. Understanding by Design Lesson Plan). Review of Related Literature According to British Columbia Ministry of Education (1999), English as a Second Language (ESL) is defined as what refers students, those whose mother tongue language(s) or language(s) of the home, is other than English and who may therefore necessitate supplementary learning in order to build up proficiency in English or it simply refers students who speak disparities of English that differ significantly from the standard English. Writing with using different language is proved to be very difficult than writing with ones native language. Thus, ESL educators are often finding that there are some common mistakes among L2 writers make. Generally, these mistakes appeal when the writers apply the rule of their native languages rather than their new languages rules (British Columbia Ministry of Education, 1999). According to Supaproofread (n.d.), unfortunately, little errors among L2 writers paper can distract reader from what they actually try to deliver from written output. Proper usage to write numbers, capitalization, when to utilize the article a or an, appropriate usage of verb tenses and having the subject and verb agreement in numbers are a main mistakes as an ESL writer might make. Meaning to say, committing grammatical error in writing is very common for L2 learners. For those students who do not have enough language background, to articulate what they try to deliver in intelligible way is difficult in writing (Supaproofread, n.d.). Growing significance of English in L2 writing is becoming gradually more dominant in both instructive programs and in proficient writing in non-English dominant countries (Leki, 2001, cited in Giridharan Robson, 2012). Although, academic writing is an aspiration skill in secondary students, academic writing is frequently recognized as irresistible among L2 learners due to lack of grammatical and vocabulary competent (Giridharan Robson, 2012). In the context of this paper, the participants are all learners of English as Second Language (ESL). In this respect, ESL learning, specifically second language writing, becomes an important aspect of this study. Accuracy in Second Language Writing Writing is normally viewed as a complex skill and a difficult task (Graham, Harris Mason, 2005, cited in Jahin Idrees, 2012). This is frequently pointed to its intrinsically multifaceted features which mentioned by Wall (1981) as a range from mechanical control to creativity, with good grammar, knowledge of subject matter, awareness of stylistic conventions and various mysterious factors in between. According to Abu-Rass (2001), writing is a procedure for the writers throughout the investigation of thoughts and ideas, and the writers build them to be concise and concrete. It is a quite complicated skill for both native and nonnative speakers identical. In writing, learners should have sense of balance in various issues such as content, organization, purpose, audience, vocabulary, punctuation, spelling, and grammar structure. Thus, writing is particularly intricate for nonnative speakers because they are expected to produce written outputs that show mastery of all the aforesaid matters in a new language (Abu-Rass, 2001). Verb Tenses as a dominant problem in Second Language Writing The Writing Center (2009) reported that the top rated common grammatical error in writing is an incoherent usage of verb tenses. Moreover, it is proven that the participants of this study were found to be committing verb tense mistakes very commonly in their formal theme writing composition. Verb tense errors are not only committed by non-native English writers, but also native English writers. According to Lane and Lange (2011), verb-tense errors are worldwide (more serious) errors which builds a piece of writing to be complicated for the reader to comprehend content. Verb tenses express the time in sentence. Since the time controls a significant factor to deliver a message, a writer must be able to manage verb tenses in order for the reader to comprehend when actions and events go on (Lane Lange, 2011). In addition, writers necessitate controlling verb tenses in order to converse other information such as duration (as combat to the completion of an event in the past). To summarize , proper usage of verb tense is a significant factor in writing because if writers did not (or are not able to) manage verb tenses, readers will have a big difficulty following the progression of events in writing (The Writing Center, 2009). In another article, titled Inconsistent Tenses by Beckham (n.d.), the dominant problem encountered by ESL students is the verb tenses of their writing and more specifically, the consistency of usages in verb tenses. According to Beckham (n.d.), all the way through an ESL writing composition, it is not unusual to see tenses are messed up within incorrect form. As mentioned above, committing an error of verb tenses in writing composition is not only a concern for second language writers but also for native English writing students. Beckham (n.d.) specified with ESL students that they utilize verb tense errors very commonly in their written outputs. He further reported that there are several reasons for it. Second language writers may be confused about how to form the verb tense properly since selecting a proper verb tense is a complicated task for ESL students. In other words, they may choose the verb tense mistakenly due to lack of knowledge about proper usages of verb tense (e.g. irregular verb, present and past forms of verb, etc.). Another reason is that there may be different rules about using verb tenses in their mother tongue language hence, ESL students tend to apply their mother-tongue languages grammar rules in English grammar alike British Columbia Ministry of Educations (1999) study as mentioned above (Beckham, n.d.). Also, it is related with the study of Escamilla and Hopewell (2007). They further discussed about it through code-switching  [1]  theory. They asserted that ESL students do not eas ily convert skills, strategies and languages transversely; students may relocate themselves and their understandings living and growing up in concurrent worlds. This kind of code-switching is obvious in the theoretical code-switches. Particularly where learners appropriately displayed that when they lived experiences in one language and were inquired to notify about them in a second language, they necessitated utilizing code-switching to precisely explain the event (Escamilla Hopewell, 2007). Form-Focused Instruction In order for Second Language learners to have better application about forms of verb-tenses in writing composition, researchers decided to integrate Form-focused Instruction (FFI) in present study. The Form-focused Instruction refers to any planned or incidental instructional activity that is intended to induce language learners to pay attention to linguistic form (Ellis, 2001: 1-2). In Spada and Lightbrowns (2008) study, they use the terms isolated and integrated form-focused instruction. Isolated FFI in language activities is separated from communicative language use in teaching language forms, while in integrated FFI, the language learners are taught the language forms with combination of communicative or content-based activities. The limitation of isolated grammar lessons is that it may be hard for learners to retrieve learned language features through isolation when applying in the context of communicative interaction. In this reason, this paper will highlight more on integrated FFI where the students will be taught the selected language form by being exposed to communicative activities, in order for students to be able to retrieve and apply forms (i.e. verb tense). In the study of Han (2002) titled A Study of the Impact of Recasts on Tense Consistency in L2 Output, Han tried to investigate on whether recasts would help L2 learners maintain tense consistency in their written output. With the participants, who are divided into groups of recast and non-recast groups, written and oral tasks were administered. In giving treatment, the participants were given form-focused exercises in relation to the past and present tenses. Han used cartoon strips with consideration of the participants interest and familiarity as well as primarily because its stories can be described with the mention of a past or present time when narrating. The participants were first to see the cartoon strip for a few minutes and then write the story based on it. It was revealed that recasts helped students in maintaining tense consistency in written outputs. Error Feedback on Student Writing To integrate Form-focused Instruction (FFI) in intervention of this study, researchers will utilize Error Feedback as a method. However, giving an error feedback in writing has been a controversial topic as many related studies argued the efficacy in helping develop students linguistic accuracy in students writing. This controversial issue is the momentum for additional studies that attempts to take in hand whether written error feedback smooths the progress in second language acquisition. In relation to the error feedback on student writing, there are two fundamental issues, which are adequacy of teacher feedback and student uptake of error feedback. The teachers role is crucial in many ways in order to provide accurate and adequate corrective feedback. Through the investigation of student or learner uptake, it is a good way to see how students cognitively perceive teachers corrective feedback. In study of Ellis (2009, cited in Vyatkina, 2011), the effectiveness of Error Feedback is written as context-dependent. She discussed about several specific types of error feedback and said those specific feedbacks may be advantageous for the improvement of particular second language learner writing abilities in specific instructive contexts. Feedback can be offered as a direction for ultimate writing development (as far as learners are with apprehension) (Hyland, 2003). In the study of Chandler (2003), he experimented about whether teacher feedback in several types of errors could help East Asian college learners get better their writing accuracy and whether the effects would remain the rest of one semester. The results indicated that formal accuracy of student writing developed significantly. As there are varying options accessible to teachers to offer Writing Corrective Feedback (WCF), teachers need to take into account the appropriateness of each depending on learners language level (Herrera, 2011). Language teachers have a duty to help learners to revise errors, in particular, regarding the fact that the learners worth and expect teachers feedback on their written outputs (Jimena, Tedjaatmadja Tian, 2005). Meaning to say, language instructors play several significant roles as follows: Once language teachers have an authoritative in classroom, they should have the right to settle down objectives of what the students have to attain in the writing class (Crà ¨me Lea, 1997; Scott, 1996). However, level of students should be taken into consideration in this part, so that students will be able to achieve the expectations of teachers (Ferris, 2003). Therefore, language instructors need to amend anticipation of students achievements and teaching strategies to fit the students level. In this part, the teacher also should classify common errors what learners might make so that they will gain some ideas of what to do next with teachers teaching methodology (Leech, 1994). According to Jimena et al. (2005), language instructor also has a role as a designer; teachers should, for all time, concern about what is best fittingly for students. Teachers should modernize themselves with what is currently going on inside the classroom. It is to be able to make accurate educational conclusion and also to apply exacting error correction schemes to language classroom instruction. If possible, teachers have to be advocated to interchange information, experience and knowledge with other colleagues to enlarge their insights, and to obtain new ideas on error correction schemes (Jimena et al., 2005). In order to make available correction to students, teachers must take an action as scholars, who are fully attained with knowledge of the target language, such as grammar, vocabulary to facilitate them with supplying correction to students writing (Leech, 1994). Another role as a language instructor is that they need to enhance learners self-confidence and coach them to be more independent in their learning (Ferris, 2002). At this moment, teachers will help learners to identify their individual errors; then learners will have more time to pay attention to those errors (Ferris, 2002; Xiang, 2004). In the study of Wright (1987), learners affective surface also acts as a significant factor in improving their language growth. However, giving error feedback is unlikable practice for learners since some of them feel frustrated to be corrected their error. This is the reason why teachers have to encourage and persuade students to welcome their questions and worries. Encouraging comments, compliments about good points on their written outputs are also cooperative to motivate students to follow more (Wright, 1987). When it comes to learners uptake of corrective feedback on writing, it is more on learners cognitive processes. Due of the difficulty in data collection, few studies have been investigated this area. Those studies have collected cognitive feedback processing data through think-aloud protocols, retrospective interviews, or pair discussions, including the observations about depth of processing and learners attitudes toward the feedback provided (Storch Wigglesworth, 2010). In the study of Storch and Wigglesworth (2010), titled Learners Processing, Uptake, and Retention of Corrective Feedback on Writing, they implemented a case study composed of three sessions. The authors utilized pair discussions in order to collect data about the participants cognitive processing when given different types of corrective feedback. The discussions between all the pairs were audio-recorded. Through this study, it was found out that extensive engagement with the feedback on errors of certain grammatical areas led to high levels of uptake. In the case of this study, it could be better if extensive engagement with feedback on verb tenses might lead to uptake and correct use of these verb tenses (Storch Wigglesworth, 2010). Counter-Argument on Effects of Error Feedback on Student Writing Regardless of the arguments, as mentioned above, the effects of error feedback has been controversy on whether error feedback helps L2 students improve the accuracy and the quality of their writing. Truscott (2007) showed a strong view against error feedback through his several studies. He argued that all forms of error feedback of ESL learners in writing are not only unsuccessful but also damaging and should be abandoned. Moreover, he gave attention to that although most ESL learners evidently need grammatical error feedback, teachers should not give it to them (Truscott, 2007). Truscotts (2007) review of studies written within several studies (Kepner, 1991; Semke, 1984; Sheppard, 1992, cited in Bitchener et al., 2005), it is claimed that error correction does not have a significant effect on improving L2 student writing. Given this issue, Truscott (2007) sought to investigate the effect of three different types of feedback on the accuracy performance of three targeted linguistic error categories in new pieces of writing (Bitchener et al., 2005). The study found that the type of feedback provided did not have a significant effect on accuracy when the three targeted error categories were considered as a single group (Bitchener et al., 2005). From this finding, one could easily jump to the conclusion that Truscott (1996) was right when he claimed that the provision of corrective feedback on L2 writing is ineffective. Ferris (1999; 2002; 2004) on the other hand, makes a stand for the use of error correction in writing instruction. In her opinion Truscotts (1996) conclusions are premature. She reasons that results from prior research have shown to be inconclusive because of its inadequate methodology, with the main problem that most studies did not include a proper control group. Hence, she argues that well organized or constructed study must be arising with unless any conclusions can be drawn about the incompetence of error feedback to develop learners upcoming writing (Ferris, 2002). Direct and Indirect Feedback It may be helpful to define some of the terms associated with corrective feedback in the literature. Two important terms are direct and indirect feedback (Ferris Hedgcock, 1998; Ferris Roberts, 2001; Lalande, 1982; Robb, Ross Shortreed, 1986; Terry, 1989; Zamel, 1985, cited in Jafarpour Sharifi, 2012). Several studies have been compared between the effect of direct and indirect Written Corrective Feedback (WCF). These studies are controversially indicating ambiguous results. For example, Ferris (2003, cited in Vyatkina, 2011) figured out that indirect WCF strategies are more beneficial than direct WCF, while Chandler (2003) asserted that a better accuracy upgrading results are within direct WCF strategy, and Robb et al. (1986, cited in Vyatkina, 2011) mentioned no distinction between the two WCF strategies. According to Lee (2003), direct feedback refers to overt correction of student errors, that is, teachers locating and correcting errors for students, while indirect feedback refers to teachers indicating errors without correcting them for students. For direct location of errors, teachers put the symbols, codes or comments right above or next to the errors by indicating underlines or circles on the errors. For indirect location of errors, teachers simply put a code or symbol in the margin on a certain line where the error is indicated to identify the error type (Lee, 2003). Though Ferris (2006) points out that those codes have not always been used consistently among researchers, she also distinguished direct feedback from indirect feedback. She said that direct feedback is provided when a teacher gives the student a particular correction, Ferris calls it as coded, and indirect feedback is provided when the teacher simply marks the error but does not correct it, termed as un-coded. Acc ording to Ferris (2006), in providing indirect feedback, some teachers tend to put marks on the mistakes to indicate the exact location and type of error, while others provide un-coded feedback that simply locates the error without directly revealing the error type. It then becomes the students task to check over and over again and correct the mistakes by seeing un-coded feedback (Ferris, 2006). Acting upon this call, this study will report on investigation on the effect of error feedback on students accuracy of new pieces of writing. The researchers will compare the effectiveness of direct error feedback and indirect error feedback with two different experimental treatments. Purpose The purpose of this action research is to investigate an intervention that would help reducing grammatical errors in ESL learners written outputs regarding the provision of error feedback. Through researchers observation on survey questionnaire and analysis of formal theme writing, researchers were able to notice that only a few learners have no problems to write with clear grammar usages (e.g. verb tense). Moreover, during interview of teacher, researchers were able to confirm that participants of this study lack proficiency in writing with English language due to the only uses of English during English class but not at home. Therefore, they tend to easily forget the correct grammar usage. In this part, researchers felt a need for teachers to provide an error feedback on their written output in order for learners to be aware of their weaknesses in writing proficiency and to be conscious about grammatical knowledge even they are in where mother tongue language is primarily used. Ther efore, this study is purposed to conduct PCS secondary schools that adopted a language sensitive appr

The economic problems faced by Bangladesh

The economic problems faced by Bangladesh INTRODUCTION First of all, I would like to thank my lecturer Ms Oh whom guides me to do the assignment. I had done two questions from this assignment. First question is about slow economic growth and second question is private sector. From this assignment I will what the current economic growth in Bangladesh and what is private sector plus the elements. However, this demographic is fast changing and Bangladesh is seeing the growth of huge metropolises. Furthermore, private sectors consist of various type of business corporate such private limited companies, sole proprietorship, partnership, corporation, conglomerates and so on. Some businesses, especially extraction and manufacturing but also others, have a significant impact on the environment. You are required to identify a country which you think is experiencing slow Economic Growth. What are the economic problems of the particular country facing? Bangladesh is officially known as The Peoples Republic Of Bangladesh which is shown in the (appendix 1). It is a rural nation state with most people living outside of the urban areas. Dhaka, the capital, is one of the largest cities in the world; with a population over 10 million. The unit of currency used by the country is the Taka (BDT). Their foremost industries are jute, sugar, paper, textiles, fertilizers, cigarette, cement, steel, natural gas, oil-refinery, newsprint, power generation, rayon, matches, fishing and food processing, leather, soap, carpet, timber, ship-building, telephone, and so on. Agriculture generates about one third of GDP, provides work of over 60% of the labor force and accounts for about half the value of export earnings. The services segment accounts for about 52% of value added, agriculture 31% and Industry 17%. Bangladesh import more than it exports. Aid and remittances from external works finance the external deficit. Exports of garments have enlarged s ignificantly in recent years, but import growth has sustained unabated. Bangladesh has rare proven mineral resources, except deposit of enormous natural gas (Wiziq, 2009) . 2.0 SLOW ECONOMIC GROWTH OF BANGLADESH Bangladesh is one of the unfortunate countries of the world with a per capita income of US $ 300. Bangladeshs economy has grown by over 4.5 per year in factual terms since the middle of 1970s. With residents growth of around 2% annually per capital incomes has risen by 2.5% per year. Also employment has been not capable to keep up with increase in the labor force. Poverty continuous to be widespread, with extra than 50% of the population estimated to be living below the poverty line. Its people have a life expectation of 58 years. Mortality rate of the children under 5 in Bangladesh is one of the premiers in the world. About 60 percent of the children experience moderate to severe malnutrition and the societies in general suffer from endemic health problems. Approximately 53 percent of the population is illiterate. The major economic problems which faced by the Bangladesh are inflation, price stability, stability of democratic institution, level of socioeconomic development, low unem ployment of resources, economic performance and so on. There is an economic indicator in (Appendix 2) 2.1 TROUBLE FACING BY BANGLADESH Inflation Higher price of products in international market happens from previous two or three years. The following are the explanations for higher price of products as well as decreasing the purchasing power of general people. Destructive activities of dishonest syndicates of the period of union (BNP-Jamat) government. Other than that, the investors are not financing in the country and showing signal that production will decrease in near future. For this reason, businessmen are not selling their products, storing products and creating scarcity of products to earn more money. For example, Production of rice is not as much as their expectation. Furthermore, Businessmen are not interested to import rice from abroad by investing a huge amount of money for the luck of confidence on caretaker government. Foundations are following the primitive institutional structure because care taker government has not taken any positive initiative to restructure institutional structures. Price of products has enl arged for the hindrance of supply. So, people are facing the problem of inflation. Currency and Price Stability The government has endeavored to control inflation. Since the 1990s the average inflation rate has been about 5.6%, remarkably low related to the second half of the 1980s, when the rate was about 8%. Inflation averaged 7.2% in fiscal year 2007, primarily due to rises in both food and nonfood prices. Among the main sources were domestic demand pressures, fed by higher incomes and strong monetary and credit evolution. However, after June of the same year, escalating international commodity prices, especially for food, were dominant, driving inflation to 11.4% (year on year) in January 2008. Near the end of fiscal year 2008 food prices diluted, thus allowing point-to-point inflation to drop to 7.5% percent in May. The exchange rate remained stable, but progression in monetary aggregates has started to increase. Available reports show that money growth fell in mid-fiscal year 2008, but subsequently picked up again, with broad and replacement money growth exceeding 17% in May 2008. The government has developed a culture of stability that is intensely supported by the international donor community. But because of the volatility of the political process, there are hardly any institutional safeguards that would strengthen a free culture of stability. Stability of Democratic Institutions In principle, democratic institutions perform their functions. But the absence of a governmental culture of tolerance and compromise has prevented the proper functioning of democratic institutions. A key essential impediment to the institutionalization of democracy is the concentration of power, whether in the hands of one or two party leaders, in the case of parties, or one or two offices such as the prime ministers office for the state apparatus. In addition, political interference, patronage networks and widespread exploitation have weakened the foundations of these institutions. The major political parties and civic associations accept democratic establishments as the legitimate political order. The main potential veto players are radical Islamist groups and parties that want to replace the democratic system with an Islamic state. The army, as an institution, has accepted the management of elected governments thus far, although it wants to further its corporate interests and view s itself as guardian of the state. A latent tension between the civil political societies and the military exists. This cause instability of democratic institution. (Infoplease, 2009) Level of Socioeconomic Development In the face of an uninterrupted period of high growth in recent years, socioeconomic development has not been an unambiguous boon for the majority of the residents. According to the most recent figures, 40.0% of the population lives under the poverty line. UNDP figures indicate that 41.3% of the population lives on less than $1 a day, with 84.0% living on less than $2 a day. Female economic doings accounts for 52.7% of the economy, but females earn less than half the income of their male counterparts. Rural areas still lack basic health care conveniences and educational institutions. Thirty percent of the total population is still regarded as undernourished. Only 39% of the population had sustainable access to improved sanitation in 2004. Minorities and women are disproportionately affected by structural underdevelopment. Low Unemployment of Resources On the employment side, the overall employment intensity of economic growth, as well as the employment elasticity with respect to GDP growth, is reported to be low and diminishing. With an employment elasticity of 0.495 (during 1990s), and employment growth of 4.4 percent (same as labor force growth), not counting current unemployment and under employment, the country would require a GDP growth of 8.89 percent per year. The lower the elasticity from the observed ones, the higher would have to be the growth rate to absorb the surf. On the other hand, the transformation of the employment configuration has been from agriculture in the direction of the services sectors rather than towards the manufacturing sector. Whatever employment has taken place is mostly in the informal sector; leading to non- formalization of the economy plus labor. It indicates the magnitude of employment tasks that Bangladesh is faced with low employment of resources. (Thedailystar, 2008) Economic Performance Bangladeshs economic performance in fiscal year 2008 showed considerable resilience, although global economic challenges and domestic natural disasters. Two devastating floods and a cyclone, as well as a tidal wave, hit the country in the first half of fiscal year 2008. The combined loss was expected at $2.8 billion, or about 4% of GDP. Yet the countrys economy maintained a performance consistent with earlier years. In the years under review, the momentum for growth sustained and international reserves increased despite severe import pressures. Overall GDP growth rates were high. The GDP growth rate was 6.5% in 2007 2008. Rising inflation, high levels of underemployment, and budget and trade deficits continued the main concerns for the economy. Strong growth in overseas workers remittances has delivered a cushion to the external balance. The economic growth and inspiring gains in several social indicators over the past decade point to Bangladeshs enormous potential. These achievements have been made despite poor governance, an adverse domestic political environment, deficiency of infrastructure and repeated natural calamities. However, these accomplishments cannot be sustained for lengthy if the political leadership fails to address deep-seated problems. There is four issues warrant attention and action. First, a qualitative change in the political culture is required. The acrimonious politics, with utter disregard for national interests, has cost the nation dearly in recent decades. It is evident from the past two years (2007 and 2008) that reforms in major associations, including political parties, can facilitate this transformation. Constant efforts with clear objectives and well-devised strategies can bear results. This effort must be initiated from within, but external support is imperative for its success. Seco ndly, political violence as well as militancy must be addressed comprehensively. The sources of extremism need to be identified and addressed, a task as important in place of confrontation of the militants. Question 2 Explain the various types of business organizations existing in the private sector. A business is an organization designed to afford goods, services, or both to consumers. They are the units that perform most of the economic movement in our economy. Most businesses happen to generate a profit. There are some businesses that exist to perform a function other than profit, such as cooperatives and non-profit organizations. The traditional classification of a business is an entity that brings together time, effort and capital in order to produce a profit. Businesses can either be privately owned or publicly owned by the government. Government usually standardizes business for a variety of purposes. This will include collecting corporate taxes. Also definite business pose a risk to the public and so must be regulated. If they were left unregulated, they could, while carrying out their functions for profit, do permanent harm to the environment. Others, such as drug companies and pharmaceuticals must be regulated so that safety and health standards can be sustained. Drugs must be monitored so that any that begin to cause thoughtful side effects are quickly taken off the market (Wikipedia, 2009) 3.0 PRIVATE SECTOR Private sector encompasses of various businesses owned and managed by one or more private individuals or organizations. These all range from the small business sector, partnerships, limited companies and public limited companies. Individuals can now get government grants or loans to set-up their own corporate. This inspires growth within the small business sector. Balanced interest and expansion of the Internet, e-commerce and computer technology have also seen the growth of the private sector. At the same time, Unifications of companies in the banking and finance world give the opportunity for the company to offer more products to its customers and still be competitive. Furthermore, private sectors consist of various type of business corporate such private limited companies, sole proprietorship, partnership, corporation, conglomerates and so on. An example of Malaysians private organization is Tanjong Private Limited Companies. It is an investment holding company of a group of divis ions involved in power generation, gaming, leisure and property investment. The Companys principal operating and reporting sectors comprise power generation and gaming, which includes the numbers forecast totalisator (NFO) and racing totalisator (RTO) businesses. Its straight subsidiaries are Pan Malaysian Pools Sdn Bhd, Daya Mahsuri Sdn Bhd. 3.1 Private Limited Companies Private limited companies are viewed as firms under the law and share several common characteristics with all corporations. However, private corporations are possessed and operated by a small group of people. Because of their structure, private limited corporations operate in a set of limitations not imposed on public corporations. As a corporation, a private limited company is viewed as a distinct legal entity from the individuals who form the corporation. This provides what is known in the law as limited liability, or a shield for the personalities within a company against liability for obligations incurred by the corporation. A private limited company is comprised by a small assembly, often members of a single family that requirements to limit the influence of outsiders on its company. Because private limited companies are run by a minor group, they are usually not subject to takeovers and other challenges faced by public companies. Unlike public corporations, private limited comp anies may not trade their shares on a stock exchange. They are also barred from offering shares for sale to the general public. Stockholders in a private limited company may not compromise their shares for sale without first offering them to other stockholders within the company for purchase. The number of members allowed within a private limited company is limited by regulation, most often to no more than 50 because they are corporations under the law, private limited companies must pay auditors, hold conferences as other corporations do and share profits among all stockholders. They can be expensive to establish because of the regulations involved (Malaysiaco, 2007) 3.2 Sole Proprietorship A sole proprietorship is a type of business entity that is owned and run by one individual and in which there is no legal dissimilarity between the owner and the business. The owner receives all profits subject to taxation specific to the business and has unlimited accountability for all losses and debts. Every asset of the business is owned by the property owner and all debts of the business are the proprietors. This means that the owner has no less liability than if they were acting as an individual instead of as a business. It is a sole proprietorship in contrast with partnerships. A sole proprietor may use a profession name or business name other than his or her legal name. In many authorities there are rules to enable the true owner of a business name to be ascertained. For example, In the United States there is generally a obligation to file a doing business as statement with the local authorities while in the United Kingdom the proprietors name must be displayed on business st ationery, in business emails and at business premises, and there are additional requirements (Wikipedia, 2009) 3.3 Partnership A partnership is an arrangement where individuals agree to work together in order to improve their interests. In most situations, a partnership that is formed between one or more businesses in which the sole owners co-labor with others to achieve and share profits or losses. Partnerships occur in many occasions regardless the sectors that an individual involves. A non-profit organization, for example, many partners is being organized to increase the chances of achieving their missions. Partnerships will have widely varying results and can present partners with special challenges. Levels of give-and-take, areas of responsibility, lines of authority, and principal goals of the partnership must all be negotiated. While partnerships stand to increase mutual interests and success, some are considered ethically problematic. When a politician, for example, partners with a formation in an organization to advance the businesss interest in exchange for some benefit, a clash of interest may mak e the partnership challenging from the perspective of the community good. Developed countries often strongly standardize certain partnerships via anti-trust laws, so as to prevent dominant practices and temporary free market competition. Among settled countries, business partnerships are often favored over corporations in taxation policy, since dividend taxes only occur on profits before they are distributed near the partners. However, be contingent on the partnership structure and the rule in which it operates, owners of a partnership may be exposed to greater private liability than they would as shareholders of an organization. (Undp, 2009) 3.4 Corporation A corporation is a legal entity that is shaped under the laws of a State designed to establish the entity as a separate legal entity having its own privileges and accountabilities distinct from those of its members. The structure of a corporation is complex. It is more exclusive to organize this type of business compared to the other two business entities. Corporate control lies with the person who has rights of the most shares of stock. If a single stockholder or a group of stockholders own at least 51% of the stock they can make decisions of the policies that will be offered. Corporations will have an annual meeting of stockholders and regularly scheduled meetings for the board of directors with proceedings kept to document their decisions. The size of the corporation will affect how formally or informally it can operate. Smaller corporations might operate less officially, but still need to keep proper documentation. In those kinds of cases stock ownership is generally where the l iability is limited to lest there was a fraud committed. For example, DiGi is a homegrown brand but is financially backed up by a foreign company, Telenor ASA from Norway, which holds more than 60% of the company portion. DiGi is the first company in Malaysia that introduced GPRS and EDGE technologies into the country. DiGi is famous and well-known for its yellow man icon (Pip, 2008) 3.5 Conglomerates Conglomerates in business, a corporation formed by the procurement by one firm of several others, each of which is engaged in an activity that generally differs from that of the original. The organization of such a corporation may wish to expand its field of operations for a number of reasons: making additional use of existing plant facilities, refining its marketing position with a broader range of products, or decreasing the inherent risk in depending on the request for a single product. There may also be financial advantages to be grown from the reorganization of other companies. As an example, when retail conglomerates convey popular products, like Apple brand computers and iPods, they often select to become authorized resellers. Essentially, they are inflowing into a partnership in which the manufacturer endorses the retail store as an accepted source for purchasing its product. Other than that, Renong Berhad is Malaysias largest diversified establishment with corporations invol ved in a wide range of industries covering financial services, infrastructure, media, hotel and property. It is defined as a Major Shareholder pursuant to Paragraph 1 0.02(f) of the Kuala Lumpur Stock Exchange Listing Requirements.(Work, 2008) Business is energetic globalization and business is the primary source of economic growth, employment creation and public returns that pay for national development programs. As significance, more and more business is expected to deliver in new areas and against a wide range of social medians. 4.0 CONCLUSION This assignment consists of two questions. First question is slow economic growth and second is private sector. Furthermore, from first question I had learned National, regional and extra-regional actors are the support of the conflicts. Therefore, the issue cannot be left to a single set of actors, whether national, regional or international, for resolution. Infrastructure improvement, particularly road networks and electricity supply, for moving the country forward both in the short and long term. And from second question, trade is an economic system in which goods and services are exchanged for one another or money, on the basis of their perceived worth. Every business involves some form of investment and a satisfactory number of customers to whom its output can be sold at profit on a consistent basis. In todays borderless world, business resolutions can and do have a greater impact on peoples welfare and the environment, than the decisions of most governments.