Literature Review of Bank Efficiency Essay

Measuring the efficiency and productivity of banking firms has been playing a predominant role in helping managers or regulators to achieve a better understanding of the success or failure of policy strategies and make better decisions. Furthermore, the evaluation results of efficiency are also of major importance to stock owners, depositors and investors. The influence of ownership on cost and profit efficiencies The situation is similar in transition countries. Bonin et al. 2005) investigated 11 transition countries and claimed that private ownership was not sufficient to increase bank efficiency as they did not find enough evidence to prove that private owned banks are more efficient than government owned banks, which is consistent with Altunbas’s conclusions. Additionally, Bonin et al. (2005) also found evidence that foreign owned banks, especially those with strategic owners, were associated with greater cost efficiency and better services. In contrast with the Bonin’s viewpoints, Lensink et al. (2008) suggested that normally the foreign owned banks tended to show disadvantages in bank efficiency. However, to what extend the statement is true is associated with the host and home country conditions. The first factor to be mentioned is the quality of the home country governance: the foreign owned banks turn out to operate more efficiently if the institutions in the home county are with higher quality. Another significant element to be illustrated is the influence of distance: the smaller institution distances between the host and home counties, the greater the efficiency of the foreign owned banks. The conclusion that high similarities between the host and home country institutions would reduce foreign bank inefficiency is the third element to be noted.

Honor Thy Children Essay

Overall the book Honor Thy Children by Molly Fumia was great. There were points in this book that just tugged at my heart. For example when the Nakatani’s found out that their middle son Greg was shot and killed. There were also points in this book that I felt if I had been in their position, I would be in a great deal of pain and misery and would not know how to work through all that had happened. I thought that Al and Jane were brave parents to endure the deaths of their three sons. This book by far was the most interesting non-fiction book I have read. This book would move the heart of any person that read it. The best thing about this book by far is how the parents have persevered throughout all these events that has happened to their family. From the running away of Glen, the murder of their son Greg, the finding out that their sons Glen and Guy were gay and their contraction of HIV, and also the death of them. They had to have heavy hearts after all of this happened, and yet they still go through all the HIV campaigning to show us how dangerous this disease is. A thing I did not like about this book is that there were very little happy things that happened to this family. I also thought that it was hard to keep track of the Nakatani’s children because all of their names were so similar. If I were to grade this book, I would give it an A++ because this is a very good book and shows that humans have the will to push through any obstacle. Even though they have gone through all of that God did not give them a break and show them mercy. Despite their hard troubles, they pushed through all the sadness and despair and turned it around to help other people not make the same mistakes as them. This would definitely be a book I would recommend to people because there are very good life lessons in it. For instance, there is a limit to strict parenting, choosing your words correctly (Greg), and when faced with the worst of situations there is always something you can do about it. It also demonstrates that when a child is is pain and dying, parents always want to try and help to do what’s best for them, even at the expense of their own self. I think this book would be for ages 15 and up because there are things that would be hard to understand for someone of a young age. Also I feel that the person reading it should have some respect for gays, lesbians, etc. otherwise reading this book would be pointless. The book and movie were great to say the least. It taught me to accept who you are and that death is not the end. Memories can carry on and teach others how to deal with the loss of your loved ones. This book allowed me to take a glimpse into the Nakatani’s life and how they dealt with the loss and the grief that followed. Honor Thy Children taught me that no matter what life throws at you there are always ways to overcome these challenges. The thing I thought was most interesting was Guy will to go out to speak even while confined to a wheelchair. He had the courage to go out in the state he was in and speak. The person I identify most with in this story would be Greg. I identify with Greg the most because he was the middle son, a macho, speak his mind kind of person. The person I would identify least with would be Guy. I identify least with him because if I had gotten HIV and knew I was dying I would probably hate the world and seclude myself and not really try to do anything. This book did not really impact my life because even though it was a great book, it did not really apply that much to my life. I think that, because I have not had something similar happen to me, I have no gay or lesbian friends and I also do not know anyone with a serious disease. I think that the only things that would apply to me would be the Asian/Hawaiian culture, the dealing with the death of a loved one, and parenting. Their culture is exactly like mine because I am Japanese and I was born and raised in Hawaii. In our culture we are taught to respect your elders and listen to them. I also felt that the Nakatani’s dealt with the death of their sons better than I would have. When my brother and grandparents died I had a hard time and at some points I went through a period of depression that lasted a month in which I did not attend. It made me feel that I should have been a better grandchild and brother because I caused them a lot of trouble. The parenting part got to me because I was lucky that my parents, who were somewhat strict, were not as strict as the Nakatani’s. This helped me learn to appreciate my parents more.

Heavy school bags Essay

Students have been yelling their complaint on heavy school bags for years. Yet, not many constructive responses have been made by society so far. According to a recent news report, the average weight of an S.3 student’s school bag is now 5 kg, while the burden of a primary six student is no less light if calculated in the school bag weight-to-body weight ratio. Heavy school bags create unbearable pressure to the spines of growing teens. Instead of telling students not to bring unnecessary items to school, I believe that there are far more measures schools and textbook publishers can take to alleviate the worrying situation. Textbooks constitute a major proportion of weight in a school bag. There have been voices from parents that textbook publishers are the ones to blame. In average, the number of pages in a secondary school textbook is 200. Despite the fact that students have to bring 200 pages to school (for one subject only), generally teachers only go over about 20 pages p er month. By easy calculation one can conclude that bringing such a think textbook is both pitiful and absurd. Actually, there is one practical and beneficial solution. Textbook publishers should separate the textbooks into different booklets, each covering a discrete topic. Since teachers usually lecture in a topic-based approach, students will only need to bring a thin booklet to school under the new arrangement. Not only do students benefit from a lighter load, but the publishers will gain as well. The use of loose-leaf binding in textbooks will need more pieces of paper in total, because cash booklet will have its own cover and functional pages such as content and index pages. The extra cost should not be significant as it will be averaged out by mass production, but the publishers can lift the price a bit as long as customers are willing to buy a textbook using a better binding method. The publishers will have nothing to lose but profit to gain, so why should they delay the ‘textbook reform’? Apart from textbook publishers, schools should be more lenient towards students. They should not punish students for leaving bulky textbooks inside their drawers. Although schools are concerned about pupils not studying if they leave textbooks at school, there can be other methods than banning it to solve the problems. For instance, teachers can distribute concise notes for students to study. Also, schools can extend the opening hours so that students can finish their revision at school and need not take a huge pile  of heavy textbooks home. Sometimes the school may require students to bring non-textbook items, like painting sets, readers and so on, to school. I recommend that schools should provide each student with a locker whenever possible. If the space of the school is too limited to place lockers, installing a drawer with lock to each student desk is also a favorable alternative. In this way, the weight of school bags can be further lessened. Last but not least, students should bear some responsibility for their huge daily burden. I heard that some students are far too lazy to tidy up their school bags every day. They put everything, no matter necessary or not, into their school bags but they never take anything out. As a result, the weight of the bag continuously increases. Primary kids should not be blamed for this since they might not know what to put in a school bag and need assistance from their parents. However, as secondary students, teenagers should be able to manage their school bags well. There is no excuse for them not to organize the items they have to bring to school. They will certainly find their school bags much lighter if they organize them wisely. As stated above, the problem of overweight school bags can be easily dealt with if textbook publishers, teachers and students are willing to take a step forward. A small step of progress might already result in a large reduction in school bag weights. I hope that next year I will hear from the news that the school bags have become fitter than before .

Analysing data Coursework Example | Topics and Well Written Essays - 1250 words - 1

Analysing data - Coursework Example As indicated from Table 1, the number one purpose of the performance appraisal (PA) for employees is to give feedback where 26.7% of the employees strongly agreed and 57.3% agreed. The second purpose was to develop employees’ performance at 25.3% (strongly agreed) and a staggering 61.3% of the employees agreed. The third most important purpose for the employees is to relieve uncertainty among employees where 22.7% and 56% strongly agreed and agreed, respectively. On the other hand, the results from Table 2 revealed that managers perceive giving feedback as its primary purpose where 33.3% of the respondents strongly agreed and 66.7% agreed. This purpose was seconded by developing employees’ performance at 16.7% (strongly agreed) and 83.3% of the managers agreed. However, second rank for both was to develop employees’ performance. It should be noted that managers also ranked â€Å"to improve communication among employees† as a second most important purpose for PA, where 50% strongly agreed and 33.3% agreed. The third most important purpose for PA, as perceived by managers, is actually three: to allocate financial rewards, to determine promotion, and to motivate employees where 50%, 33.3% and 66.7% strongly agreed, respectively. The least perceived purpose for the PA for employees and managers was to provide a structure of a plan of organizational success with only 9.3% of employees and none of the managers strongly agreed on this; 33.3% and 16.7% of employees and managers, respectively, agreed. There is diversity in response between employees and managers when asked what they think are the problems and challenges associated with PA. Employees ranked not having feedback from managers and identified problem in the PA as number 1. According to Table 3, the most significant challenges and problems associated with PA in the point of view of employees are: â€Å"managers do not have a performance feedback during meetings

The Contrasting Elements of the Two Companys Management Styles - Acme Assignment

The Contrasting Elements of the Two Companys Management Styles - Acme and Omega - Assignment Example Omega discourages barriers between managers and employees, as well as company memos, as it’s believed the barriers create artificial distances between individuals that should be collaborating.  Ã‚   2. When considering the contrasting elements of the two company’s management styles in regards to the ways they coordinated the production of the memory unit prototypes there are a number of notable factors. It seems that Acme highly structured production process created an atmosphere where divergent departments could be willfully disregarded for the purpose of the speed of production. At Acme, this occurred as the process department was bypassed to increase speed. Although this ultimately resulted in increased product deficiency, it nonetheless functioned as a means of allowing the company to maintain its deadline. At Omega the organic management process was better suited to determining the production process and delivering a quality product on time, as the process department wasn’t so easily disregarded. 3. While in the short-term Omega’s manufacturing process was more efficient and better prepared for the task than Acme’s, one can imagine how in a long-term process Acme’s management structure could outpace Omega’s. With a more highly-structured management, the individual departments can be micromanaged more efficiently for production. When a single department is behind on the production schedule, the company president is then capable of applying pressure to this department, and the other departments are still capable of advancing without the hindrances of this single entity. Omega’s organic structure makes this more difficult since the two departments are seamlessly intertwined, so that multi-tasking is complicated. 4. I would recommend that Omega capitalizes on its organic structure through the creative aspects that it could potentially create. As Acme’s structure is more highly structured it disturbs the flow of creative idea production. One can imagine an organic structure working well in a company such as Apple, Inc. where unique ideas are central to the company’s existence.  Ã‚  

Financial Health of Teaching Hospitals Essay Example | Topics and Well Written Essays - 500 words

Financial Health of Teaching Hospitals - Essay Example Two key hypotheses of the study: (1) COTH hospitals because they comprise the largest part of teaching hospitals would have better financial margins and realize less impact on full-time equivalent residents, while family practice single-residency hospitals would fare worse than COTH hospitals; (2) citing little evidence of direct medical education payments from managed Medicare, which was implemented starting 1998, the authors hypothesized that there would be lower than expected actual payments. Using a sample of 713 hospitals, from among a lot of 1241 hospitals that received Medicare payments - the included samples were described to be general short-stay hospitals, to be more for profit, and had a significantly higher mean number of beds. Findings and Conclusions: Overall, the average margin of teaching hospitals in 1999 was just 2.5% and that 35% of the sample size had negative operating margins.

HISTORY OF ISLAM 7th Century Essay Example | Topics and Well Written Essays - 1500 words

HISTORY OF ISLAM 7th Century - Essay Example Central to these developments was the conflict between Ali ibn Abi Talib and Mu’awiya. This paper will explore this chapter in Islamic history – outline the dynamic of such conflict and identify its effects. Because there is no formal hierarchy in place, issues of succession to the Islamic leadership ensues upon the death of a caliph, Muhammad’s successors. During the onset of the 7th century trouble started when the third caliph, Uthman, was murdered. Ali succeeded him, being the closest to the Prophet since he was a first cousin and a son-in-law to Muhammad. Uthman’s clan, called the Umayyads vowed revenge and would later support its own candidate to the Caliphate, which is Mu’awiya. One of Ali’s first edicts as the Islamic ruler was to replace all of Uthman’s appointees, particularly the governors - most of whom were Uthman’s kin. Mu’awiya was immediately covered by this decree as he was the governor of Syria. This factor along with Ali’s refusal to investigate and produce Uthman’s murderer led Mu’awiya to question the legitimacy of Ali’s rule. As a result, civil war broke between Ali and Mu’awiyaâ₠¬â„¢s forces. A first-hand account of this conflict was recorded by Sebeos, a 7th century bishop of Armenia. To quote: Now God sent a disturbance amongst the armies of the sons of Ismael, and their unity was split. They fell into mutual conflict and divided into four sections. One part [was composed of] those in the direction of India; one part, those who occupied Asorestan and the north; one part, those in Egypt and in the regions of the T’etalk; one part in the territory of the Arabs and the place called Askarawn†¦ The prince who was in the region of Asorestan, their prince called Muawiya†¦ When he saw what had occurred, he brought together his troops†¦ slew that other king whom they had installed, waged war with the army in the region of the Arabs, and inflicted great slaughter on them (Sebeos 154). Sebeos historical commentary

Module 2 Case Assignment Example | Topics and Well Written Essays - 750 words

Module 2 Case - Assignment Example By contacting its consumers companies and customers across the globe, the company is in a position to create strong brands that are competitive. For example, Philips undertook a survey that involved interviewing 26,000 respondents across the world. In order to ensure that the company brands are effective and meet the customer needs, Philips undertakes qualitative research by the use of small focus groups that included professionals such as hospital surgeons who are regular users of scanning equipments (Eeva, 2014). The research that was undertaken in various countries such as Brazil, UK, Germany, US, AND China among others indicated that Philips makes the lives of its consumers better and that they believe they can rely on Philips brand. Philips relies on developing new brand as well as improving the existing ones. This is one of the aspects that make professionals to have strong positive brand-customer relationship. Phillips branding indicate emotions such as innovation, power to th e customers by means of technology, hope, liberty regained and aspirations. Apple, a US based electronics company believes in the production of state of art and style brands. Being one of the top brands in the world, the company adopts product diversification as way of meeting the diversified needs of its customers (Linzmayer, 1999). Some of the brands produced by Apple include computer parts, mp3, laptops and computers among others. The company state of art brands are made through the use of a digital hub as a strategy. Through innovation and research, Apple has produced quality brands that meet ready demand globally. The use of customer experience as well as unique user interface the company has become some of the core capabilities that have created strong positive customer-brand relationship in the company. Basically, Apple branding involves focusing on their products as well as the

To be stated Essay Example | Topics and Well Written Essays - 1250 words

To be stated - Essay Example Furthermore it will analyze nonverbal communication in the afore-mentioned media text through the lens of Charles Horton Cooley’s Looking Glass Self so as to depict how nonverbal cues, which can be either facilitative or debilitative, of fellow human beings collected by an individual actually shape his identity and subsequently determine his sense of self. The concept of the â€Å"looking glass self† promulgates that self-consciousness involves continually monitoring self from the point of view of others. Cooley stated this concept of the â€Å"looking-glass self† in his book Human Nature and The Social Order: â€Å"We live in the minds of others unknowingly. This creates the â€Å"social self† which might be called as the reflected or the â€Å"looking-glass self†:â€Å"Each to each a looking-glass/Reflects the others that doth pass† (73). This consciousness of self emanating from one’s view of oneself through the eyes of another is more a product of analysis of the nonverbal cues one gathers during interpersonal communication than the actual words one hears from the mouth of one’s fellow beings. Among the many other ways in which individuals respond to fellow individuals’ nonverbal cues touch avoidance is the most striking one. Defined as â€Å"an individual’s nonverba l predisposition to generally approach or avoid touch in interpersonal interactions† ( Anderson & Sull 82). An individual’s positive or reciprocal touch response is an indication of a mutual relation of trust and connection while the opposite reaction of reciprocal touch response betrays disconnect. Likewise the extent of touch avoidance is a manifestation of interpersonal distance. The Miracle Worker, a TV remake of William Gibson’s The Miracle Worker, released by Disney Movies in 2000, films the inspirational journey of Helen Keller with special

Legal issues in Hydraulic Fracturing Term Paper

Legal issues in Hydraulic Fracturing - Term Paper Example ation of conduits through which gas that comes from the original rocks get to move to the rocks that are non-porous and thus allowing the storage of this oil to get accessed later. In the process of Hydraulic Fractioning, one of the major aspects to observe is that water supplies may get exhausted and thus the importance of having the process in steps which is convenient to save on water. Steel surfaces are aligned along the water pipes in an effort to protect the natural water from being made impure. These steel surfaces are immersed to as deep as 4000 feet and for the least distance as 1000 feet for increased protection. From there, cement is poured into the space between the annulus which is the drilled hole and the casing. After the settling of the cement, there is then the drilling part which is done from below for precision and to get it to the next depth. This is done several times and each time that this is done there is the usage of narrower pipes that ensure that oil from as deep as 10000 feet is got to. There exists a rather large difference between oil and gas fractioning. Gas fractioning is a process that involves different procedures and it goes by the name Fracking. This method involves the removal of gas for extraction to exterior reservoirs. A wellbore from underneath is drilled to create more space for reserve. As opposed to this method, Oil fractioning involves the use of internal reservoirs and thus the process is short. Hydraulic Fractioning has existed in the United States for around the past 63 years. In the course of time, there have been complains concerning the levels of safety that this method of obtaining oil has. It was from there henceforth that the Federal Government sought to engage in debates on the issue and have ever existed. The Environmental Protection Agency has the responsibility of ensuring that citizens of the country are safe from different products that companies manufacture. The agency has over the years carried out

Quality of Care in a Rural Population Essay Example | Topics and Well Written Essays - 500 words

Quality of Care in a Rural Population - Essay Example Rural adults, according to research, state five times more often than urban adults to feel fair or poor about their health status. Most of these rural residents prefer to get their care locally and may not get specialty care because of their reluctance to go elsewhere (Pierce, Foley, Clark, 2006). There are also many other cited barriers to care. Those include lack of financial resources, distance to care, lack of transportation, and a shortage of healthcare professionals that varies by profession, region, and state (Merwin, et.al. 2006). Rates of those healthcare professionals continue to decline in rural areas. There is also difficulty getting appropriate supplies and provides problems for services like home health care and meals on wheels. There are many strategies that have been contemplated for use in improving this rural healthcare problem. It is much more studied now than in the past, with the information given in the Healthy People 2010 study. In the rural communities in Oregon, there is an effort to solve this problem. There are several very rural hospitals in Oregon which are Critical Access Hospitals.

Career Goals Essay Example for Free

Career Goals Essay Have you ever had a goal in life you just had to reach? Well my goals in life are to join the navy and become a civil engineer. I realize that there are numerous ways to become a civil engineer, but I chose to join the navy because I feel it would be most beneficial to me. My first career goal after high school is to join the navy. To do this I will need to meet with a recruiter. Also I will need to take the asvab, after taking the asvab I will also need to take a series of fitness tests. Once in the navy I will need to attend officer candidate school, also I will need to attend civil engineering corps Officer School. After I have completed this I will also need to acquire a four year degree in civil engineering. Some of the reasons I want to join the navy. One reason I want to join the navy is because while in the navy they will send me to collage at no cost to me. Another reason is because if I enlist long enough I will be eligible to retire. Also I want to join the navy so I can travel the world. In order to become a civil engineer I chose to join the navy. I chose to join the navy over just going to collage because I believe that the navy has more to offer me. Some added benefits of joining the navy is they will provide me with a job. Also some benefits are I will get paid while I’m in school, also they will provide me a place to stay. Some added requirements of being in the navy are that I have to attend officer candidate school and also I must attend civil engineering corps officer school. A specific that I need to become a civil engineer is I need a four year degree in civil engineering. My two top choices of collages to get this degree at are either the University of Washington, or the University of Arizona. Different paths I could of chose are getting a degree in technical engineering, or electrical engineering. I chose civil engineering because I feel it will most prepare me for the career I have chosen. My career goals in life are to join the navy and become a civil engineer. The reason I chose this is I feel that the navy offers me more of an opportunity to travel and also to get hands on experience. Another reason I chose the navy is they will pay for my schooling.

Responses to Genocide: Political and Humanitarian Strategies

Responses to Genocide: Political and Humanitarian Strategies Political expediency and humanitarian imperatives in response to genocide   This dissertation examines the humanitarian crisis in the Sudanese region of Darfur during 2003-2004, a situation that has continued through to 2005. Recent reports from the World Food Programme estimate that the violence carried out by the tacitly government-supported militias against the non-Arab civilian population in the region has left 3.5 million people hungry, 2.5 million displaced by the violence and 400, 000 dead.   The Darfur crisis has been a humanitarian disaster unseen since the 1994 genocide in Rwanda. It has been a situation that ultimately foreign governments and international organisations have been unable to ignore. Chapter two examines firstly the theoretical questions behind humanitarian intervention. The realist theory of international affairsis at the heart of the debate – realism suggests that states should puttheir own security and self interest before any moral obligation to intervene. Set in the context of Darfur, there was nothing within the individual national interest of other individual states to intervene, yet at some point in the crisis the common assumption moved towards afeeling that intervention on the basis of humanity was required.   The Rwandan genocide of 1994 and the international response at the time isused as an example of realism dictating the initial response of theinternational community, only to be overtaken by a more moral based response once the sheer scale of the crisis and human rights abuses became apparent. Chapter three looks at events in Darfur in detail, from the beginnings of the crisis to the current situation. Using media sourcesas well as reports from organisation such as the UN and Human Rights Watch, this chapter summarises the main events of the crisis, with examples of the indiscriminate violence used by the government-backed Janjaweed militias against the civilian population in Darfur. The response of the Sudanese government along with the steps it took to prevent humanitarian intervention are describes, as are the actions, or in many cases, the inaction of sections of the international community.  Ã‚   The actions of the Sudanese Government would appear to be driven by the state centric realism that Webber and Smith term â€Å"acentral driving force for human motivation, namely a quest for power† Chapter Four attempts to analyse events in Darfur against the theoretical frameworks detailed in chapter two. Realist assumptions continue to carry a certain weight in international politics, but there are examples of some more ethical policy making within the international community. The roles of the Sudanese Government, the UN, the US and other Western nations are looked at against theoretical positions. Chapter Five offers some conclusions on the internationalresponse to Darfur. At the heart of any analysis of the international response to thecrisis in Darfur lies the question why should anyone care about Darfur.Whilst theories supporting just wars and humanitarian intervention fromthe likes of Kaldor and Walzer argue that there is a basic humanmorality that requires states that are able to intervene to stop thesuffering of oppressed people, a realist perspective, one thatrepresented the initial international response to Darfur, is that thekey value of national interest is independence and security.   It is aquestion that has been at the crux of international relations forcenturies – intervention in the affairs of another sovereign state isan issue that has generated much debate. State sovereignty has long been a fundamental pillar of internationalsociety and non-intervention has ensured that individual states canmaintain their political independence and territorial integrity.International organisations have generally supported this principlewith, for example, Resolution 2131 of the UN General Assembly in 1965stating: â€Å"No state has the right to intervene, directly or indirectly in theinternal or external affairs of any other state. Consequently, armedintervention and all other forms of interference or attempted threatsagainst the personality of the State or against its political,economic, or cultural elements are condemned†. Regional organisationshave taken a similar stance – the Organisation of American Statestotally prohibits direct or indirect intervention in the affairs ofanother state. A wide range of political theory also supports the viewthat sovereignty is all-important and one state should not interfere inthe affairs of another. Nonetheless, international affairs since the establishment of thenation-state have seen intervention by states in the affairs of otherfor a number of reasons. The earliest interventions were for economicand strategic reasons and to secure territorial security – nineteenthcentury European interventions in Africa and Asia to establish coloniesserve as an example of this. In the early twentieth century the USbegan to utilise a different type of intervention, intervening in theaffairs of Central American states such as Nicaragua to encouragedomestic political order, reduce economic corruption and reinforce itsown influence in the region. Such action drew the attention of realistcritics who have influence US foreign policy thinking more recently.Realists have alleged that the adherence to moral principles and thefailure in the past to understand the â€Å"power essence† of interstaterelations has led to unwise and unsuccessful policies , for example tofailed humanitarian int ervention in Somalia. Certainly, the memories ofSomalia will have effected thinking on a political and humanitarianresponse to Darfur. The Cold War saw intervention across the globe by the two superpowerseither to enhance their own strategic security or to advanceideological goals, for example the USSR moving to strengthen communismin Czechoslovakia in 1968 or the US challenging anti-democratic forcesin Grenada in 1983. It is however, humanitarian intervention that is most relevant to thesituation in Darfur, an type of intervention that according to JackDonnelly is foreign intervention that seeks â€Å"to remedy mass andflagrant violations of the basic rights of foreign nationals by theirgovernment†Ã‚  Ã‚   The failure of states and subsequent abuses of humanrights in the latter stages of the twentieth century have presentedother governments with numerous scenarios where they have to makedecisions as to whether military intervention for humanitarian reasonsis justified. It is a complex issue that poses a number of legal andmoral issues. Amstutz argues that humanitarian intervention presents a legalchallenge to the accepted systems of state sovereignty along with amoral challenge to the right of self-determination. Whilst the demandfor order, justice, stability and human rights may override theseconcerns, politicians are also faced with the decision as to whether,how and when their country should instigate humanitarian intervention.Such interventions can generally be justified if two criteria are met:firstly that humanitarian intervention be in the interests of theintervening state, i.e. that it perceives the human rights abuses inthe foreign state as a general threat to the order, legitimacy andmorality of global society, or as a particular threat to its owneconomic prosperity; secondly that the intervention must be in theinterests of the civilian population of the intervened state and thatthe legal and moral issues around military intervention can bejustified by the overall good that is accomplished. NATO intervent ionin Bosnia can be seen as an example of a situation that met the formercriteria, the situationsin both Rwanda and Darfur would appear to meetthe latter. Michael Walzer who has written extensively on just war theory andintervention argues that humanitarian intervention should be seen asdifferent from instigating a military conflict. As well as the legalistargument against intervention in the affairs of another state, there isalso the difficulty of intervention in a country that has not committedaggression against another state – there is a danger that interveningstates can be seen as portraying the message treat your people the waywe believe you should or be subject to the threat of armed punishment.Walzer nonetheless believes that even if intervention threatens theterritory and political independence of another state, there are timeswhen it can be justified. The onus of proof of justification howeverlies with the leader of the state that intervenes and this can be aheavy burden, â€Å"not only because of the coercions and ravages thatmilitary intervention brings, but also because it is thought that thecitizens of a sovereign state have a right, insofar as they are to becoerced and ravaged at all, to suffer only at one another’s hands†. Arguments that states should, regardless of how they are governed,should be left to deal with own affairs and influenced by the thoughtsof John Stuart Mill who argued from a utilitarian viewpoint stronglyfor the right of a single political community to determine its ownaffairs – whether or not its political arrangements are free is not anissue for other states – members of any political society mustcultivate their own freedom in the way that individuals must cultivatetheir own virtue, self-help rather than intervention from an externalforce must be the way towards a just society. Such arguments do notstand up when applied to some of the systematic and well-documentedhuman rights abuses of the twentieth century – foreign governments makedecisions based on a realist perspective not to intervene, butnon-intervention based on the idea of self-determination is to avoidthe issue and hide behind outdated ideas. There is a point at whichrealism has to be put aside and so me form of moral stance must betaken. For Walzer, there are three situations in which theinternational resistance to boundary crossings can be ignored: 1.  when a particular set of boundaries clearly contains two or morepolitical communities, one of which is already engaged in a large-scalemilitary struggle for independence; that is, when what is at issue issecession or ‘national liberation’ 2.  when the boundaries have already been crossed by the armies of aforeign power, even if the crossing has been called for by one of theparties in a civil war, that is, when what is at issue iscounter-intervention; and 3.  when the violation of human rights within a set of boundaries is soterrible that it makes talk of community or self-determination or‘arduous struggle’ seem cynical or irrelevant, that is, in cases onenslavement or massacre His criteria present a realistic scope for intervention. For all theideas of ethical foreign policies there has to be some realism ininternational relations in that states cannot simply intervene in everydispute between neighbours or outbreaks of political unrest in otherstates. Walzer’s criteria, particular his third, limit interventionwhen serious abuses of human rights appear to be taking place. At thispoint, political expediency and national self-interest should be putaside. Ultimately, Walzer’s thinking lead him towards an ethical theory ofpeace on the basis of sovereignty and other widely accepted states’rights. His values form the basis of a legalist paradigm, which providethe moral and legal structure for maintaining international peace. Hislegal paradigm also outlines the criteria for use of force tointervene. Its six key principles are: 1.  An international society of independent states exists; 2.  The states comprising the international society have rights,including the rights of territorial integrity and political sovereignty; 3.  The use of force or threat of force by one state against another constitutes aggression and is a criminal act; 4.  Aggression justifies two types of action: a war of self-defence bythe victim and a war of law enforcement by the victim and any othermembers of the international society; 5.  Nothing but aggression justifies war 6.  After the aggressor state has been militarily repulsed, it can be punished. Irrespective of the situation in a particular state and the legal ormoral issues around any form of intervention, the realist view ofinternational affairs can lead statesmen to decide againstintervention. Realists from Thucydides, Hobbes and Machiavelli throughto the likes of Kissinger and Waltz remain strictly sceptical aboutmoral concepts within international relations and assume that statesgoing to war or engaging in any form of intervention are more motivatedby power and their own national security than any moral issues. Thephrase â€Å"all’s fair in love and war† is often applied to the realistperspective with Walzer writing â€Å"referring specifically to war,realists believe that it is an intractable part of an anarchical worldsystem, that it ought to be resorted to only if it makes sense in termsof national self-interest†Ã‚   – in effect there are no moralconsideration in regard to military intervention, the human rightsabuses occurring in another state are of little importance to realists,intervention will only be considered if it is considered to beeconomically or strategically of value to the intervening state or itsleaders. This value can be political on occasions. There is littledoubt of the power of modern media to put pressure on politicians. TheUS intervention in Somalia and NATO action in Bosnia were to someextent related to public pressure on politicians to do something aboutscenes being broadcast into the homes of the electorate. Thinking on humanitarian intervention has had to adapt more recently tothe new type of wars that have proliferated across the globe since theend of the Cold War, for example the conflicts in the former Yugoslaviadriven by ancient ethnic hatreds. Certainly with the demise of thestand off between two military superpowers there has been greater scopefor the UN and individual states to become involved in conflictresolution and throughout the 1990s the UN has found itself constantlyinvolved in providing humanitarian aid, establishing safe havens,disarmament and demobilisation operations, monitoring and maintainingceasefires. New wars have involved a blurring of the distinction between war(usually defined as violence between states or organised politicalgroups), organised crime (violence undertaken by privately organisedgroups for private purposes, usually financial gain) and large-scaleviolations of human rights (violence undertaken by states orpolitically organised groups against individual).   Some of the ethnichatred that has fuelled new wars has in particular led to terriblehuman rights abuses; events that put moral pressure on others states toconsider intervention. Mary Kaldor suggests that there are two types ofresponse to new wars – one is to draw on the old war idea of the nationstate and look for solutions along the lines of intervention and peacekeeping whilst the other response is a more negative and fatalisticoutlook: â€Å"because the wars cannot be understood in traditional terms,they are thought to represent a reversion to primitivism or anarchy andthe most that can be done there fore is to ameliorate the symptoms. Inother words, wars are treated as natural disasters.† Kaldor’s view rightly challenge the realist assumption that statesshould not involve themselves in humanitarian intervention unless thereis some advantage to be gained in a self-interested pursuit of power.What is required is a more political response to new wars and theattacks on human rights that accompany them. The internationalcommunity should be looking towards politics of inclusion that capturethe hearts and minds of protagonists and any such politicalmobilisation should override traditional geopolitics or short termdomestic concerns. This type of thinking moves closer to a type ofneo-realism which places more of an emphasis on the structural featuresof the international system and avoids the stress on the often anarchicstriving for power that reflects traditional realism.   The drawback tothe neo realist approach is that its reliance on the determining impactof the structure of the international system allow policy makersrelatively little discretion. This can be seen to some extent in Darfuras representative from various states struggled to find a solution tothe crisis that met with consensus. There have of course been embarrassments for individual states andinternational organisations with attempts at humanitarian interventionin the 1990s, setbacks that will give weight to realist theory thatsovereign states should on the whole be left well alone. Kaldorconcludes that humanitarian intervention has had mixed success: â€Å"at best, people have been fed and fragile ceasefires have beenagreed†¦.at worst the UN has been shamed and humiliated, as, forexample, when it failed to prevent genocide in Rwanda, when theso-called safe haven of Srebrenica was overrun by Bosnian Serbs, orwhen the hunt for the Somali warlord Aideed ended in a mixture of farceand tragedy†. Nonetheless, the arguments for humanitarian intervention remain strong.Darfur is as good an example as any for this. As Orend writes â€Å"whyshould foreign states, which themselves respect human rights, be barredin principle from intervening in such illegitimate regimes?†Ã‚   Rwanda in particular serves as an example of both foreign states andinternational organisations initially taking a realist stance only toeventually to be spurred into action by the sheer scale of the genocidetaking place. In France’s case, the links between the powerful elitesin the two countries had long been established – not only had Francelong supported the Hutu regime but Francois Mitterand and RwandanPresident Habyarimana were personal friends, whilst their sons, JeanChristopher and Jean-Pierre were also friends and business associates.The two countries had mutual economic interests and there is evidencethat Jean Christopher was one of France’s biggest arms dealers to Rwanda. The French response to the developing crisis, when it came, was farfrom glorious. Rather than intervene to provide further killings itdecided to pull out its troops. In the previous week, the first of thegenocide they had evacuated as many as 1361 people including 450 Frenchnationals and 178 Rwandan officials and their families. No otherRwandan nationals were evacuated, not even Tutsi personnel from theFrench embassy or well-known opponents of the regime who had alreadybeen targeted by the militia.   The role of the United Nations mission (UNAMIR) has receivedconsiderable criticism in analyses of the genocide. The UN had its owninternal politics to contend with and its policies on Rwanda were inturn determined to some extent by realist self-interest. As anorganisation it was largely reliant on the support of its most powerfulmembers on the Security Council. These nations, mindful of thedisastrous US intervention in Somalia were wary of investing troops andfinances into another African conflict. Realism came to the forefrontof the early decision making process. Human Rights Watch, in additionto criticism of the UN for not taking heed of Dallaire’s warnings, isalso critical of the scale of the mandate itself.   It describes thedetails of the mandate as follows: â€Å"Not only was the UN slow, it was also stingy. The United States, whichwas assessed 31 per cent of UN peacekeeping costs, had suffered fromthe enormous 370 per cent increase in peacekeeping expenses from 1992to 1993 and was in the process of reviewing its policy on such operations. Quite simply the UN was not equipped to keep the peace in Rwanda.Members on its influential Security Council did not have the politicalwill to get involved, nor were they willing to take on the financialburden. The US and the UK, although less involved in Rwanda thanFrance, were similarly guilty of happily ignoring warnings of possiblegenocide and working towards the maintenance of the status quo. Bothhad sold arms to the Hutu regime and had trading links with Rwanda.Both also had little desire to see their own troops caught up as partof an UN force in Rwanda. The theory of non-intervention, as opposed torealism is another view that opposes humanitarian intervention. The keyassumptions and values for this concept are †¢Ã‚  the existing anarchic international system is morally legitimate †¢Ã‚  peoples have a right to political self-determination †¢Ã‚  states have a juridical right to sovereignty and territorial integrity †¢Ã‚  states have an obligation to resolve conflicts peacefully †¢Ã‚  force is a illegitimate instrument for altering the existing territorial boundaries Non –intervention theory argues in favour of an internationallegitimacy of states in which existing states are entitled to autonomyand domestic legitimacy which assumes that states are entitled torespect and support when they fulfil their core obligations as states.In terms of domestic legitimacy, in the light of the fact that thereare wide disparities in conceptions of human rights, this canessentially be interpreted that whether a state is entitled tonon-intervention depends largely on its subject’s approval of theregime itself. The counter-arguments of realism and moral intervention continue toplay a major role in international politics and are likely to continueto do so. It is a sad fact that the list of oppressive governments andmassacred populations is lengthy. Walzer points out that for every Naziholocaust or Rwanda there will be a number of smaller examples ofinjustice and abuse – so many that the international community cannothope to deal with. On a small scale at least, Walzer’s suggestion thatâ€Å"states don’t send their soldiers into other states, it seems, only tosave lives. The lives of foreigners don’t weigh that heavily in thescales of domestic decision-making†Ã‚   rings true – humanitarianintervention in smaller-scale situations is simply not realistic. Agreater test for the moral resolve of NGOs and wealthier nations istheir response in the face of large-scale humanitarian disasters andhuman rights abuses, again using Walzer’s words, when deal ing with actsâ€Å"that shock the moral conscience of mankind†. Ethical questions around the issues of international moral obligationstowards nations suffering from oppressive regimes and human rightsabuses are not easily resolved. Whilst humanitarian aid or interventionis generally seen as a morally correct route of action, politicalexpediency quite often takes precedence. Whilst it is generallyaccepted that, as Grotius believed, war ought not to be undertakenexcept for the enforcement of right and   when once undertaken it shouldbe carried on   within the bounds of law and good faith,  Ã‚   national selfinterest does not always allow for a strategy led by such moralincentives. In Darfur, the action of the Khartoum Government couldcertainly not be described as driven by moral incentives whilstelsewhere early responses to the crisis were driven by politicalexpediency   Major states have to ask themselves which moral valuesshould influence their foreign policies and which international valueis more important – sovereignty or human r ights? The answer should behuman rights, yet there is a fine line between using these values froma moral perspective or manipulating them into a realist opportunity toindulge the national interest with intervention elsewhere. There areother difficult questions – do human rights violations justify foreignintervention and at what scale?   Does international political moralityrequire the removal of illegal military regimes and the restoration ofdemocracy?   There are countless regimes around the world to which theworld might turn its attention and ask itself these questions. For themost part, small conflicts and small-scale abuse of human rights are,rightly or wrongly, ignored. The situation in Darfur from 2003 onwardshowever gave the international community a scenario that it could notignore. The world had to make decisions upon hundreds of thousands oflives would rest. Chapter Three – The crisis in Darfur The current situation in Darfur can be traced back to February 2003when fighters from the Sudanese Liberation Movement (SLM) and theJustice and Equality Movement (JEM) launched joints attacks againstgovernment garrisons in protest at what they saw as decades ofpolitical oppression and economic neglect by the Sudanese government.The attacks came at the same time that there had been high hopes of apeace settlement to the war in southern Sudan that had been ongoingbetween the government and the Sudan People’s Liberation Movement/Army(SPLM/A) since independence in 1965. The government’s response was unequivocal. Citing the rebels as anaggressive force against the state it set out to crush the rebellion byforce and utilised the powerful force of Arab Janjaweed militias toattack not particularly rebel soldiers but the civilian populationsfrom where the rebels would have originated.   The government expectedto crush the revolt, partly as it had done so in 1991 when a SPLA unitinfiltrated Darfur, and partly as it expected a lack on internationalinterest as Darfur was an internal Northern Sudanese issue with noChristian population and no oil interests involved. Khartoum –ledmilitary activity in late 2003 to early 2004 was brutal (â€Å"acounter-insurgency of extraordinary ferocity†)   and carried out whilstthe government prevented any humanitarian aid reaching the civilianpopulation. It was an action led by political expediency withabsolutely no regard for the human rights of an innocent civilianpopulation. Hugo Slim describes th e military action as completelydisproportionate to the targeted guerrilla warfare of the two Darfurinsurgent groups and states that â€Å"systematic and widespread governmentand Janjaweed assaults on civilians, their villages, theirinfrastructure and their livelihoods along with forced displacement andland-grabbing, intended to make it impossible for the terrorised andevicted populations to return. As this went on, the Government alsoenforced what was almost a complete ban on humanitarian aid accessingthe country between October 2003 and February 2004. Early talks on the crisis saw the Khartoum Government deliberatelystonewall on major issues. It objected to upgrading the small AUobserver force from 300 to 3500,with an increase in its mandate toinclude protecting civilians, and was then forced to accept thismeasure by the UN Security Council. It was a realist approach – lookingsolely after its own interests and using delay in an internationalresponse to move along with its aim to displace the population ofDrafur. Government and Janjaweed Cooperation There is little realdoubt that the government has worked closely with the Janjaweedmilitias. Human Rights Watch (HRW) investigations concluded thatgovernment forces and militia troops have taken part in massacres andsummary executions of civilians, burnings of towns and villages andforcible depopulation of areas across Darfur. †We are the government†has been a common response of Janjaweed at checkpoints and whenentering villages and HRW reports that â€Å"the government and itsJanjaweed allies have killed thousands of Fur, Masalit and Zaghawa –often in cold blood, raped women and destroyed villages, food stocksand other supplies essential to the civilian population.†. In the early stages of the conflict, the Sudanese government barelyattempted to conceal its close working with the Janjaweed. Mans writesthat â€Å"the Janjaweed militias are said to be of largely Chadian originand finance themselves through plunder and pillage, reportedly enjoyingimplicit support from the Government in Khartoum.† But this isunderstating the relationship between the two. In April 2004, theSudanese Foreign Minister, Mustafa Osman Ismail, admitted a commoncause with the Janjaweed stating â€Å"the government may have turned ablind eye to the militias†¦This is true. Because these militia aretargeting the rebellion.†Ã‚   President Bashir also had spoken on 31December 2003 of the government’s determination to defeat the SLArebellions and warned darkly that â€Å"the horsemen† would be one of theweapons it would use. There is other clear evidence of well established links between thegovernment and Janjaweed leaders. Many of the militia leaders areestablished emirs or omdas from Arab tribes who have previously workedin government. For example, Abdullah abu Shineibat, an emir of the BeniHalba tribe is a Janjaweed leader in the Habila-Murnei area, whilstOmar Saef, an omda of the Awlad Zeid tribe is leader of the Janjaweedfrom Geineina to Misterei. Other evidence pointed to a similarconclusion of complicity between government and militia: Janjaweedbrigades were organised along army lines with forces wearing similaruniforms and officers using the same stripes; militia forces used thesame land cruisers and satellite phones as army personnel and there isevidence that Janjaweed members were given assurances that they wouldnot face local prosecution for crimes, with police forces beinginstructed to leave them alone.   Again, the prevailing issue here ispolitical expediency overcoming any possible humani tarian response.Both the Government and Janjaweed had interests in devastating Darfur –there was political gain for the Government and financial gain for theJanjaweed. Both took the realist option of looking after themselves. Government and Militia forces attack civilians One of the mostnotable traits of the crisis in Darfur has been the fact that bothgovernment and militia forces have largely ignored rebel forces,preferring to use their weapons against the civilian population inareas that rebels may have originated from. HRW investigationsuncovered 14 incidents in Dar Masalit alone between September 2003 andFebruary 2004 in which 770 civilians were killed. It also gatheredwitness testimony to mass executions in the Fur areas of Wadi Salihprovince over the same period.   Aerial bombardment of civilians has also been commonplace. The SudaneseGovernment has made extensive use of attack aircraft, dropping bombsloaded with metal shards to cause maximum injury and also utilisinghelicopter gun ships and MiG jet fighters. Bombing has also beendeliberately targeted at villages and towns where displaced citizenshave gathered – for example on August 27 2003, aircraft carried out anattack on the town of Habila which was packed with displaced civiliansfrom surrounding areas. 24 were killed. Government and Janjaweed forces have also systematically attacked anddestroyed villages, food stocks, water sources and other essentialitems essential for the survival of villages in West Darfur. Refugeesin Chad have confirmed a sweep south east of Geneeina in February 2004saw the destruction of a number of villages including Nouri, Chakoke,Urbe, Jabun and Jedida. The International Response The international response to the situation in Darfur has been mixed,characterised by a willingness to condemn the Sudanese Governmentalongside a dragging of heels in actually intervening to stop what theUS Government has labelled genocide. Alex De Waal suggests thatpolitical repercussions for the Sudanese Government were gravewriting:   â€Å"International attention and condemnation exceeded allexpectations, culminating in Darfur being brought before the UnitedNations Security Council in July 2004† This analysis however fails tomention the scale of the crisis in the preceding months and suggests amore positive and effective response by the international communitythan was actually the case.. The international community may eventuallyhave come around to taking Darfur seriously – but much later than wasrequired. As Hugo Slim concludes: â€Å"the international community has notdenied, but it has delayed and dithered. Once engaged it fumbled andtook far too long to achie ve a united and sufficiently assertiveresponse.†Ã‚   There was a notable reluctance from the UN in particular to use theword genocide in relation to Darfur, a similar pattern to that had beenfollowed in Rwanda a decade earlier. It was in fact US Secretary ofState Powell that announced on September 9th 2004 that the USgo

Lebanese Arabic Conversational

Lebanese Arabic Conversational Question 1: Describe a â€Å"conversational routine† from a language other than English (but not a greeting). Include some detail on how it may vary and the situations in which it is appropriate. Then discuss in some depth how this routine reflects cultural assumptions or values. Language: the Mirror of Cultural Values Introduction Having a deep faith that culture is the way of life of people or in other words what crafts their â€Å"lifestyle,† beliefs, customs and practices, a person attains that the language articulated by the people possess culture embedded traits learnt since childhood. That is why language is a very essential component in culture because it reflects the important cultural assumptions and values of a society. Lebanese is a language with a rich vocabulary that includes a large number of cultural keywords; these key words are words that reflect cultural values, beliefs and even history. Therefore this paper will be focusing and accessing a particular Lebanese Arabic conversational routine, where one can learn about a particular culture by studying its language, moreover clearly noticing the presence of cultural assumptions and values in it. Cultures Impression on Language Language is highly influenced by the culture of the speaker and they seem inseparable. Language is what Kramsch and Widdowson () say â€Å"expresses cultural reality†¦. made up of signs that in them have cultural value †¦. Speakers view their language as a symbol of their social identity.† Thus I depend on their quote that â€Å"language symbolizes cultural reality† Being aware that culture is a very complex issue, with many different definitions. Defining culture is far beyond the aim of this paper, but for this purpose it will suffice to quote a few definitions to point to the main elements of the relevant senses of the word here in this essay. Culture is defined by Frow and Morris (1993 cited in June 2002 Center for cultural research) as the â€Å"the whole way of life of a social group †¦.. it is a network of representations texts, images, talk, codes of behavior and narrative structures †¦. shaping every aspect of social life.† Another usage in the Merriam Websters Collegiate Dictionary stressing the social aspect of culture and defines it as 5 a/b:â€Å"the integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations b:the customary beliefs, social forms, and material traits of a racial, religious, or social group; also :the characteristic features of everyday existence (as diversions or a way of life} shared by people in a place or time.† Considering the above, cultures language reflects the things that are important in that culture and judging on Sapirs (1956 cited in wikepedia) hypothesis that culture is â€Å"to a large extent built upon the language habits of the group,† below I will give a simple introduction to the Lebanese culture in order to explain the culture embedded language . Lebanese Background Lebanon has accumulated thousands of years of culture in its 1042 m2 of land because of hundreds of empires having passed by its lands and with each passing the people grasped the essence of their knowledge. Also its people were migrating to western countries because of political upheavals and the Civil War. Affirming this Dr Mora () declares that cultural values are formed from â€Å"environmental adaptations, historical factors, social and economic evolutions and contact with other cultural groups.† It would need a more in depth study of the Lebanese culture. Nevertheless, here is a rough and ready introduction to some of there customs/cultural norms. As indicated in Khalidi and Mcllorys Culture Dictionary (2003), Lebanon is a small country that has its basis on religion. It is made up of Christians, Muslims, and Armenian and their various factions. Hence it is made up of many communities and all in all has 18 recognized dominant religions and despite 4000 years of occupation we arent wiped of the map (Medley 2007). Depending on experience and Medley (2007), Lebanese people are extremely sociable people in streets and at home. Also, they are identified as a â€Å"collectivistic culture† (based on Triandas definition cited in Neuliep 2000a) due to religious facets (Ayyash 2001) and because you are never alone in your burdens. Emphasizing that every one knows everyone, we convey closeness, respect and conciliation through physical touching unlike the West (Ronowiez 1995 and Wierzbicka 2003) and we tend to treat all unrelated people as family because to us family is the â€Å"nucleus of culture.† So you can be addressed by the strange taxi man at the airport as â€Å"uncle.† Proclaiming the sensibility of warmth and kindness are the most striking features in our country and especially in our language because our vocabulary is ample with thanks and blessings reflecting the blessings of God. Looking at it from this religious angle, the Lebanese tend to be like this because they are to be judged on their behaviors later in the Afterlife. Looking into another matter, it should be noted that the Arabic language Fos ha is used in legal matters, parliamentary issues, news reports, biblical references and the Quran and official speeches etc. because the language was closely linked with Islam in the past. This supports and is based on what Bessley (1998) stated, â€Å"many language communities adopt their standard orthography more or less by historical accident.† On the contrary, most Lebanese use a modern Lebanese dialect in daily conversations, bulletin boards, shop titles, internet chatting etc. and dont speak the language they write, which dramatically differs from Fos ha (Medley 2007). Below I will demonstrate in the conversational routine per se this modern spoken Lebanese vernacular. Conversational Routines In the field of linguistics the term routine refers to a â€Å"formulaic utterance† used in certain ordinary situations (greetings, parting, thanks, apologizes etc.) that can be as short as an utterance to as long as a phrase (UNE Course notes). Upon this definition, then one can state that a conversational routine is when a certain word or phrase is commonly used and soon becomes a habit. And as time goes, more and more of these routines are thought up and applied. In every culture, there are several, but the actual number is too great to be counted. The Lebanese culture has allowed the use of many conversational routines. Some examples are: Yaani = I mean Ya aami = Uncle or hey Yii ya allah = Oh! My God Mashi = ok or walking Ya zalameh = Yo! Man Yalla = coming or ok! Inshallah = hopefully Habiibii = lover or my beloved Shoo = what These are all words and phrases used in peoples daily lives and on a regular basis. Integrating conversational routines such as these and others helps reveal the Lebanese â€Å"ethnic and hybrid† identity stated by Tabar (2007). Succeeding this, I will exemplify the conversational routine â€Å"Walla† in its different contexts/meanings in five different dialogues and uncover its impinging religious and cultural elements. Other conversational routines are also used here, but I will stress on one to be concise. Note that I have attempted to Romanize the Lebanese Arabic into English phonetics instead of Arabic scripts to represent the Lebanese vernacular of Arabic and the abbreviations below imply the following: First Speaker (S1) and Second Speaker (S2). 1st usage: S1: â€Å"Laykee habiib sheftee shou sar la Hilda? Ya haram, rahet aala al mestashfa.† (Honey, Did you see what happened to Hilda? Poor Hilda, She was hospitalized.) S2: â€Å"Shoo, Walla! Leish? shou sar?† (What? Really! Why? What happened?) 2nd usage: S1: â€Å"Khalast darssak, ya sabii?† (Did you finish your studies boy? S2: â€Å"Walla, drasset kolou.† (I swear by God, I finished all my studies.) 3rd usage: An incident where a child accidentally falls and the observer says: â€Å"Wa-allah yehmeek† meaning ‘And God protect you. 4th usage: S1: â€Å"Btekhidinee aala al souk?† (Will you take me shopping or to the mall?) S2: â€Å"Walla, inshallah aaboukra.† (I promise, hopefully tomorrow.) 5th usage: When someone is hosting you with a drink or appetizer and you refuse shyly by saying: â€Å"La wallah† meaning â€Å"No thank you.† I have demonstrated from personal experience the usages of â€Å"Walla† as: ‘Really, ‘I swear, ‘I promise, ‘God protect, and ‘No thanks and there are many more functions. Equally interesting and stimulating, Peeters (2002) reviewed Traversos (2002) analysis of the word ‘Walla in the spoken Arabic. In her line of research, she examines how it â€Å"underscores the complexity of the relationship between language and cultures† and shows not only what Arabic grammarians see as a â€Å"corroboration device i.e. emphatic marker meaning ‘by God but â€Å"operating as a grammaticalized discourse particle comparable to the English particle such as ‘really and ‘truly (Wierzbecka cited in Peeters 2002.) Peeters (2002) adds that it is a â€Å"key word† like Wierzbeckas ‘a la` â€Å"because of it frequent use and its cultural specificity† (cited in Peeters 2002.) Similarly to Tabars (2007) study of the word ‘Habiib it has a common core with ‘Walla that is they both refer to a form of bonding between the speakers â€Å"on a basis of ethnicity or religion.† This theory also applies that when Arab origins use these terms they reveal a sense of â€Å"closeness† illustrating the ethnical element and friendship/family nature of the Lebanese Arab cultures. Overall, a conversational routine can be used everywhere. It doesnt exactly have a specific place to be put in, but a clue on how to use them according to the Lebanese would be that most express exclamations, surprises, frustrations, anger etc. and if not, then their second most common use would be to fill up a place where you have nothing to say or when you are trying to think of something to say. Rationalizing on what Thorton (1988:26 cited in Language and Cultures) proposed then we should not ask â€Å"what culture is but what culture does† to our language. In conclusion, this paper bought to light that the cultural norms of the interlocutors language are exposed through it. And that this intertwined relationship between language and culture aimed to point that they largely depend on each other to reflect and determine the cultural assumptions and values of a specific social culture in order to address and build a better understanding world for all.

The Third Murderer in Shakespeares Macbeth Essay -- GCSE English Lite

The Third Murderer in Macbeth  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   Although Shakespeare had a great flare for plot material, he often had trouble with loose ends. Many times, seemingly important people will disappear from the script; they are never seen again. And other times, characters will suddenly appear out of nowhere. One such inconsistency is the identity of the third murderer in Macbeth.    At the beginning of 3.3, the third murderer makes his entrance. FIRST MURDERER: But who did bid thee join with us? THIRD MURDERER: Macbeth. SECOND MURDERER: He needs not our mistrust: since he delivers/ Our offices and what we have to do/ To the direction just. (3.3.1-4) It is clear that the other two murderers had no prior knowledge that another would be joining them. The shortness of response by the Third Murderer may indicate that he is lying about who sent him. If Macbeth had hired a third man, he probably would have informed the original murderers. Much speculation is put to the thought that Macbeth sent one of his aides as a sort of baby-sitter to make sure that everything went as planned. The most popular choices as chaperones are Seyton and Ross (Iago; Spielbauer). However, if Macbeth had sent another man, wouldn't he also have instructed him to report back to him? The First Murderer is the only one to return to the castle. The Second and Third Murderer disappear and the audience never sees them again. If the additional man were Seyton or Ross, wouldn't it have been he who would take the news back to Macbeth? If perchance, Macbeth's spy should have made it back before the First Murderer arrived, why would Macbeth put on such a show of surpris e at the events of the evening? Unless one of them was working on his own wi... ...nted about it, which would prove that he didn't want them to die. Most of all, it was possible for him to be there. All other suspects would probably have been other wise tied up with more important things to do. Of course, there is always the theory that the Third Murderer is just another Bum Joe from the street who really needed a job. But that would be disappointing, wouldn't it?    WORKS CITED Gathergood, William. http://www. shakespeare. com/nwcwg/old/quer 082095001523. html. Nov. 11, 1996. Iago, and Beth Smarr. http://www. shakespeare. com/nwcwg/students/quer 031096134358.html. Nov. 11, 1996. Shakespeare, William. Macbeth. Prentice Hall Literature: The English Tradition. Ed. Jack Armistead et al. New Jersey: Prentice, 1989. 223-303. Spielbauer, Bruce. http://www. shakespeare. com/nwcwg/students/quer 031096133433. html. Nov. 11, 1996.   

Diary of Mrs. Amelia Stewart Knight :: essays research papers

Response on â€Å" Diary of Mrs. Amelia Stewart Knight† When I finished this article I started to realize that the life of pioneers was not just one big adventure, but they had to face some really difficult problems like dangerous river crossing, bad weather, different kinds of accidents and diseases along the way without any chance for medical treatment. But first of all I had make a research to answer one question before all the problems along the way. It is how much did pioneers traveling west needed and how long did they have to safe money to be able to support their trip. It took roughly $800-$1,000 to obtain a proper outfit (wagon, food, clothing, etc.) and enough supplies to live a whole year without planting or harvesting a crop. Some families saved for three to five years before being able to begin their trip to west. From mine point of view they had to be very patient and live more or less in poverty to be able to save such a big amount of money. That means that most of people had a lot of problems even before they started they â€Å"trip† to west. Another great surprise for me was that most people walked and made the entire 2,000-mile journey on foot because most emigrants grossly overloaded their wagons and that is why only few could ride inside the wagons. Most of emigrants who could ride inside were children and women. To ride in a wagon sounds really better than walking all 2000 mile on foot, but another problem which they had to face was that the emigrant wagons didn't have any safety features. If someone fell under the massive wagon wheels, death was instant. Many lost their lives this way and as I mentioned above most often, the victims were children. Farther more the river crossings, which were necessary to get to their point, were a constant source of distress for all members of the group. Hundreds drowned trying to get wagons, cattle and another stuff to the other shore. Perhaps the biggest problem on the Trail was a deadly disease with no cure at that time, called cholera. This disease was a really big threat, not only for an individual, but also for the whole group. First of all it’s very contagious and secondly the sick person would slow down the whole caravan. Sometimes they received a proper burial, but often, the sick would be abandoned, in their beds, on the side of the trail and die alone.

Brent Staples’ Black Men in Public Places

Black Men in Public Spaces is a piece of autobiographical writing that deals with issues of racism and discrimination in the United States. In his short essay, Brent Staple relates a few of his nighttime experiences in the street, which revealed the way in which he was perceived by the others. As a member of the black community, Staples discovers that he is shunned by the strangers that he meets in the street and that women especially think of him as of a perilous individual.Not being a violent man, Staples is confused and offended by the awe he inspires to the strangers that pass him by and soon learns to shun them himself in order to avoid the unpleasantness of an encounter. Thus, Black Men in Public Places is best suited for biographical criticism. The essay recounts a few of the experiences of the author during his encounters with strangers in the street. These experiences are related in such a way as to highlight the social issues at hand: racism in the form of prejudice and pre conception.The author has several encounters with white people during his night wanderings that reveal a disconcerting attitude on their part. The young black man is shunned by the white collectivity as a dangerous man. The setting of these occurrences is very important: the night and the public places reveal the space that the black community is allowed for in the current society. Despite the fact that they are free, black men are regarded with prejudice and lack of confidence by absolute strangers, without any explicit motive.Thus, the author feels that his simple presence in the street, without any triggering gesture or attitude on his part, is likely to cause disturbance. He also realizes that the fact that he is considered dangerous by the others without other evidence than the fact that he is black can make his walks dangerous. To highlight his ideas, Brent Staples uses a few particular devices. Thus, first of all, the piece is more of an essay than an actual story. Neverthele ss, the author shapes it by giving it a particular ending.While he relates a few of his experiences as well as that of one of his black friends who is also a journalist as himself in the beginning, he ends by remarking that he himself soon adopted the same attitude as the white individuals had towards him. Thus, in order to avoid the unpleasantness of feeling the fear he inspires to the strangers he meets in the street, he begins to avoid anyone he sees himself and to keep his distance as much as possible.He also relates that he decides to quicken his pace and overtake other people in the street so that they should not feel as if they were followed by him. These techniques that the author uses for avoidance are revelatory for the racial problem described here. Thus, the black men do not seem to be entitled to the â€Å"public space†, where they are looked upon with fear or distrust. Their mere presence is therefore avoided by strangers because of racial prejudice. The author creates an interesting effect at the beginning of the story as he uses semiotics and tropes in order to make his point.Thus, swinging for a moment into the white perspective, he begins his story by declaring the first woman that ran away from him in the street â€Å"his first victim†: â€Å"My first victim was a woman-white, well dressed, probably in her early twenties. I came upon her late one evening on a deserted street in Hyde Park [†¦]†(Barnet, Burto and Cain, 301). The word â€Å"victim† is a sign, emphasizing the way in which the white person perceived himself or herself in the presence of the black man.Furthermore, Staples makes use of an interesting metaphor to describe the confusing and painful effect that this first experience had on his own perception. Using an auditory image, he highlights the fact that the reality of prejudice was discovered to him in the sound of the hurrying footsteps of the white woman who was trying to escape him without a ny apparent reason: â€Å"It was in the echo of that terrified woman's footfalls that I first began to know the unwieldy inheritance I'd come into–the ability to alter public space in ugly ways.†(Barnet, Burto and Cain, 301) It is through this echo of avoidance that he hears in the woman’s footsteps that Staples realizes that he is not regarded as a simple individual but as a part of the black community, and, as such, he finds himself the unwilling inheritor of detrimental behavior. In order to transmit his message on racial prejudice, Staples also uses a metaphor describing the actual distance that lies between black and white people: â€Å"That first encounter, and those that followed, signified that a vast, unnerving gulf lay between nighttime pedestrians–particularly women–and me.† (Barnet, Burto and Cain, 301) Using the word â€Å"gulf† to portray this distance and the relationship between the black and the white, Staples evokes the painful consequences of prejudice, which creates this insurmountable distance between people. These observations, determine the author to take precautions himself and avoid encounters in the street as much as possible: â€Å"I now take precautions to make myself less threatening. I move about with care, particularly late in the evening. I give a wide berth to nervous people on subway platforms during the wee hours, particularly when I have exchanged business clothes for jeans.† (Barnet, Burto and Cain, 302) The ending of the story is also very effective, as the author declares himself the inventor of a new strategic point designed to relax the relationships between the two racial opposites. Thus, upon his encounter with white people, the author begins warbling cheerful songs meant to ease the atmosphere and increase the confidence of the others: â€Å"Even steely New Yorkers hunching toward nighttime destinations seem to relax, and occasionally they even join in the tune . Virtually everybody seems to sense that a mugger wouldn’t be warbling bright, sunny selections from Vivaldi's Four Seasons.† (Barnet, Burto and Cain, 302) Black Men in Public Places is therefore effective precisely because the writers chooses an autobiographical style to relate his experiences, thus providing with an introspective view of his experiences. The ending is particularly effective precisely because it depicts the unnecessary efforts the author takes in order to make his presence in the street less conspicuously menacing for the white people. Works Cited: Barnet, Sylvan, William Burto, and William E. Cain. Literature for Composition. New York: Pearson Longman Publishers, 2007

Raising Achievement of Ethnic Minority Children Essay

This literature review would explore the barriers in pinnacle rearingal doings of cultural nonage savants. As this is a broad battleground of concern the literature would examine twain main barriers such as hearty undercoat issues and incline as superfluous dustup (EAL) while briefly spirit at an opposite(prenominal) barriers such as Statistical information collected from the student train Annual School census (PLASC) 2002 would be analysed in respect to this host sociable sparing status and its act on their education.The literature would outline the consequence of raising masterment, particularly ICT instructors responsibility. This report would identify some strategies/solutions including pedagogic admissiones to raising progress which would be offer by research. The oerall recallings would illustrate wherefore heathenish minority baby birdren underperform faculty memberally than their counterparts in give instruction. INTRODUCTIONIt is alp ha to separate that ethnic minority pupils may happen upon into the category of pitiable consort low doing. (Battle and Lewis 2010 pg35) said a mortals education is closed linked to their livelihood chances, income and wellbeing its thitherfore, honest to reckon that ethnic minority communities argon close to believably to under effect than otherwises beca drug abuse up of their socio- scotch conditions. spoken communication in education has long been the subject of attention by educationists at all levels.Initially as concerning the problem of doctrine slope to churlren for whom it is non a first phraseology, The Swann Report 1985 pg385 some other drawbacks to raising achievement be institutional racism, lack of motivation, lack of suitable challenge, the rightness of activities and tasks, a mix-match of expectations, a perceived irrelevancy of the activities and tasks. National reading Authority take on to be raising achievement to high levels and closing student achievement gaps be priorities in schools and communities at all economic levels and in urban, rural, and suburban find outtings.(http//www.nea. org/ groundwork/17413. htm. Accessed 02/11/12) What is training Achievement? According to (DfES 0013-2006. Pg. 6) (Excel and enjoy) raising achievement pith a trig education for every child and spring chicken person, that gives them strength in the basics, str etceteraes their breathing ins, and take ins their life chances. It give create luck for every child, heedless(prenominal) of their background. Teachers bugger off a committed li magnate to enable all learners to stool and achieve their full authorization, whether they atomic number 18 SEN (Special Education Needs), EAL (side as an Additional Language) or ethnic minority student.What is ethnic nonage? The ethnic minorities in the UK, 50% are Asian or Asian British (Indian, Pakistani etc. ), 25% are morose or scorch British ( drab Afri skunk, Black Caribbean etc. ), 15% are conflate Race, 5% are Chinese and 5% are of other ethnic back cause. (http//www. history educationsite. co. uk/ethnic_minorities_education. htm. Accessed 02/11/12) Cabinet Office defined it as sociality refers to cultural heritage (thus the term ethnic minorities back oddity alike be apply to include White ethnic minority groups in Britain, such as the Irish or people from other European countries).However, the systematic historical and continuing copy of disadvantage for Black and Asian groups hit them out for special divvy upation. (webarchive. gov. uk. Accessed 02/11/12). Barriers to Raising achievement Socio-Economic Backgrounds Socio habitus usher out cause in equality in class which could in turn influence the achievement in children (C. Stephen pg. 269) Social scientists seduce recognise the brilliance of an individuals family socio economic status (SES) has an influence on the donnish achievement of children since the mid-1960s.It could cause low their authorization and self-importance-esteem ethnic minorities may nonplus special issues related to self-esteem. Because of prejudice, minority members are resemblingly to see a controvert image of themselves ( DeLamater. J & Myers. D pg. 88). (http//www. history acquiresite. co. uk/ethnic_minorities_education. htm) cultural backgrounds that are less successful in education is because they have a higher(prenominal) percentage of pupils from subjecting class backgrounds. excessively the unhorse a childs class position, the lower their income.Bangladeshi, Pakistani and Black pupils are more than likely to be raised in low income families. This send packing affect how well they do in school because lack of funds means lack of school equipment, less nigh(a) working conditions e. g. cold house, no desk etc. This inequity could lead to poor or erratic attendance which was cited as a contributory factor to poor proficiency in several schools. Table1 the schoolchild L evel Annual School Census (PLASC) 2002 illustrates the affect of socio-economic disadvantage by comparing sexual intercourse GCSE performance for pupils who are eligible for innocent(p) school meals.This shows that pupils from lower socio-economic groups tend to achieve less advantageously directs than those from higher socio-economic groups and that this divergence is particularly large for washrag pupils. (Aiming senior high Raising the Achievement of nonage Ethnic Pupils) Table2 The pupil level annual school census (PLASC) 2002 characteristics Proportion achieving 5+ A*-C GCSEs for those entered for GCSEs in Maintained Schools in 2002 watch over these charts are based on data collected as part of the 2002 Pupil Level Annual Schools Census.From 2003, data forget be based on an updated set of categories including mixed heritage, Gypsy/Roma and Travellers of Irish heritage which are listed at assume A. (Aiming senior high Raising the Achievement of Minority Ethnic Pupils ) Discrimination on grounds such as race exit affect effective nurture fundamentally in most cases, which is linked to disparities in school. Some schools are institutionally racial, says Oftseds Director of Inspections, Jim Rose to the infliction of teachers unions.Mr Rose said Much of that racism, we think, is to do with unwitting stereotyping of teenagedsters and the lack of expectation or lowered expectation of teachers as a result of that sometimes (http// raws. bbc. co. uk/1/hi/education/294078. stm). With the fact that their ethnicity influences their class and their class influences their attitude, there is concern rough the aspirations of underprivileged children socio-economic barriers may hinder aspiration formation for these children because of lack of mentors, opportunities, and resources and also incertitude their ability to attain in learn (http//www. breeding benefits. net/Publications/ResReps/ResRep27. pdf pg3).The major(ip)ity of schools are meshed in a wide physique of initiatives to improve provision and raise the learning of all pupils. However, few schools monitoring device these activities systematically and rarely do they have a specific ethnic focus. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7).Strategies to raising achievement of Socio-economic barrier Having realistic expectations of the educational achievement of children of lower socioeconomic groups will start out them feel they can achieve their potential.Expectations are also shaped by teacher and student perceptions of the reasons for successes and failures. A low ability student, who views failures as lack of ability and successes as luck, will lose his motivation, feeling that there is little he can ad in force(p)ment to improve his learning. (Rose Miller 2001) As evidenced earlier pupils from ethnic minority group have low self esteem thence, it is crucial for teachers to come along the child or young person to find their own preferred style and one shot of learning so they are bind to pursue their learning process, making them have ownership of their own learning and work.To uphold raise achievement teachers and leaders should monitor and track achievement, encourage and championship the child to maximize their potential be aspirational for them. Parents with fewer financial resources tend to hold lower aspirations for their children, and young people from socially disfavor backgrounds tend to have lower aspirations than their more advantaged peers (Schoon, 2006).Promoting a culturally friendly surrounds and establishing classroom ethos of respect with a clear approach to racism and bad behaviour mannequin and promoting values, attitudes and behaviour supportive of race equality in class would explore and luff underachievement to raise attainment. (excellentandenjoymentlearning pg23). Strategically choosing students to work in groups, peer mind where they can see others work which could sponsor them shape their own work and attain a better grade. However, teachers want to provide students with a stress free learning environment so they can feel include .(EVIDENCE OF WHY THEY NEED STRESS unloose ENVIRON,ENT) The revised National Curriculum includes a statutory inclusion body statement screen background out how teachers can ensure the programme is accessible to all pupils which would certainly servicing oneself raise attainment for also ethnic minority students . It states that teachers must follow ternary principles for inclusion setting suitable learning challenges acting to pupils diverse learning learns and overcoming potential barriers to learning and assessment for individuals and groups of pupils.(cabinet office pg14). NALDIC (National connexion for Language Development in the Curriculum), states that we should therefore ensure access to and progress through the political program or subject content. ( using ict for eal pg5) as well very few schoo ls review their curricular and pastoral strategies to ensure that they are bare-ass to the ethnic groups in the student nation and the wider community. In those instances where schools have done this as a result of concerns about a particular minority ethnic group, prescribed outcomes have resulted.(Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7) Schools working effectively with pupils in low attaining groups were not found to strike specific approaches for particular groups of pupils such as minority ethnic groups, but quite personalised the platform, precept and assessment such that pupils in some(prenominal) group could benefit. (Effective learn and Learning for Pupils in impoverished Attaining Group). Self- assessment and appropriate keister setting fit in to individual learning styles would help them to systema skeletale identities as successful learners.The rude(a) Teachers Standards (DfE, 2011) would enable this strategy to work per fectly as teachers have to Adapt educational activity to respond to the strengths and needs of all pupilsevaluate typical teaching approaches to engage and support them. (Standard 5 The QTS Standards DFES Qualifying to Teach(2002) In excess, as they are much more likely than their peers of a higher socioeconomic environment to have a poor attendance, come out school earlier and with fewer qualifications, and are at far greater take a chance of being excluded from school. http//education-landscapes. eu/pdf/learning_barriers. pdf . Teachers recognise strengths and improvements value their effort would encourage children participation. Using dogmatic words (Ive seen a set out in you) and encourage this group would fare them feel motivated, believe in themselves and apprehended to want to attend school (promoting attendance) unheeding of any socio-economic worries. Attending bring ups evenings and other less formal school functions can help understand difficulties and help to remove any barriers http//education-landscapes.eu/pdf/learning_barriers. pdf. This could help build parent teacher relationship and both parties could work ways to help raise the achievement and eliminate barriers affecting this young persons learning. ? Respect frustration and encourage a positive approach to setbacks. http//education-landscapes. eu/pdf/learning_barriers. pdf. English as an Additional Language (EAL) barrier on Ethnic Minority EAL learners will be alter by attitudes towards them, their culture, manner of speaking, religion, and ethnicity http//www.mkweb. co. uk/emass/documents/Website_EAL_Artwork. pdf.The proportions of pupils with English as an additive spoken delivery are from ethic minority background groups about five per cent (Black Caribbean pupils) to over 90 per cent (those from Bangladeshi backgrounds). virtually 9. 3% (over 632,000) of all pupils in schools in England are recorded as having English as an additional address (EAL) harmonize to Sta tistics of Education 2002(aiminghighraisingachievent pg28).These conversation patterns are argued to be consistent with legion(predicate) low income families which are inadequate to meet the demands of the education system. These patterns right away contribute to educational failure as students cannot always understand elaborated speech which teachers use and teachers often misunderstand students who use the restricted speech. As a result there is a breakdown in communication between teachers and pupils. http//www. historylearningsite. co. uk/ethnic_minorities_education. htm.This is a major barrier to achievement as English is not their first language and cannot conduct effectively in lesson, with peers and content of the broadcast it is helpful for the to access prior cognition so they have a fair understanding before the next lesson Language learners need access to the subject curriculum while they are learning English. EAL students learning is NOT a learning difficulty, lear ners should not be placed in groups or sets for slow learnersthey need bully peer models of subject specific talk and writing.Teacher expectations are powerful determiners of student success. Teachers should reflect high expectations in the pushful bespeaks set for these children. Bilingual learners need to spring more progress each division than their peers in order to catch up (Collier, 1995) their efforts need to be ac experienced and appreciated, to build their self-image and self-esteem as successful learners. (Making the variety Teaching and learning strategies in social schools) Solution/Approaches(Bourne, 1998 and others) Reforming the mainstream to be more language aware is not only good for bilingual learners, but benefits ALL students (Making the fight Teaching and learning strategies in multiethnic schools). Education authorities have value the fact that student with EAL will push to reach their potential and has incorporate into the new Teachers Standards, sa ying that all teachers and trainee teachers will benefit from an understanding and recognition of EAL as a significant field of teaching and learning. (http//www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/ pedagogy.)It is serious to recognise that children learning EAL are as able as any other children, and the learning experiences planned for them should be no less cognitively challenging High challenge can be maintained through the provision of contextual and lingual support and raise attainment. (ExcellenceandEnjoymentlearningandteachingintheprimaryyears,CreatingalearningcultureClassroomcommunity,collaborativeandpersonalisedlearning(DfES 0522-2004 G) However, Schools and colleges will need therefore to provide both physiological and virtual learning environments that motivate and support the EAL learners distinctive needs.Raising achievement of ethnic minorities students with low attainment and EAL by developing appropriate resources crosswise the curriculum make effective use of displays boards to support their learning and develop their knowledge of the linguistic, cultural backgrounds. (excellentandenjoymentlearning pg32) It is a legal demand for literacy to be included into lesson literacy is fundamental to good learning and achievement.It must therefore be a top priority for teachers consider how subject specific vocabulary like writing out keywords on white board, spelling and pronouncing words correctly which would help improve their English language grammar should be introduced, modelled, extended and supported through the teaching of subject content to enhance literacy (ExcellenceandEnjoymentlearningandteachingforbilingualchildrenintheprimaryyears). take form small groups for computer-based activities that enable early full point learners to work with other first language speakers and to hear good models of English.Establishing layered curriculum targets as a context for language development. Speaking and listening guided ses sions for language development. (Effective Teaching and Learning for Pupils in Low Attaining Group). Using ICT to raise achievement of Ethnic Minority pupils with EAL. ICT has a vital mapping to play in providing the appropriate resources and engine room for both learners and teachers. Using ICT to support EAL students presents challenges for many teachers of how best to make use of these new and emerging technologies to raise the achievement of their EAL students.(Using ICT to support students who have English as an additional language) Using Creative use of ICT in the classroom can promote inclusion and reflect cultural and linguistic diversity. multimedia system Projects provide excellent opportunities for learners to work collaboratively with other first language speakers. Email, local electronic network links, user groups and video conferencing facilities provide opportunity for learners to communicate with proficient speakers of English and also of their first language ac ross the world.Pupils learning EAL require opportunities to draw on additional contextual support to make find of new information and language. Content learning for pupils learning EAL can be greatly improved through the use of optical support. This can help learners to conceptualise learning tasks that are being presented to them, or in which they are engaged, even when their knowledge of the target language is circumscribed. http//www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy OCD/Migraine/ surface plate in head ascribable to past injury.If *** bumps her head call make outr forthwith/ unhappy to come SRS/difficult to make friends/suffered bullying/kept away from other students at break times in primary school/attention searcher beetle/ mother died due to violently attacked by father (sees father in prison) / CAMHS/ care placement/ Literacy/maths/low self esteem/limited support from home/ IEP/PEP Pedagogy approach to EAL EAL pedagogy is the set of s ystematic teaching approaches which have evolved from classroom based practices in fellowship with the development of knowledge through supposed and research perspectives.These approaches meet the language and learning needs of pupils for whom English is an additional language. They can be used in a wide range of different teaching contexts. http//www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy Setting out limited number of objectives criteria describe what the outcomes will take care like when they are achieved and actions linked to the target objectives to identify what has to be achieved by the end of lesson is said to raise success of learners whose snatch language is English (excellentandenjoymentlearning pg23).Personalisation is the key to tackling the relentless achievement gaps between different social and ethnic groups. It means a tailor-made education for every child and young person, that gives them strength in the basics, stretches their as pirations and builds their life chances. higher(prenominal) standards, better schools for all (HMSO 2006)(from-excellentandenjoymentlearning pg14) The development of EAL pedagogy has been influenced by social constructivist theories which emphasise the importance of scaffolding learning, and those which highlight the importance of socio-cultural and emotional factors.Children learning EAL will be affected by attitudes towards them, their culture, language, religion and ethnicity. (excellentandenjoymentlearning pg14) Learning of English should be distinguished into communicative skills and cognitive and academic language proficiency. Children should be diametrical up in group so they can become conversationally bland in the new language by communication and collaborating with others and to catch up with monolingual peers in the development of cognitive and academic language.Activating pupils prior knowledge finding out what pupils know about a topic through sceptical, supporting self-monitoring and using KWL (Know, Want to find out, Learned) charts, brainstorming in small groups or pairs, discovery tasks, alter use of first language. http//www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy.Peer and share, questioning strategies using oral feedback is also important to move learners towards the forms of language used in writing (cognitive) and linguistic development. Children learning an additional language are not just learning vocabularies, grammars and pronunciations it helps them to learn all other language functions such as questioning, analysing, hypothesising that they need for other subjects like mathematics, science, ICT and so on. planning lesson for a class that has EAL student.