How might a youth worker assist young people with the development of Essay

How might a youth worker assist young people with the development of moral thinking What are the issues for undertaking this kind of work - Essay Example Late adolescence is when the youth comprehends separation from the family and living an independent life. There are a lot of directions that these adolescents need. The physical and mental changes that come about develop their identity and character. It is quite natural for parents to expect a change for the better. Expectations from parents and society increase. This is a time when a youth, if not guided properly, can end up being a liability to society. Parents need to be careful in the way they handle their children at this time. Children can get carried away and be influenced by the people around them. A time when they are told to 'grow up' or 'act you age', these children must be counseled in knowing the right from wrong. This must be done professionally. Children are now in a position to understand their role in society and take a firm decision on their career. Many youths come through their adolescent years without problems. However, for some, it is a difficult period, necessitating a great deal more of understanding, patience and support. No two children are alike. Each child will have his/her own thoughts and views on life and parents experience different challenges along the way in the growth of their child. However, through their journey of adolescence, analogical situations faced by almost all adolescents are: Measuring the society's values and moral standards Identifying themselves with others; a personal identity Rebellion of authority Moodiness To an extent, an interest in the opposite sex This is the time when all the training and guidance thought to them will be of importance. There is no point in trying to impose on them, for the simple reason that they would rebel. The youth should be taken into confidence and taught the aspects of life. 2.0 Executive Summary Moral education is an integral part of psychology and education. Never before have the reports of increased violent juvenile crime, teen pregnancy, and suicide been highlighted as now. The reason: The numbers of cases just got longer and longer, outnumbering all other news reports in newspaper every day. While not all of these social concerns are moral in nature, they are complex. There is a need to find solutions to these problems so that children are better prepared to face the challenges of life more socially. It is much easier said than done. There are many potholes on the way to success. Adolescence is often stereotyped as a period of stress and turbulence, though this may be far from true. Many adolescents have shown a lot more resilience in the face of challenges and stress, quite a few have engaged in behaviours involving risk, and there are others

Maritime Law in Relation to Time Charter Hire Essay

Maritime Law in Relation to Time Charter Hire - Essay Example This is followed by definition of maritime law and providing a brief explanation to help understand the concept at hand. After looking at maritime law, the context then analyzes the two statements, identifying the best statement that suites maritime law as far as Time Charter Hire is concerned. The statements are: â€Å"I have come to the conclusion that hire must be treated in the same way as freight, and that to do so is not an extension of the established exception. It is only in comparatively modern times that the word ‘hire’ has been used. It was formerly known as ‘time freight’ or ‘time-chartered freight’. Indeed, in marine insurance terminology, ‘freight’ still includes ‘hire’.†Ã‚  (The Satya Kamal [1975] 2 Lloyd's Rep 188, per Donaldson J.) â€Å"‘Freight' is payable for carrying a quantity of cargo from one place to another. 'Hire' is payable for the right to use a vessel for a specified period of time, irrespective of whether the charterer chooses to use it for carrying cargo or lays it up, out of use. Every time charter contains clauses which are quite inappropriate to a voyage charter, such as the off-hire clause and the withdrawal clause. So different are the two concepts that I do not think the law as to 'freight' can be applied indiscriminately to 'hire.' (Lord Denning MR in The Nanfri [1978] QB 927.) Relationship between Maritime Law and Time Charter Hire Maritime law is a body of laws, treaties and conventions that presides over international confidential business or other matters engrossing ships, shipping or offenses taking place on open water2. Laws between countries controlling things like national versus international waters are regarded as public international law and are well identified as the Law of the Seas. Through these waters is where the business of time charter hire occurs where an individual can hire a vessel and use to transport cargos from one specif ic port to another. Maritime law, which is also termed as admiralty law, is one of the most developed and oldest types of law. It covers all the laws that rules over contract, tort, ships, marine business, shipping, and employee recompense assertions that take place on the navigable waters of the world. The law is helpful in determining the amount of freight to be issued to the vessel owner when used by a voyage charterer. Subjects of maritime law can encompass towage, salvage, maritime liens, marinas, maritime contracts, and maritime damages. This means that both voyage charter and time charter are covered by these law thus, enhancing contracts made between charterers and owners. Despite the fact that the subjects under the umbrella of maritime laws are many, there are numerous of them that are pretty interesting. For instance, there are rules that preside over what takes place when an individual finds property that had lost. Under international rules, if possession is lost on the water and found by another individual, the finder can assert a salvage present for recovered possession. As a result, if a ship is destructed and loses cargo during an awful ocean storm, the retriever can ask the shipping company to disburse them money for any of the cargo they recover. Note that this takes place after the vessel owner and the charterer have settled the issue of freight or hire. Therefore, if the vessel gets involved in lose of possession, the owner is not involved at all. The case now remains between the charterer and the retriever. In most cases, the salvage

Mussolinis successful rise to power by 1922 Essay Example for Free

Mussolinis successful rise to power by 1922 Essay Analyze the claim that Mussolinis successful rise to power by 1922 was largely a consequence of the impact of the First World War. Without a doubt, the role of the First World War in Mussolinis spectacular rise to power between 1920 and 1922 was considerable, for it was surely a strong catalyst for change and Italys renewal, meaning it gave way to many problematic economical and political aspects, which in turn gave Mussolini the chance to strike at the precise moment in order to have a direct affect on people and ergo win their support. These were aspects such as the damage of the foundations of Liberal Italy, which had as a consequence the rise of frustration within nationalists and the decrease in wages and increase in the level of unemployment in the country, all of which were obviously disastrous. Therefore, Italian people started to doubt their government, which seemed weak, and initiated a search for a new, stronger leadership which would bring to cease the social unrest and economic problems; to this, Fascism seemed like the perfect alternative and solution. Nevertheless, the impact of the First World War was just to certain extent the reason for Mussolinis rise to power, for there were many other factors affecting the path of Italy into a Fascist dictatorship. These other factors were the already mentioned weak liberal regime, nationalist dissatisfaction and social and economic unrest, as well as Mussolinis opportunism, the Fascists actions and the Kings (Victor Emmanuel) doings. Dealing first with the impact of the war and the numerous consequences it had, it is necessary to point out that it was the war that brought the distress among soldiers and their families, who consequently turned to Fascism as a comfort, which implicates that the war provided a great number of employers for Fascism who were from the elite troops of the Italian army, (or Arditi); this gave Mussolinis movement a great deal of prestige. The war also brought discontent within the Italian political system; this had an effect on million of Italians who started believing that the time of liberalism was finally over; a fact which greatly accelerated the process of the formation of new political parties, such as the Socialist party, and the Popolari (formed by catholic radicals). The formation of these new parties meant a heavy burden for the Liberal government, because with a new opposition and challenge their regime was in danger, nevertheless the Liberal State found itself in a high level of vulnerability seeing that it was incapable of mobilizing the economy with the purpose of eliminating the countrys economic troubles, and finding a way around its limited economic resources; this only provided the masses with new restlessness concerning their government, and ergo made them consider what seemed a more decisive power: Fascism, which seemed to have the key property to put an end to the domestic situation, which after the war was only deteriorating further; causing lifestyles to worsen for the majority of the Italian population, which was the main reason for the sense of social breakdown that was spreading throughout the country. To this, Giolitti could either see no solution, or simply did nothing to stop it, for the Liberal regime could not get rid of the social unrest which gave way to strikes of over 40000 workers. On the other hand, communism seemed to be growing in the form of a political power: the Socialist party, which was in great scale believed to be an enormous threat and therefore any show of strength from this party was greatly feared for it was thought that it might bring revolution. This encouraged most of the social classes to believe in Fascism as it posed as the savoir to this menace and as the defender of law and order. The adoption of this heroic image by the fascists could also be regarded as a degree of opportunism from Mussolinis character, for the tension that was created by the fear of Socialism of the industrialists (who feared revolution was near), small land owners (who were deeply hit by inflation and therefore felt that their government was a weak one), Industrial workers (who were threatened by the seizure of their jobs by the socialist forces) and rentiers created the perfect atmosphere for Mussolini to put into practice his skills and tactics. Mussolini successfully abused the fears of a Socialist takeover from these classes to enable them to consider Fascism not only as an alternative, but as a perfect answer to the request of a powerful and decisive government. Mussolini, to great extent, persuaded people to believe the above by the use of his extraordinary speaking skills, to which he integrated the ideas of bringing order, stability, commitment, discipline and a strong government to Italy; (which were the exact properties of a government that the Italian masses were seeking at the moment), as well as convincing the middle classes that liberalism was finished, (as already mentioned). Moreover, his astuteness served him in convincing people that they (fascists) were violent because it [was] necessary to be so (a direct line from a speech he makes after the murder of a socialist leader), meaning that he was doing what was necessary to complete the correction of Italy. While he convinced the masses that the atrocities committed by fascists were perfectly reasonable by saying that blood alone moves the wheels of history, he was simultaneously using this violent authority to secure political power for his own later use; this meant that the black-shirted actions squads were taking law into their own hands, and by doing so, they were eliminating all those who dared to oppose this fascist movement. To some degree, this use of intimidation was very effective, for it meant that fascism would gain support by force which was obviously directed by fear within the supporters. An example of this successful intimidation was the violent general elections where Fascism gained a considerable amount of seats due to the brutality used to achieve control. But although violence was greatly used, and regardless of the fact that it put Mussolini in position to threaten the state, Mussolini was aware of all the possible consequences that his actions could bring, such as provoking the conservatives to make the authorities crush the fascists if their use of violence went too far; this measure of consciousness made him a great politician. Furthermore, in contrast to the slow Liberal reaction, Fascists were fast to accept their role as the alternative to Socialism and dealt with the Social General Strike with great speed; and by putting a stop to the socialist threat they won many votes in the parliament and had an effective result in the support of Italians; on the other hand, the lack of reaction from the Liberals only showed their incompetence to restore law, order and public confidence in their regime; which in turn continued encouraging the urban educated classes to keep thinking that they were in the path towards a civil war, meaning that the sense of crisis in the circumstances had not yet ceased to exist. In addition, Mussolini exploited to the full the situation of the General Strike and thought of it as the opportune moment to oppose the communist threat and hence use the socialists failure to appeal to the people as a man whose intentions were to save Italy from its inadequate Liberal government and propose a new regime which would be the salvation of Italy. All the while, Mussolini used his character and skills at discourse to reassure to the Liberal government that fascism, unlike Socialism, was not to be feared, this could be regarded as another opportunist strike from Mussolinis part for it served him into luring Giliotti into thinking that Fascism (Mussolinis PFN) could be controlled and absorbed into the existing political regime, meaning the official government list of coalition partners, to form an anti-socialist government coalition. This would come to be one of the biggest mistakes from the Liberals side, for; of course, Mussolini used absorption to his advantage for it gave him a level of respectability as a political party and therefore allowed the Fascists to win more seats, this was a great occasion for Mussolini for he wanted to come to power through parliamentary means. Then again, as expected, this invitation by Giolitti to enter the coalition was the result of a loss of liberal maintained seats in the parliament; seats that were lost to the Socialist party. This situation in which Giolitti was forced to look towards coalitions for support is linked to when he had formed a coalition with the Popolari, which was a political party formed by radical Catholics. This, again, clearly shows the fundamental weakness of the Liberal government for it was completely dependant on this coalition to survive within the parliament and to ad to its already mentioned problems; this was a very problematic relationship because the Popolari were rather suspicious of the Liberals anti-clericalism. The fact that it was once before also dependent on the making of coalitions, the weaknesses of the Liberal Parliamentary System are shown to have been evident long before 1922. Likewise, a further great weakness that the Liberals possessed was the lack of political will to use their own power of violence against the Squadrisimo fascist squads in order to restrain them; and by being deficient in having this determination, the fascist squads continued to perform acts of violence which ensured the fascist to induce fear and therefore eliminate opposition by intimidation. Yet in contrary to all these factors affecting Mussolinis rise to power; his vagueness and lack of any definite political beliefs gave Mussolini a unique sense of ambiguousness, and due to this Mussolini was able to influence and manipulate people so that they would perceive fascism in the way he wanted the to; this opened many paths to Mussolini throughout his career as a politician. The actions of King, Victor Emmanuel, were also crucial in the process of Mussolinis rapid rise to power. This is mainly because the King could have stopped the fascist forces if only he had not been afraid of being replaced by his cousin, Aosta. He was afraid of this because he believed that his cousin, being a fascist sympathizer, would want to replace him if he dared to oppose Mussolini in any aspect. On the other hand, it is believed that the King believed Mussolinis claims that the Monarchy and Fascism could coexist and therefore acceded to his demands, and actually appointed him head of coalition government. On the other hand, it is also said that it was weakness which made the King give into fascism as easily, for he did not believe that anything could be done against fascism; that is was too strong. Nevertheless, it is also greatly believed that Fascism could have been destroyed in 1922, in the March on Rome, of only the King had been strong enough as to oppose Mussolini, because there was a great deal of disorganization within the Fascists, meaning there was a lack of planning of this supposedly great movement, plus Mussolini was under a immense amount of pressure (from the RAS), and was going through a great depression which made him somehow weaker and easier to defeat; and therefore the army could have easily stopped it if only orders have been transmitted to it. A counter argument for this claim that it was weakness which stopped the king from acting is that he thought that Italy was walking into a full-scale civil war, and therefore, to prevent it, he took no measures against Fasc ism, and that, in addition, in that time he was under a great deal of pressure, and ergo did not make what could have been the best decision. Another vital decision that the King took was to appoint Mussolini as Prime minister, although this decision could also be blamed on the weakness of the Liberal regime, because if it had not been so indecisive, the King would not have been forced to take this step towards a dictatorship, thus if the Liberal government had been more able, and had not underestimated Mussolini then the King would not have been under so much pressure and would have probably made a better decision than to appoint Mussolini as Prime Minister. But as we can see, the March on Rome, instead of leading to a disastrous moment in Mussolinis life as it could have; it was the catalyst to the rise of power of Mussolini, for it provided the exact amount of pressure the King needed to make Mussolini the youngest Prime Minister of Italy. With the above historical debate we can say that the First World War provided the necessary conditions for Mussolinis rise to power, however, these were not sufficient and therefore other affecting factors were eventually needed to complete his successful rise to power, such as the terribly weak Liberal government which enabled the Italian people to look elsewhere for strong leadership and ergo turn to Fascism as an alternative and solution to the Socialist threat, and the brilliant tactics that Mussolini uses as well as his great deal of opportunism which made him capable to turn disastrous situations to his advantage. Such as the Matteoti crisis which forced him to use his ability to speak in front of the masses and convince them of the justification for violence; he also benefited from this crisis by abusing the fact that all other forces in the parliament left hi alone and in control of it. Having said the above, it can be understood that Mussolinis rise to power was, as Richard Parrish describes: a multi-causal phenomenon.

History of the English Language in India

History of the English Language in India INTRODUCTION This study aims at studying the language needs of under graduates students, revealing the discrepancies of different participants with respect to actual English language skills and target language skills and then suggest corrections in curriculum, wherever required. The study is conducted at Sant Gadge Baba University; Amravati, on students studying in under-graduate courses.This chapter presents information on the background and purpose of the study. Next, research questions are presented. Finally, definitions of some basic terms used in this study are presented. Background to the Study Global English World English is broadly categorised into three varieties: English as a Native Language (ENL), English as a Second Language (ESL) and English as a Foreign Language (EFL). Accordingly, there are three geographical divisions of English speaking nations viz., ENL territories, ESL territories and EFL territories (Braj B. Kachru in Koul N. Omkar (eds.) 1992: 2 -3, cited in Hasan Kamrul Md,2004).1 ENL territories In countries like the UK, the USA, Canada, Australia and New Zealand, English is the first or often the only language of communication among the people. In ENL territories people use the mother tongue variety of English. ESL territories- In ESL situations English plays a vital role and is used to perform a variety of official, educational, and other roles. For ESL speakers, although English is not their native language but it is an important language in their professional and social lives. Like India, English is used as a second language in almost all the former British colonies (Singapore, Nigeria, South Africa etc.) Often the persons second language becomes the first functional language in adulthood in such cases. In ESL countries English is generally given importance in the educational framework of the nation and taught in schools and colleges. EFL territories In some countries English neither enjoys the status of native language nor second language. It is treated as foreign language and its use is restricted to occupational and educational purposes. In countries like China and Japan, English is taught and learnt mainly for reasons of trade and business and it does not play any role in social interactions. A historical sketch of ELT in India: Pre-colonial period Vasco da Gamas discovery of the sea route to India also paved way for the introduction of English in the sub-continent in 1498.However, it was only in the 18th century, when the Mughal Empire was on the decline and the English East India Company had secured a foothold in India that Indias tryst with the English language began. During this period, English was the language of communication of the elite people and was not the lingua franca of the people. Colonial period With the consolidation of the activities of the East India Company in eighteenth century, began the efforts of teaching English in the South Asian subcontinent. As far back as 1759, Christian missionaries entered India and the 1787 despatch welcomed the efforts of Rev. Swartz to establish schools for the teaching of English. Another significant effort was the publication of the first book, The Tutor, to teach English to the non-Europeans by author John Miller in 1797. This book was published in Serampore in Bengal. Thus the socio- historical stage for the role of English in education was set by the end of the 18th century. T.B. Macaulay, in the Minutes of 1835, for the first time, formally introduced the teaching of English in the South Asian subcontinent. In his Minutes he mentioned the importance and usefulness of the education that would be given to the natives through the medium of English. There were primarily two objectives of such education. The first was to create through this education a class of natives who, despite their blood and colour, would be English in culture and be able to interpret between the rulers and the subjects:à ¢Ã¢â€š ¬Ã‚ ¦a class who may be interpreters between us and the millions whom we govern a class of persons, Indians in blood and colour, but English in taste, in opinion, in morals and in intellect (quoted in Macaulay 1835, quoted in Thirumalai, 2003)2. The second was to create a demand for the European institutions. Although both the objectives were designed to serve the interest of the Masters, not of the subjects, but it provided the framework of formal English ed ucation to India which to a large extent is followed even today.. Thus by the middle of the nineteenth century the aims and objectives of teaching English were very clearly laid out For the remaining period of colonial rule there were a few landmarks in the development of English such as: The establishment of universities in Kolkata, Mumbai and Chennai in 1857 and in Dhaka in 1920 Selective education and training in administration, imparted through English, the Indian University Act (1904) The Resolution on Educational Policy (1913). For the entire period of British rule four broad developments with regard to English education took place: 1600 -1800: During the early years the variety of English used was imitative and formal. It was the language of the rulers and the elite class. 1850 -1947: During the later years more varieties (from very high to very low) appeared. Indian intellectuals and freedom fighters effectively used English as tool to for political awakening and resurgence. Interaction with vernacular languages: As the use of English penetrated the different sections of the educated Indians, a new variety of English emerged. This variety of English had a very distinct Indian flavour and a number of words of vernacular origin were absorbed in English, e.g., Brahmin. Coolie, jungle, and so on. Methodology: Language studies were based on literature and grammar and the means of studies was the grammar-translation method. The spoken component of the language was not practised. The emphasis was given on correctness and complete sentence construction. English also played a critical role in Indias struggle for independence as it became the language of political awakening and resurgence. Even Mohandas K. Gandhi (1869-1948), although a strong advocator of use of national language, used English language effectively to put forth his message to the British Government . Post colonial period Post independence, the perception of English as having an alien power base changed. Kachru notes that English now has national and international functions that are both distinct and complementary. English has thus acquired a new power base and a new elitism (Kachru 1986, p. 12 as cited in Baldridge, 2002).3 For most part of the twentieth century, it remained a language used by a select few. English primarily remained the language of law and administration. The Present State Twentieth century witnessed great advancements in science and technology and this enabled many new ways of sharing information and doing business. Indias international commercial activities led to the need for acquiring proficiency in English as an international language. Now, English was not just the language of the administrators and policy makers but also became the language of the business and professional class. In India, the English speaking population is only about 3-4%, but with Indias massive population, India is among the top three countries in the world with the highest number of English speakers. In terms of numbers of English speakers, the Indian subcontinent ranks third in the world, after the USA and UK. Most English speakers in India are second language speakers, in 1971, it was estimated that the rate of bilingualism in India was 13% and 99% of English speakers are second-language speakers (Mahapatra 1990: 7 cited in Hohenthal , 2003).4 Spolsky points out that English is the most widely spoken second language, followed by Hindi. English is more useful as a lingua franca; the usefulness of Hindi as a lingua franca is regionally limited (Spolsky 1978: 42 cited in Hohenthal , 2003)5. The small segment of the English speaking population controls domains that have professional prestige (Kachru 1986a: 8 cited in Hohenthal , 2003)). It is this small segment of Indian population that hea ds Indias economic, industrial, professional, political, and social progress. Most interactions in the above spheres of life take place in English. In the linguistically plural settings of India, English often acts as the link -language among people of different dialect. For many educated Indians English is virtually the first language. Thus in the present context English is playing a vital role in bringing together people from different regional languages for a closer exchange of social, educational and administrative network of India . It provides a linguistic tool for the administrative cohesiveness of a country (Kachru 1986a: 8). English is used in both public and personal domains and its functions extend far beyond those normally associated with an outside language, including the instrumental, the regulative, the interpersonal and the innovative, self-expressive function (Hohenthal citing Kachru 1986a: 37, 2003))6. As pointed out before, the role of English is not replacive: it overlaps with local languages in certain domains (Kandiah citing Sridhar, 1985;Shridhar and Shridhar, 1986; 1991: 273)7. English language in Indian Education System English is taught as a second language at every stage of education in all states of India and has been accepted as the main medium of instruction in higher education. English is also the state language of two states in eastern India, Meghalaya and Nagaland. In India, English has become an integral part of the curriculum almost at all levels of education. However there are various social, political and cultural factors that affect the position of English in different boards, universities and other institutions. Even the curriculum offered and evaluation tools employed are very diverse across the country. The model of English offered to the learners lacks uniformity and it is this question that continues to challenge the policy makers and education planners. While most States accord English the position of second language, some others treat is as the third language; the regional language and the national language getting precedence. as in other linguistically and culturally pluralistic societies, the position of English is determined by various political, cultural and social considerations. Kachru (1986b:20 cited in Hohenthal , 2003)8 sees primarily three questions which continue to be discussed. The first question concerns the position of English in early and in higher education. The second question is concerned with the roles of the regional language, Hindi and English. The third question deals with the model of English presented to Indian learners, and how that presentation can be made uniformly and effectively. The Government of India has primarily been concerned with the first two questions, which are directly related to language planning at both the national and state levels. There are, as yet, no acceptable answers to any of these questions (Kachru 1986b:20 cited in Hohenthal , 2003).9 1.2 Language Teaching Context at Amravati University Established on 1st May, 1983, this University geographically covers the western Vidarbha belt (i.e., five districts Amravati, Akola, Yavatmal, Buldhana and Washim) of Maharashtra State. The University, in its small span of two and a half decades, has contributed in many ways for economic, social and cultural upliftment of the society by offering quality education. The Motto of this University is Education for Salvation of Soul The University is recognised under Section 12(B) of UGC   Act. The University is also an associate member of Association of Commonwealth Universities, London (U.K.) The University has 10 faculties which includes Arts, Commerce, Sciences, Medicine, Ayurved, Education, Social Science, Law, Home Science, Engineering Technology. The University has facilities to offer post-graduate advanced education in Computer, Biotechnology, Business Management, Law degree courses in Chemical-Technology. SGB,Amravati University University has been one of the foundation universities undergoing expansion and developments in the recent years. Although the University does not have an English Department to date, English courses are offered both at undergraduate and postgraduate levels in colleges affiliated to the University. All undergraduate programs offered by SGBAU are of three years except Engineering (B.E.) Evaluation tools used in order to assess the students performance are generally written exams stated to cover the course objectives moderately rather than fully. That is because listening and speaking skills are not evaluated although practiced during the classes. The exam is generally conducted once, at the end of the academic session. The nature of the written examination paper is largely theoretical. Thus, the results of this study will be an aid to the Curriculum Development Unit of English Board of Studiesof Amravati University (SGBAU)in deciding on the needs of the students and improving the already existing program to better meet the needs of those students. 1.3 Purpose of the Study? English has penetrated all functions and all sections of society. It is a universally accepted tool for communication. It is no longer restricted to the English or Americans as a means for communication. Even within India, with its diversity of languages, English has emerged as the accepted language of communication cross culturally. It has even overtaken Hindi, which is officially the national language, as far communication among people of different native languages is concerned. Although, from time to time, various political lobbies have raised the issue of prohibiting the use of English language, however, they have so far been unsuccessful. This is primarily the result of the accommodating quality of English . Moreover, most of the world communicates in English and if India has to be a part of the Global scenario, English language can be a major bridge. Looking at English language courses in sub metroplises, the fact that glaringly stands out is that little has been done to understand the special learning needs of students here and even lesser attention has been paid to prepare them to function effectively in their workplaces and academic environment. Students hailing from townships and rural areas suffer from geographic as well as cultural disadvantages. Their distance from the metros does not bring the exposure and environment which is naturally a part of the cosmopolitan work culture. Culturally as well, most students belong to families where native language is the means of communication and even in academic institutions the medium of instruction is primarily the local dialect. The prime purpose of this study was to understand the special needs of students who belong to non-metropolitan areas and then attempt to suggest how they can be optimally trained to perform academic and professional functions efficiently. Each of the skills which may be required, reading, writing, listening and speaking may be of different value in terms of their use in a specific field. This study has been able to assess the students only in reading, writing, grammar and vocabulary. Due to a large and scattered sample, the researcher was constrained not to test the listening and speaking skills of the respondents. This study aims at collecting data about the ESP needs of undergraduate students in 2008-2009 Academic Year. By comparing the results of students in each skill and the desired competence level of the items, this study, also aims at examining whether or not there is a need for improvement in those skills. Rodgers (1969 as cited in Hutchinson and Waters,1987) in Nese Ekici,2003 expresses that developments in educational psychology has contributed to the rise of ESP by emphasising the central importance of the learners and their attitudes to learning. Learners have different needs and interests, which has an important influence on their motivation to learn and therefore on the effectiveness of their learning. To get an idea about students English language skills and to see whether there was any discrepancy between their actual language skills and desired skills constituted an important dimension of the study. The foci of this study were both the target needs and learning needs for the English curriculum which is implemented during the undergraduate program. This needs assessment study will be useful in improving the already existing curriculum or designing a new needs-based curriculum and choosing more appropriate curricular elements for the undergraduate students at Amravati University Necessity for syllabus development A planned approach to the teaching-learning process can go a long way it making a course effective and relevant. However, as it is seen as something very complicated , many a times the content of the text books available for the course take the place of the syllabus. There are very strong grounds to support the need for a systematic syllabus development process, the most important of them are: First, right from the onset of the course the teacher understands the ultimate objective of the course as a result of the planned process. This gives an opportunity to the teacher to interrelate and integrate all the elements. This in turn ensures better chances for the syllabus meeting its learning objectives. Secondly, a planned approach enables better selection of teaching materials and aids. The class delivery is better planned and oriented towards the end result. Finally, this syllabus development process leads to improvement of language education. The teacher plans, structures, selects, organises the teaching content in accordance with the learning objectives. Both the learner and the teacher are well aware of the outcome desired and both work in coordination to achieve the common goal. The syllabus theory has not found wide application in ELT practice yet and has often been ignored by applied linguists. However, the application of this theory could be very beneficial for the whole ELT process improvement. This research is an attempt to bring in the application of syllabus development process for SGBAUs language courses. 1.3.1 Research Questions The purpose of the study was to conduct a needs assessment revealing the language skills  of Undergraduate students. The following are the research questions this study sought to address: What is the present language proficiency level of students of under-graduate courses? Is the present curriculum able to meet the language needs of the students? Are their gaps between the desired and actual performance of the students ? Is there a difference in the language competency of students across different streams- Arts, Commerce and Science? Is there a difference in the language competency of students from first year of their undergraduate course to the third and final year? Does a co-relation exist between the students medium of instruction in school and present performance? Are there any specified learning outcomes of the language courses offered by SGBAU? Is a post-course analysis done to match the desired and achieved proficiency levels? Is there any mechanism in place to ensure uniformity of delivery across all colleges under SGBAU? What is the present process for syllabus designing? (More questions to be added) 1.4 Significance of the Study A needs assessment study is usually carried out for different purposes states Richards, 2001(cited in Ekici Nese, 2003). Understanding the learners problems, assessing whether the present syllabus adequately addresses those problems of the learner, identifying what skills the learners need in order to perform a specific role, analysing if a change in approach and strategy is required and identifying the gap, if any, in what the students are able to do and what they need to be able to do are the main reasons for needs assessments to be conducted. Identifying what the under- graduate students are able to do and what they need to be able to do is the main concern of this study. Smith (1989, cited in Ekici Nese, 2003) 12 mentions the concept of severity of needs. As all needs are not of equal importance, severity or importance of the need is used as a main criterion for prioritizing the needs, Smith, 1989 (cited in Ekici Nese, 2003). There are some needs which are of great necessity and thus require foremost attention. This study also aims at prioritizing such needs. The findings of the needs assessment in this study will be made use of in order to recommend changes in the existing curriculum in case such a need is identified according to the data collected from the students. Based on the democratic philosophy, information is gathered about the learning most desired by those groups and the gap between the desired performance from the students and what they are actually doing will reflect the discrepancy philosophy. Hopefully, su ggestions regarding the appropriate curriculum for undergraduate programs will be put forward. 1.5 Terms Frequently Used Clarification of the terms which will frequently be used and constitute the backbone of the study  is essential. To prevent misunderstanding or misinterpretation, some of the terms have been explained here. Need: Need is the difference between what a learner can presently do in a language and what he or she should be able to do. Needs Assessment: A needs assessment is a systematic set of procedures undertaken for the purpose of setting priorities and making decisions about program or organizational improvement and allocation of resources. It is a systematic process for documenting relevant needs (Reviere, 1996). ESP (English for Specific Purposes): It is an approach to language learning, which is based on learner need. The foundations of all ESP are the simple question: Why does this learner need to learn a foreign language? (Hutchinson and Waters, 1987). Target Needs: Target needs refer to what the learner needs to do in the target situation (work domain) (Hutchinson and Waters, 1987). Learning Needs: They refer to what the learner needs to do in order to learn. They show how the learner learns the language items. It refers to the skills that he or she uses (Hutchinson and Waters, 1987). ENL: English as a Native Language ESL: English as a Second Language EFL: English as a Foreign Language Syllabus: Curriculum: (more terms shall be added if needed)

swatch :: essays research papers

Competitive Environment One main competitor was Timex They designed a simple low cost cheap watch that was made up of new alloy bearings. By having this new material it made automated production easier. The Timex watches were priced at a low rate and were marketed to be disposable. The were priced to low and they were made so that they couldn’t be opened they made for not aftermarket repair or sales of parts. At the end of the 50’s one out of three watches bought in the US were a Timex.   Ã‚  Ã‚  Ã‚  Ã‚  In 1970 with the introduction of the Quartz technology changed the market place once again. The quartz watches had some advantages over the Swiss, they were based on electronics, it made it easier to add the date or the day to the watch. It also became significantly cheaper to manufacture, because the cost of the chips were being driven down by chip manufactures.   Ã‚  Ã‚  Ã‚  Ã‚  Out of this wave and leading the way were manufacturers like Hattori-Seiko and Citizen. The two companies made huge investments in fully automated facilities around the world. They were soon joined by Casio, which was specializing in a low cost multifunctional, plastic watch that was incorporating features such as timers and calculators.   Ã‚  Ã‚  Ã‚  Ã‚  By 1979 Hattori-Seiko had become the world’s largest watch company in terms of revenues; they were producing 22 million watches annually. By the end of 1986 Citizen had become the overall global leader in both movement and finished watch production volumes. With the rise in quartz technology hastened the decline of the Swiss watch industry. The Japanese watch makes saturated the global market with the quartz watch at rock bottom prices. In the early 1980’s the Swiss market place in the watches below $100. their market share was 0%. Watches between $100 and $350 they had a market share of about 3%. But in the market place of $350 and above they carried a share of 97% of the market.   Ã‚  Ã‚  Ã‚  Ã‚  Some of the strengths were that they were making watches that were at a low cost high volume. The factories were placed all over the world and were able to ship to all the different market places with great eases. Also by using the quartz technology they were again able to cut cost to offer a cheaper watch to the consumer. The customers like the fact that they could buy a cheap great looking watch that would take a licking and keep on ticking.

Sports Violence in Relation to Preserving Values in Society Essay

Bench clearing brawls in baseball, bloody hockey fights, soccer mobs, post-game sports riots, and increasing injuries are all images of today’s sports that are familiar to us. In recent years players and fans alike have shown increased aggression when it comes to sporting events. One of the most disturbing trends in sports is the increasing frequency and severity of violence. Injuries and deaths among participants are on the rise, as are injuries and deaths among fans and spectators. Violence in sports is an important issue because sports themselves are an important aspect in our lives and the society we live in. Their importance, however, should not be greater than our concern about preserving the values and aspects of our society. The problem of sports violence has become a worldwide phenomenon, that is an unacceptable, growing social problem. Sports violence can be defined as behavior by a player, coach, or fan that is intended to inflict pain or cause injury (Berger 8). Sports violence causes harm, breaks the rules of the game, and is unrelated to the competitive objectives of the sport. Leonard identifies two forms of aggression in sports: Instrumental aggression, which is non-emotional and task-oriented and reactive aggression, which has an underlying emotional component, with harm as its goal(165). Violence is the outcome of reactive aggression. There are three major theories of aggression in sports: The biological theory, psychological theory, and the social learning theory(Leonard 170-171). The biological theory sees aggression as a basic, innate human characteristic, in which sports is seen as a socially acceptable way to discharge built-up aggression(170). The psychological theo... ...ect for authority, but that we have lost respect for each other. Our society’s preoccupation with winning has caused sports stars to play with the intensity of emotion, which leads to violence. While most occurrences of violence come from players, others, including coaches, parents, fans, and the media, also contribute to the increasing violence in sports today. Fans seem to emulate the violence they watch in sports and spectator violence is increasing as participant injuries rise(Yeager 11). Mass media contributes to the acceptability of sports. It provides exposure to sports-related violence via television, magazines, newspapers, and radio, which provides many examples to children who may imitate such behavior. Also it often glamorizes players who are controversial and aggressive. Reading this, I couldn’t help but think of the honorable Mike Tyson.

Military Industrial Complex

President Eisenhower raises numerous questions to the state of America in his farewell address. The Military-Industrial Complex is a term he created to define monetary and foreign policy in the 1950’s and 60’s. It is a policy that invests most of its money to military. It is suggested that the United States puts too much influence in its military and that it is a very imperialistic ideal. President Eisenhower also states its effects on American economy, politics, and spirit under the Military-Industrial Complex.His farewell address was a warning, that if America does not control its military investments, it will develop the Military-Industrial Complex. The economical outcome of building a large military creates less funding for other American Institutions. The more money spent on manufacturing weapons, tanks, aircraft and other palpable material will be money not spent on education, healthcare, and social security.However, if America decided to keep funding institutions other than military and was unable to fund more military institutions, the Military-Industrial Complex will find the need to borrow money and/or weapons internationally which would raise the national debt. America would not be able to develop a more educated generation if it were to impose a Military-Industrial Complex. More consequences could involve lower standards of living for Americans or an imperialistic foreign policy. From a political standpoint, building a strong military could influence political relationships around the world.Other countries, as well as ours, currently view America as the supreme super-power of the world. As much common knowledge as this is, it is argued that within human nature is the need to conquer, and because America has a large military, it will be used to involve themselves in foreign affairs, much like the Vietnam War, where American idealists wanted to bring democratic justice to that country. It is a very modernistic ideal that America should h ave a strong military, and not be needed to use it. However, this is never the case.In Chalmers Johnson’s book, Blowback, he describes the presence of military establishments in Japanese territory. The term Blowback was created by Johnson, and adapted by the CIA after the events on September 11th, 2001 to describe the events that occur resulting from clandestine operations in other countries. The military bases greatly affected the society of the Japanese civilization near them. Johnson describes an instance in his book where a soldier from one of the bases was driving and hit and killed a Japanese civilian.The soldiers would go to their nightclubs and eat at their restaurants. Their tanks and mortar field tests would leave large holes in Japanese mountains. American influence in other countries would be viewed as imperialistic and is just another trait of the Military-Industrial Complex that Eisenhower describes. America is viewed as the land of opportunity where you can be healthy, happy, and successful. However, it can be viewed as a nation that imposes their military power on other countries. Many immigrants come to America and bring their values with them.Many citizens do not agree with the need to be involved in many foreign affairs. American values of world peace are often hypocritical when the military involves themselves in Iraq and Afghanistan. Spiritually, the Military-Industrial Complex can cause a lack of integrity and pride. Eisenhower’s warning is still being examined even today. Many worry that President Barack Obama’s foreign policy is beginning to impose onto other countries. The term that Eisenhower coined in the 1960’s can be applied to the today’s situation politically and economically.