Beringer Blass wine estate

Beringer Blass wine estate SWOT analysisStrengths- Strong brand name with many international brands- Second most producer of wine in the world- First mover advantage in quality products- High economy of scale by large scale of production- High rate of return by maintaining cost structure and high profit margin- Highest growth rate of the company- Many brands around the world- International expansion by merger and acquisitionWeakness- Return on capital employed for combined operations decreasing- Wine club revenue is falling- Business differentiation is limited to only alcoholic beverages- Employee motivation and management not specifically defined- Lack of cost reduction structure- Product and accessories features enhancement is slow- Lack Aggressive marketing and advertising campaign- Product localization is not well justified- Distribution network is some how dependent on other small companies- Only few countries has been targeted yetOpportunities- Premium wine consumption is increased every year steadily- U S market is the largest market in the world and also the most profitable- UK market has the highest growth rate and this market still growing rapidly through this market more revenue can be generated.Swot analysis image- Merger and acquisition with branded companies like southcorp can increase company's market share- Business diversification into related beverage like cold drinks and water- Business diversification can into whisky, vodka to capture more alcoholic market- Wine accessories business can be expanded to many other countries- Wine club can be started to other countries as now it is limited to only few countriesThreats- Wine consumption has declined in many countries like France, Argentina etc- Wine production in many countries is decreasing- As this product is controlled for ages above 21, many government changing laws on time...

Edad en peticiones de green card y otras solicitudes

Edad en peticiones de green card y otras solicitudes En Estados Unidos la edad juega un papel fundamental en peticiones de la tarjeta de residencia, tambià ©n conocida como green card, y otros beneficios migratorios como el asilo, programas humanitarios, loterà ­a de visas, etc. La edad determina quià ©n puede pedir ciertos beneficios migratorios para familiares, y tambià ©n quià ©n puede recibirlos, por derecho propio o porque puede ser incluido en la peticià ³n de su padre o madre. Cabe destacar que desde el punto de vista de las leyes migratoria y en contra de lo que a menudo se piensa, un menor –a quien se denomina child– no es la persona que no ha cumplido  la mayorà ­a de edad. Por el contrario, un nià ±o para Inmigracià ³n puede ser una persona menor de 16 aà ±os, de 18 o de 21, dependiendo del tipo de peticià ³n. En todos los casos, el menor debe permanecer soltero para mantener la consideracià ³n de menor. Casos en los que la edad afecta a la peticià ³n de la green card por familia La edad juega un papel en las peticiones de la green card, pero solo en determinados supuestos, destacando: Peticià ³n de ciudadano estadounidense a hijo/a Los ciudadanos pueden pedir la tarjeta de residencia para sus hijos. Se distinguen tres situaciones, segà ºn la edad y estado civil de los mismos. Hijos soltero menor de 21 aà ±osHijos soltero mayor de 21 aà ±osHijo casado de cualquier edad Solo los hijos solteros menores de 21 aà ±os son considerados como familiares inmediatos del ciudadano. Esa categorà ­a especial posibilita que ese menor pueda adquirir la green card por peticià ³n del padre o madre en aproximadamente 12 -18 meses. Si desde la peticià ³n de la green card y su aprobacià ³n el hijo cumple los 21 aà ±os de edad todavà ­a puede optar a obtener los papeles en esa categorà ­a porque se considera que su edad se ha congelado en el momento de presentacià ³n de la solicitud. Por el contrario, las otras dos categorà ­as reciben respectivamente el nombre de F1 y F3 y son peticiones que tardan aà ±os en resolverse. El boletà ­n de visas es documento a consultar para orientarse sobre el tiempo de demora. Por otro lado, en las peticiones de un hijo en la categorà ­a F1 o F3 se puede incluir a los hijos de tales hijos, siempre y cuando permanezcan solteros y tengan menos de 21 aà ±os en el momento de aprobarse su visa de inmigrante. Si en el momento de la tramitacià ³n final esos hijos han cumplido ya los 21 aà ±os de edad no podrn obtener la green card de esta manera. Se les considera lo que en inglà ©s se conoce como age out. Es decir, la edad los ha dejado fuera. No importa que la peticià ³n se hubiera presentado cuando eran unos nià ±os pequeà ±os. Peticià ³n de ciudadano para sus hijastros Aplican las mismas condiciones que para las peticiones de hijos biolà ³gicos, tal y como se han explicado en el apartado anterior, pero con un requisito ms: el matrimonio entre el ciudadano y padre o madre del muchacho/a para el que se desea pedir los papeles tiene que haberse celebrado antes de que dicho muchacho hubiera cumplido los 18 aà ±os de edad. Visa de inmigrante K-2 para hijos de prometido/a de ciudadano estadounidense Los ciudadanos pueden solicitar una visa K-2 para los hijos de sus novios siempre y cuando dichos hijos està ©n solteros y tengan menos de 21 aà ±os cumplidos. Peticià ³n de residente permanente para hijo/a Los residentes permanente pueden solicitar a sus hijos solteros. Los menores de 21 aà ±os caen en la categorà ­a que se conoce F2A y los mayores de dicha edad son considerados como F2B. La primera peticià ³n tarda menos aà ±os que la segunda. Los residentes permanentes no pueden pedir a hijos casados, sin que importe la edad. Excepciones a la regla general de edad en peticiones de green card La Ley de Proteccià ³n del Estatus del Menor (CSPA, ver el texto completo en inglà ©s) entrà ³ en vigor en 2002 y permite que ciertas personas para las que ya se ha pedido una green card antes de cumplir los 21 aà ±os y que cumplen dicha edad antes de finalizarse la tramitacià ³n sigan siendo consideradas como nià ±os (child) hasta la finalizacià ³n de la misma. Estos son los tres casos: Si un ciudadano americano pide a un hijo/a soltero menor de 21 aà ±os En este caso, la edad del hijo se congela en la fecha en la que se ha presentado ante el USCIS la forma I-130. Por ejemplo, si el hijo tiene 20 aà ±os y nueve meses y su visa est disponible cuando ya tiene 22, se le sigue considerando a estos efectos como menor de 21 aà ±os. Si un residente permanente legal pide a un hijo/a En este caso la edad del muchacho se congela si el padre o la madre que es residente se convierte en ciudadano por naturalizacià ³n antes de que el hijo alcance los 21. En estos casos se considera como edad del chico la que tenà ­a en la fecha de la jura del progenitor como ciudadano americano. Generalmente, eso beneficia al pedido que podrà ­a obtener antes la green card. Sin embargo, eso no siempre ocurre asà ­, y se tiene que verificar si es ms rpido para el hijo seguir siendo un F2B o pasar a la categorà ­a de F1, para hijos solteros de ciudadanos. Si es ms conveniente lo primero,  comunicrselo por carta al USCIS,  diciendo que se opta por seguir en la categorà ­a de hijo de residente. Por à ºltimo recordar que tanto en el caso de peticià ³n de residente convertido en ciudadano o de ciudadano que pidià ³ a su hijo, se tiene un aà ±o para proseguir los trmites para adquirir la green card mediante la presentacià ³n del formulario que le corresponda: I-824, Accià ³n sobre una aplicacià ³n o peticià ³n aprobada.I-485, Ajuste de estatus, si est ya viviendo en Estados Unidos.DS-230, Aplicacià ³n por una visa de inmigrante, que debe tramitarse en la oficina consular que corresponda. En otras palabras, se debe proceder con los trmites sin demora porque hay que recordar que no es suficiente con tener aprobado el I-130. Refugiados y casos de asilo Los refugiados y asilados pueden pedir una green card para sus hijos solteros menores de 21 aà ±os. Se entiende que cumplen con este requisito si esa era su situacià ³n en el momento en el que uno de los progenitores presentà ³ el formulario I-589, Aplicacià ³n para asilo o el I-590, Registro como refugiado. La edad en peticiones de green card por razones diferentes a familia La edad tambià ©n afecta a casos de peticiones de green card por razones diferentes a familia, como por ejemplo, la loterà ­a, asilo,  patrocinio de empresa, inversià ³n, etc.  En estos casos, el beneficiario podr incluir en su misma solicitud a su cà ³nyuge y a sus hijos solteros menores de 21 aà ±os. Por ejemplo, Anà ­bal Là ³pez est casado y tiene dos hijos, uno de 19 aà ±os y el otro de 21. Y gana la loterà ­a de visas de la diversidad. Anà ­bal podr emigrar a Estados Unidos junto con su esposa y su hijo de 19 aà ±os, cada uno con su propia green card. Sin embargo, el hijo de 21 aà ±os no obtiene los papeles. La solucià ³n en estos casos es que Anà ­bal o su esposa, una vez en Estados Unidos, puedan iniciar los trmites como residentes para pedir a un hijo soltero mayor de 21 aà ±os.   Edad y el Estatus de Inmigrantes Especiales Juveniles Este programa, conocido como SIJS, por sus siglas en inglà ©s, permite obtener la tarjeta de residencia a los muchachos indocumentados presentes en EE.UU. y que han sido abusados, abandonados o tratados con negligencia por sus padres y cuyo mejor interà ©s sea permanecer en los Estados Unidos. La edad para beneficiarse de este programa es 18 o 21 aà ±os, dependiendo del estado en el que el muchacho reside. Edad y DACA En el programa especial para jà ³venes indocumentados conocido como DACA, los beneficiados deben cumplir, entre otros requisitos, el de haber llegado a EE.UU. antes de haber cumplido los 16 aà ±os de edad. Tampoco podà ­an tener ms de 30 en el momento en que aplicaron. La edad del ciudadano para pedir papeles Los ciudadanos estadounidenses pueden solicitar la green card para sus padres y hermanos, pero para presentar la solicitud deben haber cumplido los 21 aà ±os de edad.   Si estn casados sà ­ pueden pedir a su cà ³nyuge, porque el matrimonio los ha convertido en adultos a los ojos de Inmigracià ³n. Ciudadanà ­a estadounidense y edad La edad tambià ©n puede afectar a la ciudadanà ­a en diversas situaciones. Asà ­, para adquirirla por derecho de sangre es necesario cumplir todos los requisitos antes de cumplir los 18 aà ±os. Por otra parte, los residentes permanentes legales menores de 18 aà ±os pueden adquirir automticamente la ciudadanà ­a estadounidense cuando uno de sus padres se convierte en ciudadano por naturalizacià ³n. Tambià ©n se puede adquirir por adopcià ³n y, en casos excepcionales, por naturalizacià ³n por derecho derivado de un abuelo. Cà ³mo afecta la edad en las visas no inmigrantes Muchas de las visas no inmigrantes, como por ejemplo la de estudiante, intercambio o temporales de trabajo  permiten a su titular traer a su familia a Estados Unidos por el tiempo que dure su estancia.   En estos casos las familias gozan de lo que se conoce como visas derivadas, ya que dependen de la del principal. Y en estos casos por familia hay que entender el cà ³nyuge y los hijos solteros menores de 21 aà ±os. Por ejemplo, Carmen Vega es enviada por su empresa a Estados Unidos con una visa L-1 de transfer y le acompaà ±an su esposo y sus hijos menores de 21 aà ±os. Todos estos con una L-2. Pero durante la estancia el hijo mayor cumple los 21. Como ya no puede disfrutar de una visa derivada tiene que salir de Estados Unidos o quedarse pero con una visa de la que es su propio titular. Por ejemplo, una F-1 porque est estudiando en la universidad. Test de respuestas mà ºltiples sobre la green card Finalmente, para todos los lectores interesados en la tarjeta de residencia, este test brinda una oportunidad sencilla de informarse sobre aspectos fundamentales para sacar la green card y conservarla sin problemas. Puntos Clave: edad en peticiones y beneficios migratorios Peticiones de ciudadano para hijo: menor de 21 es familiar inmediato, mayor de 21 y soltero es F1 y casado de cualquier edad F3.Peticiones de ciudadano a hijastro: matrimonio de ciudadano y padre/madre de hijastro debe haberse celebrado antes de que el hijo/a hubiera cumplido los 18 aà ±os de edad.Peticiones de visa K-2 para hijos de novio/a de ciudadano: solteros menores de 21 aà ±os.Peticiones de residente para hijos solteros: menos de 21 aà ±os es un F2A, 21 o ms e u n F2B.Transmisià ³n de ciudadanà ­a americana por derecho de sangre: todos los requisitos deben cumplirse antes de haber cumplido los 18 aà ±os de edad.Visas de inmigrante o no inmigrante derivadas: se puede incluir a los hijos solteros menores de 21 aà ±os.Asilo: pueden adquirir la green card los hijos solteros menores de 21 aà ±os de la persona que obtiene el asilo.Estatus Especial de Inmigrante Juvenil: pueden adquirir los papeles si son menores de 18 o de 21, depende del estado de residencia.Peticià ³n de ciudadano de green card para padres o hermanos: tiene que haber cumplido 21 aà ±os de edad. Este artà ­culo tiene un fin meramente informativo. No es ayuda legal.

Battle of Algiers Essay Example | Topics and Well Written Essays - 500 words

Battle of Algiers - Essay Example Terrorist tactics are justified in the context of a war that is a product of colonization and when enemies cannot be differentiated from the masses, although it is not morally acceptable to use terrorist tactics when fighting a terrorist organization because it punishes combatants and non-combatants alike and uses technology to the detriment of the entire colonized people. The tactics of terrorism on both sides of the war are justified because of the nature of the socio-economic and political context of Algeria, where the minority is fighting the colonial rule of France, while France cannot discern combatants from non-combatants. The National Liberation Front or FLN only wanted freedom and autonomy for Algeria. The French, on the contrary, acted as the colonizer, so they aimed to crush the rebellion using all means possible. The FLN knew that it could not defeat the French with a heads-on collision, so it resorted to guerilla tactics, mostly terrorist attacks, to attain the mission of demoralizing the French and inciting the masses to fight their colonial masters. France retaliated to preserve its authority in its colony. It believed that the resistance was composed of the minority, so it felt justified to eliminate the rebels, even if it meant having casualties of non-combatants because of the difficulty of differentiating them from the rebels. It is not morally acceptable to use terrorist tactics, when combating a terrorist organization, because it does not differentiate combatants from non-combatants, thereby killing innocent civilians. The FLN bombed two French cafes and an airport because it knew that it could not conduct an effective offense using direct combat operations. Guerrilla operations would be more effective, even if they were stealthy and undermined the morality of their actions. This included hiding weapons in ordinary places and using women to hide guns under their burka and to launch bombing

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

Globalization - Essay Example Globalization is at times controversial with the amount of criticisms being almost at par with its merits. However, supporters of each side of the argument have valid reasons to justify their stand (Held et al. 2005). The following discussion analyses the key aspects of the sceptics approach and the reformist approach to globalization. The sceptics approach The sceptics approach is in opposition to making general claims concerning the totalizing effect of globalization. Held and McGrew (2003) argue that current global market is more regionalized. Sceptics argue that the height of globalization took place in the nineteenth century and current developments confirm a considerable level of regionalization. It can be noted that the degree of trade as a fraction of national earnings was higher before the World War I than it is currently (Hirst and Thomson 1999). Sceptics claim that international trade and FDI operations are mostly practised in Europe, North America and Asia. Therefore, wha t is referred to as globalization is actually regionalization (Murray 2006). The emerging economies are becoming increasingly marginalized as they are not drawn in the world economy (Jones 2010). Other perspectives put emphasis on the growth of global capitalism. However, the sceptics view international capitalism as a falsehood. Multinationals are important components of globalization but their benefits are mainly reaped by their countries and hence do not profit the regions in which they operate. The idea of growth of global governance is questionable and sceptics argue that it is only a hidden neo-liberal ploy to benefit the West (Oxfam, 2002). Most of the assumptions by the reformist approach have been rejected by the sceptics who claim that globalization is a disguise of regionalization in the world. They state that the global economy is divided into three regional alliances in which national governments remain dominant (Held and McGrew 2002). Sceptics support their arguments b y conducting experimental testing of the strong globalization theory. This is achieved by applying two methodological models. The primary approach is founded on constructing conceptual models of the global economy and culture and identifying the extent to which trends in the contemporary world match the ideal standards. Hirst and Thomson (1999) used the same method of analysing the theory and formulated two ideal forms which are authentically global economy and international economy whereby there exists a thin line between them. Sceptics argue that globalization should represent the expansion of fresh economic organizations not just theoretical developments towards increased global trade and investments (Hirst and Thomson 1999). Sceptics continue to argue that globalization has lost its meaning. This is due to the fact that most countries are left out of global progression which applies to the Middle East, Africa, parts of Asia and Latin America. This further expounds on the claim t hat what exists today is simply regionalization. The other important approach compares the trends in the past with current trends. By comparing the modern trends and those in the past, sceptics have reached a conclusion that the point of the current internalization is not traditionally unmatched (Hirst and Thomson 1999). This can be attributed to migration in the nineteenth century. The ratios of trade liberalization have increases over time and though the total

Technology at work Essay Example | Topics and Well Written Essays - 500 words

Technology at work - Essay Example 8). One of the major challenges before a second language teacher is to motivate the students and make the learning process interesting and appealing to the learners; teachers who are competent and creative enough to design instructional packages with the aid of technological devices are better equipped to take up this challenge. Laborda & Royo reviewing Dudeney & Hockly’s book How to teach English with Technology show the immense â€Å"possibilities of teachers who work with a variety of types of software and hardware (or even who actually do not approach language teaching with technology) to integrate the contents into their daily teaching plans† (Laborda & Royo 2007). Similarly, Sotillo stresses on the effectiveness of computer-mediated discussions and instructional activities in transacting English to second language learners (Sotillo). However, it is significant that the selected learning activities are in tune with the proficiency level of students. Smith, D. G & Baber, E. (2005). Teaching English with information technology: how to use the internet and IT when teaching - for the professional English language teacher. Illustrated Edition: Modern English Publishing. Laborda, J. G., & Royo, T. M. (2007). Book review: How to teach English with Technology (Gavin Dudeney & Nicky Hockly). Educational Technology & Society, 10 (3), 320-324. Retrieved 21 Nov. 09 from: http://www.ifets.info/journals/10_3/22.pdf Sotillo, Susana M. (1997, Dec). English-as-a-Second-Language Learning and Collaboration in Cyberspace. Retrieved 22 Nov. 09 from The Technology Source Archives website:

Role Play In English Language Teaching

Role Play In English Language Teaching The ultimate goal of foreign language teaching is to enable the students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used in the real world. However, this is not always the case in the present day foreign language teaching practice. The primary goal of most foreign language learning is to develop the ability to use real and appropriate language to communicate and interact with others and the goal of foreign language teaching is to extend the range of communicative situation in which the learners can perform with focus on meaning without being hindered by the attention he must pay to linguistic form[1]. But the present practice in the ELT classroom in China could not provide satisfactory conditions for both teachers and students to achieve the goals. How to let English learners feel the real language situation and context when learning English? Role-play is an effective way. 2. Functions Role-play models human interactions to provide a chance for students to exercise, creating effective and memorable experiences for learners. It places learners in a situation where they are asked to take on different roles and to accomplish their specific tasks, including problem solving. They offer an opportunity for learners to practice using the language in the right place, at the right time. The strength of role-play is that it presents an opportunity for authentic and spontaneous communication because learners are placed in realistic situations and they can have the opportunity to use and practice the sort of language, particularly the vocabulary related to that situation, so that learners are rehearsed for real life[9]. In addition, they can express what they want to say whenever the situation calls for it. In addition, role-playing is of great significance as it develops students both receptive and productive skills: 2.1 It develops students listening: while role-playing, students practice listening when trying to get information from their partners. 2.2 It develops students speaking: answering the questions according to what is heard, producing responses based on given cues, it is clear that this activity can practise speaking skills. 2.3 Promoting knowledge acquisition: Students in role-playing were found to use search and retrieval strategies more frequently than students in traditional learning situations. During the process of exchanging, there will be the information transferring from one peer to the other[2]. Individual students are able to increase their mastery during this process: During the entire process, students are motivated to search language in their vocabulary storage and select the proper language to use. For example, teaching a reading about a writers biography is usually bored and the events that the writer experienced are uneasy for students to master. In this case, after the students read and understand the article, the teacher can let a student pretend the writer and stand in front of the class to relate his or her whole life. Thus promote the students to acquire the knowledge of the writer with strong motivation. 2.4 Enhancing language proficiency: There is another significant benefit of doing role-playing. Language is the main tool for human communication. Role-play largely provides more opportunities for the students to practice their oral English. It is an ideal method of reviewing what we have learned by using it in real situation. It stimulates all the students integrated skills and thus consolidates all the language knowledge in their mind while trying to express themselves out. While others who do not involved in that activity can be easy to grasp more content knowledge even just sitting silently and listening to the performance in the classroom. 2.5 Stimulate students interests and activate classroom climate to keep students engaged in class: With role play, students act out certain situations. Teachers generally try to make these situations fun and interesting. Asking your boss for a day off, or Meeting people at a party, etc. The teacher prepares the roles so that learners always have a lot to talk about. This motivates students in learning and creates a real communication situation and offers learners plenty of opportunities to practice. 2.6 Improving social competence: the true mastery of a language involves communicative competence. While role-playing, individuals work together, they must interact with each other to promote each others success, thus increase students social skills, conflict-management and compromise. It also develops students communicative skills: while act out the dialogue, students get the chance to learn to get information from partners facial expressions, gestures and other body language thus develop students communicative skills. 2.7 Promoting interpersonal relationships: Role-play has also keen accepted to improve interpersonal relationship among students. Role-play pairs or groups help students establish and maintain friendships with peers. Students who are isolated or alienated from their peers and who do not have friends are more likely to be at risk for violent or destructive behavior in society than those who experience social support and a sense of belonging. To some extent, this interpersonal relationship also promote their academic achievements. In addition, skills of improving interpersonal relationship with other peers are the foundation for the success in their social career in future. Role-playing also has been linked to increases in self-esteem, attendance, time on task, enjoyment of school and classes, as well as a decrease in dependence on the teacher. 3.Potential problems Role-play is virtually the way we can give students chances to practice improvising a range of real-life spoken language in the classroom, and it is extremely effective if the students are confident and cooperative, but it still exists some problems when processing it specifically. l The uneasiness caused by talking in front of the class would inhibit the students to some degree. Instructors must do something to lower the inhibition first, for example, a preliminary demonstration or rehearsal before the class. Practice time can be prolonged. l From students perspective, because students are used to sitting in lecture where they are not required to talk, students may resist an activity that appears challenging and difficult and that forces them to use integrated skills, rather than being a passive learners. So teachers should stimulate their students enthusiasm by keeping encouragement, coaxing them to think and open their mouth. l It will be uncontrolled and time-consuming if students fail to prepare enough. In preparation, if certain roles did not allotted, too diffuse in responsibility will also spoil the performance. l In China, time is limited in every period class and all the classes are large sized. So it is impossible to provide a chance for all students to perform. Only a couple of students could display their performance. Others just sit in a classroom to hear and with no pressure, so they may mot pay attention to learning. l Because of the characteristics, some introvert students may feel hard to perform in front of the whole class thus influence the simulated communication. But teachers could help them to overcome step by step. Ur points out that the factors that affect the success of role-play are: the teachers enthusiasm; careful instructions; clear situations and roles; and making sure that the language they will need to carry out the role-play. 4.Guiding principles for role-playing 4.1Communication purpose[: The activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake. In order for this to occur there must be some kinds of information gap that students seek to bridge when they are role-playing. 4.2 Communicative desire: The activity must create a desire to communicate in the students .That is even if communication is forced on the students, they must feel a real need to communicate. 4.3 Prepare before performing: Rushing into a role play-activity often leads to confusion and dissatisfaction. Have students practice the task in pairs before selecting a couple of pairs to perform in front of the whole class. If acting out a short play, before students display their performance, they should be given the script or the story they are going to work on. They can choose their favorite roles or they will be allotted certain roles. 4.4 Acceptable level language requirement: The language required in performance should be lower than that used in intensive language learning activity in the same class. It should be easily recalled and produced by the participants, so that they can speak fluently. It is a good idea to teach or review essential vocabulary before the activities start. If the task is too frustrating, the students are likely to give up or revert back to the native language. 4.5 Be sensitive when correcting the students: The basic principles of error correction is to remind students of their big errors that prevent from communicating and ignore the trivial one. As to when and how to give feedback, there is no definite answer, it largely depends on the teachers long time spent in teaching and a consideration in affective and cognitive factors. Nevertheless, the instructors should put it in mind that they should do their best to avoid stifling students attempt at speaking in the target language by providing correct feedback.[3] 4.6 Clear in responsibility: Allot the roles and set up goals so as to make students clear in responsibility. Students interact in small groups, and they have less pressure but they should have clear responsibility. 4.7 Praise the actors: The students need lots of support assistance to practice English. Praise them frequently and they will be competitive and active. 4.8 Choose some proper texts: not all texts to involve role-play activity while teaching. Not all texts suit for role-play activity 4.9 Choose proper students: The first few times when the teacher organizes role-play, it is a good idea to choose some more outgoing students who will not feel inhibited while performing in public, which is also setting up demonstrations at the same time. 5.à £Ã¢â€š ¬Ã¢â€š ¬Conclusion In the student-centered learning process , students are given more opportunities to practice the target language and develop their communicative ability. Role-play is one of the most effective forms of English training because it puts people into the situation where they have to rely entirely on English to do their task/reach the goal that the teacher sets for them. Its also a chance to be really creative and develop interesting conversations. In general, role-play is an effective tool for students, especially in teaching some introvert students. It enables students to learn by using the target language in meaningful interactive situations. Role-play is not easy to manoeuvre, but it helps to lead to social and academic success for all students.

Criticism of William Shakespeares Romeo and Juliet Essay -- Romeo and

Criticism of Romeo and Juliet In Romeo and Juliet, love serves as the tragedy. According to critic Denton J. Snider, "love, the emotion of the Family, in its excess destroys the Family; though it be the origin and bond of the domestic institution, it now assails and annihilates that institution." The love of Romeo and Juliet for one another, not only destroys their families, but ultimately destroys them as well. Their love and devotion for one another causes them to rebel against the institution of family. All in all, "love, which is the emotional ground of the Family, is here destroying the Family itself" (Snider). Among the Capulet and Montague families, why does the persistent rebellion among the children exist? Supposedly, the feud is fueled solely by their parent’s strife; however, it is clear that the children are brought into the picture and are victims of Verona’s violent social climate. Shakespeare critic, Coppelia Kahn places emphasis on the parent’s lack of direction in their children: Instead of providing social channels and moral guidance by which the energies of the youth can be rendered beneficial to themselves and society, the Montagues and the Capulets make weak gestures toward civil peace while participating emotionally in the feud as much as their children do. While they fail to exercise authority over the younger generation in the streets, they wield selfishly and stubbornly in the home. As in Shakespeare’s England, Verona was a very patriarchal society, and women had little place there, but to tend to the home. Men must bear and fight for their family name, while women bear the children and see to the men. Kahn points out that "Verona’s daughters have, in effect, no adoles... ...w York. Copyright 1969. Reiff, Phillip. â€Å"Politics and the Individual†. Freud: The Mind of the Moralist. www.english.upenn.edu/~afilreis/502/rieff.html,. Chapter 7. 1959. Snider, Denton J. " ‘Romeo and Juliet’," in his The Shakespeare Drama, a Commentary: The Tragedies, Sigma Publishing Co., 1887, pp. 36-78. Reprinted in Shakespearean Criticism, Vol.5. Stone, Lawrence. The Family, Sex and Marriage in England 1500-1800. New York: Harper and Row Publishers, 1977. Simpson, JA and ESC Weiner (prep by). Oxford English Dictionary: Volume V, Second Edition.Clarendon Press. Oxford. Copyright 1989. U.S. Bureau of the Census. Current Population Reports, P20-515 â€Å"Household and family characteristics: March 1998 (Update)† and earlier reports. www.census.gov/population/socdemo/hh-fam/htabHH-1.txt, and www.census.gov/population/socdemo/hh-fam/htabFM-1.txt.

Evaluate the Strategic Leadership of Michael O’leary

Is Michael O’Leary an asset or a liability to Ryanair? The case suggests that he is both. Students could debate the pros and cons of Michael O’Leary’s continued leadership of the company. The characteristics that have driven the company forward – his enthusiasm and energy, his strategic insight, his determination and mission orientation – can be carried too far. Is it all part of an integrated inseparable whole, so do you have to take the good with the bad? Is this where we may enter the realm of Sidney Finkelstein’s failure warning signs, when you have too much of a good thing? In fact, some schools of thought would value Michael O’Leary’s relentless energy and his thriving on adversity. It shows a lack of complacency – quite the opposite of what Finkelstein points out as a danger signal. The capacity to irritate may bring about conflict and change. Also, in Michael O’Leary’s favour, as Ryanair’s largest single shareholder, he literally ‘puts his money where his mouth is’. Another way of looking at Michael O’Leary’s leadership is whether he was the right person for the job during the change era, but does the company now require more of a ‘manager’ than a ‘leader’ during a consolidation era? In other words, this is a ‘horses for courses’ approach to the evaluation of O’Leary’s leadership. One may ask whether and/or for how much longer Michael O’Leary wants to stay in the job. Will he get bored and retire to his cattle farm, currently his hobby? There is a suggestion that he would not be happy to preside over a static comfortable situation. Or, would he be headhunted by another airline or by another business altogether? Students might consider whether they would headhunt Michael O’Leary, and why or why not. Chapter 10 discusses types of leaders, i. e. transformational versus transactional and types of leadership emphases and approaches. It is an interesting exercise to see how students would categorise Michael O’Leary. Perhaps what emerges is that he is difficult to categorise. What does this imply?

Enrons Cooperation Essay Example

Enrons Cooperation Essay Example Enrons Cooperation Essay Enrons Cooperation Essay Enron The affect of the unethical behavior of the profitability of Enron was that the third party â€Å"outside† independent auditors was not able to backup and have accounting financial statements, some of those auditors and financial institutions may have been misled by the corporation’s net income. If I was an accountant for this company I would have followed regulated federal security laws, and if failed to provide prove of documents or financial statements, I would admit to my mistakes but also come with a plan stating ok I failed to follow policy rules but I have a way of turning things around and finding out exact detail of what went wrong and how to accumulate profits amp; revenue. One thing you learn when in any career of any business always keep track of everything you do, have copies whether it’s via email or hard copy so that when you are audit you are prepared. There are several accounting practices involved, one concern was whether or not Special purpose entities by a corporation should or should not be consolidated with the corporation’s financial statements. Another concern would be the latitude allowing an agreement of non-exchange trade agreement between two parties for energy contracts. And the third concern would be giving out information to be compliance with legal regulations or workplace rules particularly to financial statements or management discussions and analysis. I would believe Derivative could have prevented this because even with all the sub contracts that were taken place little information was available for the profitability between the businesses with no reporting requirements, no supervision of unregulated derivatives markets. The nature of the controversy regarding Enron’s practices was that the auditing firm that was private a partnership with the corporation; both parties arranged financial transactions with banks to keep back a cut of unprofitable investments from the corporation’s financial statements.

How Your Resume Speaks to Potential Employers

How Your Resume Speaks to Potential Employers How Your Resume Speaks to Potential Employers There are many reasons why you might want to update your resume. Perhaps you are seeking a promotion, or want to shift to another division of your company. Maybe the role and responsibilities of your current position aren’t what you expected, and you need to begin looking for a different job. Wherever you’re at in the workplace world, it’s essential to have a solid resume. Your resume is how you speak to potential employers. What is your resume saying about you? Here are six tips to consider when building your resume. To Embellish, or Not to Embellish In a study by Career Builder, over 2,500 hiring managers discovered applicants doing more than dress up a few things. 56% found applicants lying, with 54% taking liberties describing their responsibilities. A quarter caught people adding credits from companies for whom they had never worked! While it’s important to highlight your duties with a position, it’s vital to be straightforward when describing the scope of your responsibilities on your resume. Does Your Resume Reflect Career Progression? Your resume should be the story of your career; ideally one with an upward trajectory. Set the tone of the resume by including relevant experience or training for the job listing. Hopefully, your most recent job will fit; but if you’re still working on gaining career highlights, pull from another credit instead. If you’re switching career paths, or you already have varied work experience, it’s okay to structure your resume; for example, you might have one category outlining your research-based work, and a different group highlighting your people skills. Organizing your experience into categories allows you to present a fuller picture of your abilities. First Impressions are Important Many recruiters say that it takes them a mere six seconds to decide if they’re putting your resume in the â€Å"yes† or â€Å"no† pile. This is why first impressions are so crucial. You don’t need to use coloured paper or wild fonts, but you should give your resume some style. Remember, you aren’t trying to convince them of your design sense; you’re trying to avoid being tossed in the â€Å"no† pile after a cursory glance. Does your resume look original, and not based on a template? Even if you used a model to start, you can still give it a clean, polished look that doesn’t feel like a stark template. Are the length and overall appearance appropriate for the job? You want to make it easy to process with a quick look, as the person reading it might easily be looking at upwards of hundreds of resumes. Points to consider regarding appearance: Clear design with white space between sections Clean copy, with no typos or spelling errors Un-cluttered paragraphs Simple, effective bullet points Font Matters How you present your choice of words also matters. Font choice is such a vital part of displaying a favourable appearance that it deserves its own mention. The main point when choosing a font style is making your resume easier to read. There are a couple of essential points to be made regarding font choice: Choose a serif font for print Serif refers to those little tails or flags at the end of a letter - like this. Those tails are supposed to lead the eye forward to the next letter, making it easier to read, especially when you are reading a large number of pages. â€Å"Sans serif† means without a serif, meaning there are no added tails to the letters. Don’t be fashionable A common wisecrack is â€Å"Don’t use Comic Sans.† That’s because this niche font was momentarily very trendy and was vastly over-used. Know how it will be read Some fonts work better on paper; some fonts look better on screen. If you know how your resume will be read, then select a font that makes the most of that medium. If you’re not sure, fonts like Cambria work equally well in both media. Top Three Fonts for Print: Bookman Old Style Cambria Garamond Top Three Fonts for Online: Calibri Cambria Georgia If you want to delve deeper into it, there are many visually pleasing fonts that will assist in giving your resume some life and voice. Choose a font that is easy to read and pleasing to the eye, and your resume is likelier to end up in the â€Å"yes† pile for a second glance. Don’t Say Too Much It’s important not to bog down your resume with unnecessary details. Tailor make your resume to include specifics that make you a more desirable candidate. If a credit isn’t relevant to the job, remove it. There’s no need to clutter up your resume with experiences that don’t apply. Keep your resume clean; don’t add unnecessary flourishes. The same goes for introductions and cover letters. The ability to be concise will set you apart. Hobbies and Interests If your hobbies and interests are genuinely applicable to the job, by all means, add them. Be specific. Saying that you like music isn’t descriptive; saying that you have a membership to the symphony, or that you play with a band that goes to retirement homes is. Membership in groups like Toastmasters demonstrates a willingness for self-improvement, as well as an interest in public speaking. Bonus tip: Managing Your Online Presence Depending on your field, having an online presence could help you stand out. However, your online presence can also be a drawback. Companies and their clients don’t want to work with someone who will potentially bring them unwanted negative attention. Having a positive, work-relevant social media presence shows potential employers you know how to be professional. Always remember, anything that you put up online is trackable and could be noticed by the watchful eye of someone in your industry. Three ways to use social media positively: LinkedIn Make connections with business and colleagues Twitter Post relevant industry content on your @twitter account Facebook Have a separate Facebook account for work colleagues and your personal friends Follow these ideas and suggestions when you update your cover letter and resume. We’ve covered a lot, but taking it step-by-step will make the process less overwhelming. If your current circumstances leave you with little time, or you need help putting your best foot forward in print, can help. Whether you require basic editing assistance or are starting from scratch, our writing staff can help set you apart from other candidates. With over 200 professional, MA, MSc, JD, MBA Ph.D. accelerated writers, we can ensure that your resume is a step above the competition. You can contact toll-free at 1-800-573-0840, by email at sales@masterwriter.ca, or place an order online through our online service page.

Why tell the truth Essay Example | Topics and Well Written Essays - 250 words

Why tell the truth - Essay Example In the case of lying, a public speaker claiming that all those who suffer right now are being punished for their sins. This is lying since Job has also undergone adverse circumstances without having sinned. People are made to believe by the speaker that â€Å"contract faith† exists and not God’s will for his people. Bearing false witness is committed by a public speaker who tells his listeners that he was there when the crime happened when in fact he fabricated a story. This is often committed by people who are being paid to create a false witness. 2. The article â€Å"Why Tell the Truth† by Joseph Stowell explains clearly by citing biblical passages that telling a lie is definitely a violation of God’s will. Truth is fixed and should not be relative depending upon the culture or environment. The bible qualifies a righteous man by â€Å" The one whose walk is blameless, who does what is righteous, who speaks the  truth  from their heart â€Å" ( Psalm 15: 2, NIV). Also, telling the truth has repercussions as Proverbs 14 : 25 says â€Å" A   truthful witness saves lives, but a false witness is deceitful†. Lying is dangerous and can inflict misery upon the lives of both the liar and the victim. 3. Plagiarism is wrong because it constitutes stealing another person’s idea or work. Back in the olden days intellectual property did not exist then. People often covet material things or possessions that do not belong to them like other people’s spouse. Today, knowledge, information and data can be considered as commodities or goods that have a certain value in them. Plagiarism is another person’s creation similar to an artist’s paintings or a composer’s music sheet. It was explicitly commanded in the Bible that people should not steal and this refers to everything that a man owns. In Ephesians 4:28 ( ESV) it is stated that

College writing- bodybuilding and steroid Research Paper

College writing- bodybuilding and steroid - Research Paper Example In this way, the athletes struggle, and perpetual desire to perform at the height of their abilities is how the spectator believes they integrate with the game or performance in question. Sadly, as has been exhibited over the past few decades, athletes are more than willing to go beyond the bounds of ethics and morality and dope themselves with performance enhancing drugs/steroids as a function to perform beyond the abilities that normal training and everyday dedication can yield. Such a decision has more than one set of drawbacks. As such, the first of these is the moral and ethical drawback that the athlete is ultimately not achieving whatever level of success they do based upon their own natural abilities but rather based upon the unnatural and unethical use of chemicals that do not exist within their body. Secondly, and perhaps more importantly, is the fact that the athletes are doing irrevocable harm to their bodies for but a few brief moments of hoped fame that this will engend er. Accordingly, this brief essay will seek to discuss and draw a level of inference upon these two factors as a way of understanding what the effects of steroid use can ultimately portend for the athlete’s morality as well as general health. Firstly, the issue of morality and ethics must be considered. This particular consideration is important due not only to the fact that the use of steroids and other performance enhancing drugs allows the athlete to perform beyond his/her natural abilities but due to the fact that the use of these substances represents a dishonest image of the sportsman to the end spectator and/or viewer (Stephan, 2007). This is not truly the singular fault of the athlete but also a fault of the way in which our current society seeks to place its athletes and celebrities on something of a pedestal of perfection. In such a sense, it becomes inconceivable for society to understand that the athlete, something of the current idol and/or god, could