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INTRODUCTION In an electronic commerce environment, trust is difficult relation to build and even more critical for business success than in traditional commerce. The electronic commerce is not an ordinary business environment where we can trust the vendors. In order for electronic business to prosper, consumers must not be concerned that they will be manipulated, have their credit card numbers stolen, or receive poor quality goods or service. In response to the electronic business needs created by electronic transactions and with the increasing need for third-party assurance to guarantee the trustworthiness of the whole transaction, web seal assurance services have emerged. These web trust assurance services were developed to reduce consumers' concerns. To help consumers determine whether the website is secure, and decide to do online shopping, the AICPA (American Institute of Certified Public Accountants) and the CICA (Canadian Institute of Chartered Accountants) have jointly developed the Web Trust Seal to help business entities in maintaining an effective privacy program that addresses their privacy risks and business opportunities.. The seal allows consumers to make purchases online with certainty that vendors have met high standards of business practices disclosure, transaction integrity, and information protection. This paper will focus on defining what the AICPA Web Trust Seal, its development background, what the principles are for obtaining the seal, who is responsible for issuing it, its process, cost, and finally the advantages and disadvantages of obtaining the Web Trust Seal. WEB SEAL DEFINED Web Trust is an international electronic commerce seal of approval designed to improve the confidence and security of co... ...ng doing business online. For those firms seeking the highest standards of assurance, the web seal provided by the AICPA is the most appreciated but also the most expensive among the other seals offered as it is evaluated based on the AICPA attestation standard basis. The web seal is considered to improve the customers' perceptions about the online shopping but business firms need to make sure that their customers are well- educated about the seal. The web seal service has several advantages such as ensuring the vendor's credibility, increasing the trustworthiness of the website, improving the company's internal controls, moreover, web seal assurance may lead to higher sales and better brand recognition. On the other side, it is an expensive service, and requires customers to be well informed about it in order for the mentioned advantages to be fulfilled.

Essay --

Pendidikan yang sedia ada ini juga tidak hanya terhad kepada pembelajaran kurikulum di sekolah sahaja. Ia juga merupakan sebahagian daripada konsep pembelajaran sepanjang hayat atau lifelong learning bukanlah merupakan suatu konsep yang baru sama ada di dalam sistem pendidikan negara malah di peringkat antarabangsa juga. Konsep pembelajaran sepanjang hayat ini sangat luas pengertiannya kerana ia bukan sahaja terhad kepada para pelajar yang sedang menuntut di sekolah, malah ia juga melibatkan kanak-kanak kecil sehinggalah kepada mereka yang sudah tua. Secara tidak langsung, konsep ini merujuk kepada pendemokrasian pendidikan yang merangkumi program meningkatkan pengetahuan, kemahiran dan kompetensi sama ada ia dilakukan secara formal ataupun secara tidak formal berdasarkan pengalaman dan latihan yang telah dibekalkan oleh pihak pengurusan sekolah kepada para pelajarnya. Setiap individu haruslah menanam sifat suka dalam mereka agar rajin dalam meneroka ilmu pengetahuan secara berterusan tanpa mengira masa, tempat dan keadaan. Sidang dewan yang berwawasan, wacana saya yang seterusnya masih berkisar dengan kecemerlangan dalam pendidikan. Kita tahu betapa pentingnya penyediaan pendidikan bertaraf dunia kerana jika sistem pendidikan kita setaraf dengan dengan insitusi-institusi pendidikan di negara-negara maju di seluruh ini, penghasilan modal insan dan peratus kecemerlangan pelajar di seluruh negara dapat ditingkatkan. Oleh itu, sektor industri pendidikan negara hendaklah melakukan perubahan dan pembaharuan secara dinamis. Matlamat untuk menjadikan Malaysia sebagai salah satu pusat kecemerlangan pendidikan (centre of academics excellence) di Rantau Asia dan juga di peringkat anatarabangsa pada abad 21 ini nanti akan memerlukan negar... ...unyai muhasabah diri, mereka mampu mencipta nama dan berjaya di peringkat global. Tuan-tuan dan puan-puan yang dihormati sekalian, Sedarkah anda bahawa percubaan dan uji kaji ribuan kali telah dilakukan oleh Thomas Adison untuk mencipta lampu yang dapat kita nikmati faedahnya sehingga ke hari ini? Tahukah anda bahawa Colonel Sandera telah bersusah payah siang dan malam untuk mencipta resepi rahsia KFC nya sehingga semua kita yang pada hari ini menjamahnya sehingga menjilat jari? Sikap sebeginilah yang wajar diambilkan sebagai contoh dan panduan sekiranya kita ingin betul-betul cemerlang dalam akademik bahkan kehidupan kita seharian. Antara rahsia kejayaan orang-orang yang hebat ini ialah kepatuhan kepada disiplin. Lihatlah wahai dunia bahawa orang-orang yang berdisiplin ini yang akan menggoncang dunia! Bak kata pepatah, â€Å"siapa yang menuai, dia akan dapat hasilnya†.

Sir William Wallace :: essays research papers

The Help of Sir William Wallace Sir William Wallace is one of Scotland’s greatest generals and was a great help towards the freedom of Scotland because he brought patriotism to the minds of his fellow Scotsmen in order fight for the freedom for which was nearly taken away by the their English neighbors. He would ride through Scotland gathering clans both from the high and lowlands. Over the years after his death, Scots have proclaimed Sir William Wallace as their countries hero and the man who made freedom run through the blood of so many who were by his side.   Ã‚  Ã‚  Ã‚  Ã‚  Hundreds of years before the time of Sir William Wallace, Roman troops tried to conquer parts of Scotland but failed. The savagery of the Scots put the fear in the Romans and caused them to build Hadrian’s Wall. The wall separated Scotland and England (which was part of the Roman Empire). When the great empire fell to destruction by many Germanic tribes, Scots began to live a more peaceful life. During the Norman conquest of 1066, a group of people called the Normans invaded England, killed many Anglo-Saxon and Celtic tribes, and took over the country. England was now under Norman rule and would stay that way. (Compton’s Home Encyclopedia CD Rom)   Ã‚  Ã‚  Ã‚  Ã‚  In 1296, English troops invaded the lowlands of Scotland burning villages, killing innocent Scots, and trying to over rule the vast countrysides of the lowlands and the highlands. The new ruler of England, King Edward I the Long Shanks, started all this. He believed that he should have control of the whole island itself. His idea about conquering Scotland was that if he can’t beat them out, then he could breed them out. He brought the old English custom called Prima Noctes; if a woman is married in the country of Scotland, an English lord has every right to take her away from her husband for a few days and have his ways with her. Clans of lowlanders came together to form an army. It took awhile for the highlanders to know about this. Conflicts brook out between the Scottish rebels and English troops. Bows and arrows and other combat weapons were taken from the Scots except for their swords and axes. (Compton’s Home Encyclopedia CD Rom)   Ã‚  Ã‚  Ã‚  Ã‚  The answer to Scotland’s problems came with the birth of William Wallace. His exact date of birth is unknown but he was born in the 1270’s.

Rasta

Shaquille T. Sailsman Literature and Composition March 26,2013 Rastafarianism The Rastafarian religion has many different elements. These elements include: history, beliefs, customs/culture, celebrations, and worshipping. Rastafarians believe in the divine nature of Emperor Haile Selassie I of Ethiopia, whose title before his coronation of 1930 who Ras Tafari (Prince of the House of Tafari). The name Haile Selassie means â€Å"Power of Trinity. † He was the Emperor of Ethiopia from 1930-1974. Haile Selassie never regarded himself as God, nor did he adhere to Rastafari.According to iconn. org, Rastafarians regard Haile Selassie I as God because Marcus Garvey’s prophecy – â€Å"Look to Africa where a black king shall be crowned, he shall be the Redeemer† – was swiftly followed by the ascension of Haile Selassie as Emperor of Ethiopia. Haile Selassie I is regarded by Rastafarians as the God of the black race. The Rastafarian religion began in Jamaica i n the 1930s. The religion was formed after periods of slavery. Rastafarians regarded Jamaica as hell and Ethiopia as heaven.Rastafarians called Jamaica hell because Africans were divided up and sent to destinations throughout the world, in most cases as slaves to whites. This is why many Africans found themselves in Jamaica. Ethiopia, the homeland, was seen as a place of fond memories of freedom and life prior to oppression. This meant it eventually became regarded as heaven. â€Å"Rastafarians believes Jah (God) lives on in some form, and believes that one day he will bring about the return of all black people to their ancestral home in Africa,† (Breuilly, O’Brien, Palmer, 152).When Rastafarians have kids, they raise their kids to believe in Jah and after a certain age they should be able to identify who he is. They are also raised to believe that one day he will be raised from the dead and bring them back to Africa, their supposed homeland. Rastafarians dedicate them selves to preparing for this homecoming, growing closer to Jah, (Breuilly, O’Brien, Palmer). They do this by cultivating peace and harmony with all and by living in a way that is close to nature, mimicking Jah.Another way Rastas try to mimic Jah is by rejecting practices introduced from white culture, which is symbolically called â€Å"Babylon. † The culture of Rastafarian is to condemn the eating of meat. They are all vegetarians. In order to spiritually grow as a person, meat has to be gradually eliminated from the diet. According to www. iconn. org, â€Å"the main reason Rastafarians don't eat meat is because animals try so hard to get away. The fear of the animals can be seen in their eyes.It is evident that they are begging for mercy. Rastafarians will have to show mercy. Within the book of genesis, the LORD gave man dominion over animals. It was not to eat them but to care for them. † An efficient healthy body is very basic. The Rastafarian's diet is desig ned to meet their personal needs. The Rastafarian's food is normally referred to as ital food within the Rastafarian culture. The most traditional way to know a Rastafarian is by their dreadlocks. Some people may wear their hair the Rastafarian way – dreadlocks – without being committed to Rastafarian belief or lifestyle, while many believers feel obligated to abandon the traditional hairstyles for the sake of gaining or remaining in employment,† (Breuilly, O’Brien, Palmer, 152). Rastas wear dreadlocks because they do not believe in cutting or combing their hair. It is also the way some ancient African priests and Israelites wore their hair. Sometimes you see a green, red and yellow colored hat over a Rasta's hair. These are the colors of the flag of Ethiopia.Rastas also wear a turban, which is a headband based on cloth winding, over their head to protect and keep their dreadlocks clean. According to www. iconn. org, the holy herb, or known to most as mari juana or ganja, is used in all major Rastafarian celebrations to enhance feelings of peace and community, aid meditation and inspire religious visions. There has often been controversy concerning the legalization of marijuana. Rastafarians are perhaps best known for their religious use of marijuana, which grows plentifully in Jamaica. In addition to ritual use, Rastas also use marijuana for medicinal purposes, applying it o a variety of ailments including colds. Many followers also believe that marijuana aids in the worship of God, Bible study, and meditation. Although not all Rastafarians use marijuana, most believe it will bring a person closer to God. Reggae music originated as an important part of Rastafarian celebrations – asserting the pride and dignity of black people, rejection of white oppression, the beauty of Africa and visions of a peaceful future. Reggae music is intimately connected to Rastafari and its lyrics often speak of oppression, poverty, slavery, aparthe id and human rights.One of the most important figures in trying to spread reggae music was Bob Marley. Born Nesta Robert Marley (1974–1981), he remains the most widely known and the best-selling performer of reggae music, and is credited with helping spread both Jamaican music and the Rastafari movement to a worldwide audience. A Nyabingi ceremony brings together believers from a wider area, and often last from several days. At these ceremonies, there are chanting, drumming, singing, praying, and dancing as well as shaving of vegetarian food and smoking of marijuana.Some occasions for a Nyabingi are based on the Julian calendar used by the Ethiopian Orthodox Church; with the Rastafarian faith has strong links. Holy days and holidays are periods of solemn times for the Rastafarian community worldwide. The Holy days are to pray and ask for penance, fulfilling 2 Chronicles 7v14, â€Å"If my people who are called by my name, will humble themselves and pray, search for me and rep ent of their evil ways, then I will hear from heaven and forgive their sins and heal their land. † (Himchurch. org).Some Rastafarian celebrations includes: Ethiopian New Year – Sept 11th (represents a holiday, which is, observed with a short Prayer Service from 10am-11am), Christmas Day – Jan. 7th (Rastafarians observed this as a holiday), Haile Selassie’s Birthday – July 23rd, and the Anniversary of his coronation – Nov. 2nd, (Breuilly, O’Brien, Palmer, 153). Influential prophets and teachers may also be commemorated, but there is no official festival calendar. Rastafarians do not have a specific religious building that is set aside for worshipping.They usually meet weekly, either in a believers’ home or in a community center. The meetings are referred to as Reasoning Sessions. They provide a time for chants, prayers and singing, and for communal issues to be discussed. Marijuana may be smoked to produce heightened spiritual st ates. The music used at these meetings is known as Nyabingi, and so when meetings are mostly musical they are often referred to as Nyabingi meetings. Meetings may also include large feasts. Rastafarians lay great stress on individual bible study and interpretation. Rasta Shaquille T. Sailsman Literature and Composition March 26,2013 Rastafarianism The Rastafarian religion has many different elements. These elements include: history, beliefs, customs/culture, celebrations, and worshipping. Rastafarians believe in the divine nature of Emperor Haile Selassie I of Ethiopia, whose title before his coronation of 1930 who Ras Tafari (Prince of the House of Tafari). The name Haile Selassie means â€Å"Power of Trinity. † He was the Emperor of Ethiopia from 1930-1974. Haile Selassie never regarded himself as God, nor did he adhere to Rastafari.According to iconn. org, Rastafarians regard Haile Selassie I as God because Marcus Garvey’s prophecy – â€Å"Look to Africa where a black king shall be crowned, he shall be the Redeemer† – was swiftly followed by the ascension of Haile Selassie as Emperor of Ethiopia. Haile Selassie I is regarded by Rastafarians as the God of the black race. The Rastafarian religion began in Jamaica i n the 1930s. The religion was formed after periods of slavery. Rastafarians regarded Jamaica as hell and Ethiopia as heaven.Rastafarians called Jamaica hell because Africans were divided up and sent to destinations throughout the world, in most cases as slaves to whites. This is why many Africans found themselves in Jamaica. Ethiopia, the homeland, was seen as a place of fond memories of freedom and life prior to oppression. This meant it eventually became regarded as heaven. â€Å"Rastafarians believes Jah (God) lives on in some form, and believes that one day he will bring about the return of all black people to their ancestral home in Africa,† (Breuilly, O’Brien, Palmer, 152).When Rastafarians have kids, they raise their kids to believe in Jah and after a certain age they should be able to identify who he is. They are also raised to believe that one day he will be raised from the dead and bring them back to Africa, their supposed homeland. Rastafarians dedicate them selves to preparing for this homecoming, growing closer to Jah, (Breuilly, O’Brien, Palmer). They do this by cultivating peace and harmony with all and by living in a way that is close to nature, mimicking Jah.Another way Rastas try to mimic Jah is by rejecting practices introduced from white culture, which is symbolically called â€Å"Babylon. † The culture of Rastafarian is to condemn the eating of meat. They are all vegetarians. In order to spiritually grow as a person, meat has to be gradually eliminated from the diet. According to www. iconn. org, â€Å"the main reason Rastafarians don't eat meat is because animals try so hard to get away. The fear of the animals can be seen in their eyes.It is evident that they are begging for mercy. Rastafarians will have to show mercy. Within the book of genesis, the LORD gave man dominion over animals. It was not to eat them but to care for them. † An efficient healthy body is very basic. The Rastafarian's diet is desig ned to meet their personal needs. The Rastafarian's food is normally referred to as ital food within the Rastafarian culture. The most traditional way to know a Rastafarian is by their dreadlocks. Some people may wear their hair the Rastafarian way – dreadlocks – without being committed to Rastafarian belief or lifestyle, while many believers feel obligated to abandon the traditional hairstyles for the sake of gaining or remaining in employment,† (Breuilly, O’Brien, Palmer, 152). Rastas wear dreadlocks because they do not believe in cutting or combing their hair. It is also the way some ancient African priests and Israelites wore their hair. Sometimes you see a green, red and yellow colored hat over a Rasta's hair. These are the colors of the flag of Ethiopia.Rastas also wear a turban, which is a headband based on cloth winding, over their head to protect and keep their dreadlocks clean. According to www. iconn. org, the holy herb, or known to most as mari juana or ganja, is used in all major Rastafarian celebrations to enhance feelings of peace and community, aid meditation and inspire religious visions. There has often been controversy concerning the legalization of marijuana. Rastafarians are perhaps best known for their religious use of marijuana, which grows plentifully in Jamaica. In addition to ritual use, Rastas also use marijuana for medicinal purposes, applying it o a variety of ailments including colds. Many followers also believe that marijuana aids in the worship of God, Bible study, and meditation. Although not all Rastafarians use marijuana, most believe it will bring a person closer to God. Reggae music originated as an important part of Rastafarian celebrations – asserting the pride and dignity of black people, rejection of white oppression, the beauty of Africa and visions of a peaceful future. Reggae music is intimately connected to Rastafari and its lyrics often speak of oppression, poverty, slavery, aparthe id and human rights.One of the most important figures in trying to spread reggae music was Bob Marley. Born Nesta Robert Marley (1974–1981), he remains the most widely known and the best-selling performer of reggae music, and is credited with helping spread both Jamaican music and the Rastafari movement to a worldwide audience. A Nyabingi ceremony brings together believers from a wider area, and often last from several days. At these ceremonies, there are chanting, drumming, singing, praying, and dancing as well as shaving of vegetarian food and smoking of marijuana.Some occasions for a Nyabingi are based on the Julian calendar used by the Ethiopian Orthodox Church; with the Rastafarian faith has strong links. Holy days and holidays are periods of solemn times for the Rastafarian community worldwide. The Holy days are to pray and ask for penance, fulfilling 2 Chronicles 7v14, â€Å"If my people who are called by my name, will humble themselves and pray, search for me and rep ent of their evil ways, then I will hear from heaven and forgive their sins and heal their land. † (Himchurch. org).Some Rastafarian celebrations includes: Ethiopian New Year – Sept 11th (represents a holiday, which is, observed with a short Prayer Service from 10am-11am), Christmas Day – Jan. 7th (Rastafarians observed this as a holiday), Haile Selassie’s Birthday – July 23rd, and the Anniversary of his coronation – Nov. 2nd, (Breuilly, O’Brien, Palmer, 153). Influential prophets and teachers may also be commemorated, but there is no official festival calendar. Rastafarians do not have a specific religious building that is set aside for worshipping.They usually meet weekly, either in a believers’ home or in a community center. The meetings are referred to as Reasoning Sessions. They provide a time for chants, prayers and singing, and for communal issues to be discussed. Marijuana may be smoked to produce heightened spiritual st ates. The music used at these meetings is known as Nyabingi, and so when meetings are mostly musical they are often referred to as Nyabingi meetings. Meetings may also include large feasts. Rastafarians lay great stress on individual bible study and interpretation.

The Autobiography of the Dalai Lama

Although he never sets out to explicitly discuss a definition of leadership, we are quite able to see his point of view by considering the two places in the text where the Dalai Lama specifically praises a person as a good leader. The first of these is his own sister. In the course of his discussion of the many difficulties managing the groups of destitute refugees who had fled into India, her contribution was invaluable. As an explanation of why, he tells us that, â€Å"She had an enormous capacity for hard work. This, coupled with her rather fierce nature, made her an excellent leader.By itself, this description does not quite bring out the focus of his compliment; but that focus is made somewhat more clear when he tells us, a few pages later, about Mr. Luthi, a worker with the Swiss Red Cross. He was, â€Å"a man of tremendous zeal and energy, a real leader, who drove the people under him extremely hard. † For the Dalai Lama, then, there seem to be two elements to leadersh ip, one is the ability to bring a tremendous amount of effort to the task in question, and the second is an ability to get a similar effort out of the people you are leading.At first glance, this appears to be somewhat at odds with this holy man’s compassionate, peaceful nature. However, such an appearance is mitigated when we consider the numerous places throughout the book where we see that he holds himself to exactly the same rigorous standard. A particularly good example of this is when his observation of the struggles of his people made his responsibility fully tangible, even given his relative youth. â€Å"One thing my journey down had convinced me of was the need to study hard and learn as much as I could.I owed it to the faith of my people to be the best person I could be. † What was/is their leadership philosophy? As we might expect from the discussion above, the core of the Dalai Lama’s leadership philosophy is to lead by example. In addition to the pa ssages above, this idea also runs throughout the course of the text in the form of his consistent focus on creating opportunities for personal, one-on-one contact with the people he is trying to lead and/or persuade—whether the citizens of Tibet, or the political leaders of China and India.In talking about the positive changes he was able to bring about in government, for instance, we learn that he was, â€Å"determined to be entirely open, to show everything and not to hide behind etiquette. In this way I hoped that people would relate to me as one human being to another. † Even more telling is his narrative account concerning the fighting by Tibetan guerilla forces operating from over the border in Nepal. He feared that their attacks against the Chinese occupying forces would only end in more bloodshed, and he realized, â€Å"that the only way I could hope to make an impression on them was by making a personal appeal. †As the Dalai Lama, any discussion of this man’s philosophy (of anything) must be placed in the context of his religious vocation to bring compassion and an end of suffering to all sentient beings. We see this underlying motivation suggested in the passages already quoted, but we see it move to the fore in the form of leaders that he himself admired. Perhaps none of the examples he gives is more familiar and understandable to us than that of Mahatma Gandhi, whom he considered to be the ultimate politician because he was able to be such a great example to his people of the difficult ideals he expected of them—namely, altruism and non-violence.How did they learn to lead? With characteristic humility, our author shows us that his most important, and most lasting, lessons in leadership were learned from his various large and small mistakes over the years. In one anecdote, we hear the story of the younger Dalai Lama punishing a pet parrot because it did not respond to him with the desired affection. Once he had bea ten it with a stick, it â€Å"thereafter fled at the sight of me. This was a very good lesson in how to make friends: not by force but by compassion. †The same lesson was shaped by his religious studies as a monk, and we see it reflected in mature form years later in his attempt to deal with repeated acts of deception by Chairman Mao. â€Å"Besides,† the Dalai Lama tells us, â€Å"as far as I was concerned, a positive approach was the only sensible one to take. There was no point in being negative, that only makes a bad situation worse. † Did they challenge the process? Not only has he challenged the process for the last forty-plus years, but the Dalai Lama is still challenging the process.In areas from promoting the role of women in Tibetan government to working for U. N. resolutions and intervention in the case of Tibet’s occupation by China, it is not unfair to say that his whole career has been an attempt to challenge the way international politics is conducted. Would you consider them inspirational? If so, why? The thing that is probably the most inspiring about him is that in spite of all that he and his people have been through, he still responds by seeing and hoping for the best in people. Near the end of the book he says, â€Å".. . for there are more than a billion Chinese, and whilst maybe several thousand are participating in acts of cruelty at any one moment, I believe there must be several million performing acts of kindness. † How did they build a team and strengthen others? This is, perhaps, best shown in the account of his discussion with Prime Minister Nehru over the treatment and education of the Tibetan refugees who had come to India. His main approach is to appeal to the very best part of human nature in each of the people around him.In the case of Nehru, the Dalai Lama had laid out his case and, as hoped, Nehru’s humanitarian instincts won out in the end. The same idea is repeated in other places in the book, though not so succinctly. In general we see the application of his faith in leadership by example. In this case by the moral example he presents. By making sure that people can deal with him one-on-one, they are able to see his honesty and sincerity, and, thereby, be inspired by that side of themselves. Did they practice what they preached?In order to answer this question, let us first attempt to encapsulate what the Dalai Lama preached (and preaches). In relation to leadership, it would be fair to say that his sermon consists in: Hold yourself and the people you lead to high standards; the highest of which is to be selfless, altruistic, to put the welfare of others ahead of your own. In looking back over his struggles, there are a lot of examples of this on his part. One of the most pivotal instances was when he had to make the hard decision to leave Tibet.He realized that only if he left would the gathered crowd — protesting against the Chinese, and protecting their leader from the Chinese — disperse, thereby saving them all from deadly Chinese military reprisals. In one decisive moment he gave up his beloved homeland of Tibet in order to save hundreds and hundreds of lives. How did they handle mistakes? Perhaps owing to his lifelong academic training as a Buddhist monk, the Dalai Lama sees each mistake as a learning situation. We have already seen a good example of this in the story of the parrot, in which he made the mistake of beating it to change its behavior.In looking for an example where he made a significant mistake as the leader of Tibet, there is the gradual realization that he had been wrong to believe in the good intentions of Chairman Mao. In contrast to earlier periods where he had been uplifted by his faith in Mao’s underlying goodness, and, in fact, had often appealed to him concerning the conduct of occupying soldiers in Tibet, later in the story we hear the Dalai Lama say, â€Å"I began to see that Chairma n Mao’s words were like a rainbow – beautiful, but without substance.† In response to this realization, the Dalai Lama comes away with a better understanding of how China has worked to create a misleading PR campaign to undermine the appeals of the Tibetan leadership among the world community, and he comes away with a different strategy for moving forward based on getting accurate observers into and out of Tibet to provide objective information on the condition and treatment of the Tibetan people at the hands of the Chinese. How did they recognize the accomplishments of others?Given his varied, persistent needs in trying to keep the Tibetan culture safe and thriving, as well as the managerial tasks of the refugee population, and the political tasks of building international support for his cause, the primary effect of someone showing great leadership or achievement has been to give them more leadership responsibility. We see this talked about in regard to his tut ors, his close associates, and even his own family. By way of illustration, we need only point back to the example given earlier concerning his sister.Because of her ability and demonstrated energy as the manager of the household, he created a situation where the entire refugee population was part of her â€Å"household. † What could we all learn from this person that would make us better leaders? One of the recurrent elements throughout the story is his sincere desire to connect with people, we see him constantly working to meet people — whether they be Tibetan or foreign, wealthy or poor, politician or scientist. In fact, he made it a personal goal to try and meet with every refugee coming into India from Tibet and with other religious leaders whenever he went abroad.He repeatedly mentions these opportunities as being the most valuable part of his life in exile. More than just the intrinsic value of these connections and interactions with people from all different wa lks of life, though, he also helps us to see that there is a secondary benefit in terms of making someone an effective leader. One of the many positive side effects to come from his interactions, especially with the Tibetan masses, is that by remaining close to the common people, a leader avoids being, â€Å"misled by advisors and others around you who, for reasons of their own, might wish to prevent you from seeing things clearly. †

Child Labor Essay

Throughout history there have been articles, boycotts, books, poems, and so much more released to raise awareness on child labor. Children work under illegal, hazardous, and exploitative conditions each day risking their lives. Many of these children have their opportunity for an education taken away to work under harmful circumstances. William Blake’s poem â€Å"The Chimney Sweeper† was written to help aware and prevent child labor. William Blake wrote a poem to aware the society of child labor in Britain. A real life event inspired him to write his poem about the injustice being done to the children. Child labor is exploitation to children. They were out in extremely hazardous conditions that threaten their lives. Children began to die because they were stuck in an unsafe place. The ashes that surrounded them threatened their physical health to an extreme. Fires would be set and the children would be stuck in the chimney causing them to burn to death. Blake uses a variety of symbolism through biblical ideas. He uses symbols to represent what he states in his poem. The Chimney Sweeper is based on a true story. This boy was sold and left alone by his father. Tom sweeps chimneys with four other boys: Dick, Joe, Ned, and Jack. One night tom dreams that he and the other children are sleeping in black coffins. Blake says this relating to the black ashes the children are covered in every day from sweeping the chimneys. In his dream an angel appears with a key. She unlocks the coffin the children were in and let them out. â€Å"Were all of them lock’d up in coffins of black. And by came an Angel who had a bright key, And he open’d the coffins & set them all free;† (lines 12-14) Child labor has been a big issue since industrialization began. Like the poem children were being put to work in atrocious conditions. Child labor was used because they do not have to get paid as much as adults. They were working more than a full time job. Some children would end up working for factories when their family could not afford much so they would give them up. Blake’s poem created a well-known issue concerning child labor in the real world. The way Blake described the children’s suffering and harsh living conditions caught the attention of many of his readers. The poem was created with the intention to have laws against child labor. As well as in Britain, there were many places around the world that were creating laws against child labor like the United States. The British act stated the age limit for children to begin working, children should be washed once a week, and prohibited to clean chimneys with fire in them. This act marked part of a beginning into the long battle to fight for the end of child labor. Unfortunately, till this day child labor occurring all around the world. The International Labor Organization estimated that over 215 million children under the age of 17 are currently working under illegal and harmful conditions. Children around the world are still suffering and unprivileged from opportunities of an education. A lot is done around the world to help and reach awareness to people about child labor. William Blake’s â€Å"The Chimney Sweeper† is a great resource created to help inform the people of the suffering and unfortunate life children live. Work Cited Blake, William. â€Å"The Chimney Sweeper.† –Blake. Web. 18 May 2012.. Fried, Milton. â€Å"Child Labor.† History of Child Labor. Amalgamated Clothing Workers of America. Web. 18 May 2012. . Heath, DIanne. â€Å"Social Science Medley.† Analysis of â€Å"The Chimney Sweeper† by William Blake ~. Social Science Medley, 30 Mar. 2011. Web. 18 May 2012. . Songs of Innocence,1789 and Songs of Experience; 1794 http://165.29.91.7/classes/humanities/britlit/97-98/blake/POEMS.htm; â€Å"- Texts in Context.† Imagery, Symbolism and Themes in Blake’s The Chimney Sweeper (I) from Crossref it.info. Web. 18 May 2012. .

Teaching Speaking

MINISTRY OF EDUCATION AND SCIENCE, YOUTH AND SPORT OF UKRAINE IVAN FRANKO NATIONAL UNIVERSITY OF LVIV ENGLISH DEPARTMENT Speaking and Writing. Common and Distinctive features in Teaching PRESENTED BY Suzan Al-Jholani a fifth year student of the English Department SUPERVISED BY Sanotska L. G. associate professor of the English Department LVIV 2012 Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 I. Common features in teaching speaking and writing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. II. Distinctive features in teaching speaking and writing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Communication between humans is an extremely complex and ever-changing phenomenon. But there are certain generalizations that can be made about the majority of communicative events and these will have a particular relevance for the learning and teaching of languages. There are countless reasons for communication between individuals: they want to say something, they have some communicative purpose, they want to get some information, etc.It is important to realize that these generalizations do not only apply to spoken word: they characterize written communication as well. Speaking and writing are called productive skills because they involve language production, as opposed to lis tening and reading, which are receptive skills [1, 46-47]. Common features in teaching speaking and writing The productive skills of writing and speaking have more distinctive than common features. However, there are number of language production processes which have to be gone through whichever medium we are working in.In order for communication to be successful we have to structure our discourse in such a way that it will be understood by our listeners and readers. In speech this often involves following of conversational patterns and the use of lexical phrases. For the part of writing it has to be both coherent and cohesive. Coherent writing makes sense because you can follow the sequence of ideas and points. Cohesion is more technical matter since it is here that we concentrate on the various linguistic ways of connecting ideas across phrases and sentences [2, 246].Both teaching writing and speaking involves following the rules of communication. There are three areas of rules th at should be considered: * Sociocultural rules: speakers from similar social backgrounds know how to speak to each other in terms of how formal to be, what kind of language they can use, how loud to speak, or how close to stand to each other. * Turn-taking: in any conversation decisions have to be taken about when each person should speak. * Rules for writing: writing has rules too, which need to be recognized and either be followed or purposively flouted.We have to take into the account the genre and the style of writing [2, 246]. One of the reasons that people can operate within sociocultural rules is because they know about different styles, and recognize different written and spoken genres. This depends on the aim of communication, on the recipient and setting. In order to speak and write at different levels of intimacy students need practice in different genres and different styles so that their level increases they can vary the grammar, functions ,and lexis that they can use . It is vital, therefore, that if the coursebook does not offer a satisfactory range of such genre-based activities teachers should supply it themselves [2,247]. Teachers have to teach how to interact with the audience. Part of our speaking proficiency depends upon our ability to speak differentially, depending upon our audience, and upon the way we absorb their reaction and respond to it in some way or other. Part of our writing ability depends upon our ability to change our style and structure to suit the person or people we are writing for [2, 248].When speakers or writers of their own or of a foreign language do not know a word or just cannot remember it, they may employ some or all of the following strategies to resolve the difficulty they are encountering: * Improvising: speakers sometimes try any word or phrase that they can come up with in the hope that it is about right. * Discarding: when speakers simply cannot find words for what they want to say, they may discard the thoug ht that they cannot put into words. Foreignising: when operating in a foreign language, speakers (and writers) sometimes choose a word in a language they know well (such as their first language) and ‘foreignise' it in the hope that it will be equivalent to the meaning they wish to express in the foreign language. * Paraphrasing: speakers sometimes paraphrase. Such lexical substitution or circumlocution gets many speakers out of trouble, though it can make communication longer and more convoluted [2, 249].To prevent problems that students may encounter while improving speaking and writing skills teachers have to follow certain principles. In the first place, they need to match the tasks they ask students to perform with their language level. This means ensuring that they have the minimum language they would need to perform such a task. Secondly, teachers need to ensure that there is a purpose to the task and that students are aware of this. They should also remember that studen ts who are not used to speaking or writing spontaneously need to be helped to cultivate such habits.Teachers should not expect instant fluency and creativity; instead they should build up students' confidence step by step giving them restricted tasks first before prompting them to be more and more spontaneous later. Finally, teachers need to assess the problems caused by the language they need, and the difficulties which the topic or the genre might create [2,251-253]. To make students inspired teacher has to choose interesting topic and create interest in it. It is also important to vary the topics they offer them so that they cater for the variety of interests within the class.It is also vitally important to vary the genres teachers ask their students to work with if we want them to gain confidence in writing and speaking in different situations. Distinctive features in speaking and writing teaching One of the reasons that teaching writing is so different from teaching speech is t hat two types of discourse differ in their basic characteristics. Differences between them imply different types of exercises which focus on different aspects of language and demand different levels of correctness [1,52].Writing requires a greater degree of accuracy, and is in many ways the more difficult skill to learn. For a start, the written form is visible and mistakes are seen. With speaking, students often make ‘slips of the tongue’-they have said something wrong, but if they could hear a recording of what they said, they could correct the mistake themselves. Written task on the one hand often require accuracy and formal language. Because they recognize this, many students feel under pressure when writing.However, with writing students can proof-read and self-correct. They can go more slowly and carefully than when they are speaking. It is an important skill teachers must teach students-read what they have written [4,182]. Punctuation is another factor absent fro m speaking. Increasingly these days, one might question the importance of correct punctuation, but whereas one can accept that the correct use of colons or semi-colons is not really so important, surely the correct use of capitalization and question marks, for example, does matter [4, 182].Spelling may also cause problems, something which mother-tongue speakers have difficulty with. Again, people differ in their views of the importance of correct spelling, but the fact remains that, teachers have to recognize what is ‘correct' writing, and what is ‘incorrect'. If they cannot recognize a mistake, then they cannot correct it [4, 182]. With Writing, students do not have to concern themselves with aspects of pronunciation, or being fluent. Those students who are much more interested in accuracy than fluency, arc often very good when writing.It is very common to find students who have had accuracy-based language learning, writing extremely well and accurately, but that is dif ficult for them to express themselves orally [1, 53]. Writing tends to be more economical in its use of the language. There are no ‘hesitators' (‘mmm', ‘er', ‘well', etc. ) that litter our conversation. Written language is direct and efficient. The writer suffers from the disadvantage of not getting immediate feedback from the reader – and sometimes getting no feedback at all.In writing students can not use intonation or stress, and facial expression, gesture and body movement. These disadvantages have to be compensated for the greater clarity and by the use of grammatical and stylistic techniques for focusing attention on main points, etc. Most importantly there is greater need for logical organization in piece of writing than there is in a conversation, for the reader has to understand what has been written without asking for clarification or relying on the writer’s tone of voice or expression [1,53].When teaching writing, therefore, there are special considerations to be taken into account which include the organizing of sentences into paragraphs, how paragraphs are joined together, and the general organization of ideas into a coherent piece of discourse [1,54]. Creative writing practice is a critical part of learning a written language. Writing can be encouraged through poetry, stories, plays and dialogues, but it important that students be engaged and interested in the writing projects.Pen pal letters between students can help to capture the interests of a class as they learn written communication with their peers utilizing the new language. The objective of such a project would be for students to learn how to use appropriate language and produce suitable letters that can be sent as a correspondence, but can also be used as effective evaluation and grading tools. Speaking a language involves using the  components correctly – making the right sounds, choosing the  right words and getting constructions gramma tically correct.Pronunciation, grammar and vocabulary tasks  will focus on the need  for practice in language accuracy. At the same time, we also need to  get a clear message across and this  involves choosing appropriate content or ideas to suit a situation, e. g. deciding what is polite or what might appear rude, how to interrupt or how to participate in a conversation. All this involves practice in language fluency. Speaking requires thinking on the spot, practice and exposure to the language over time. Speakers have a great range of expressive possibilities at their command.Apart from the actual words they use they can vary their intonation and stress which helps them to show which part of what they are saying is most important. By varying pitch and intonation their voice can clearly convey their attitude to what they are saying. They can indicate interest or lack of it. At any point in speech event speakers can rephrase what they are saying; they can speed up or slow do wn. This will often be done in response to the feedback they are getting from their listeners who will show through variety of gestures , expressions and interruptions that they do not understand.And in a face to face interaction the speaker can use a whole range of facial expressions, gestures and general body to help to convey the message. Developing speaking skills in the classroom can include a wide variety of activities. Controlled lessons that include drilling and pre-planned, question and answer prompts can help students develop skills under the teacher’s watchful eye. Guided activities such as dialogues and role-play scenarios, while based on accuracy, do allow for more creativity and individual exploration with the language.Exact language may not be as controlled in such activities and students have a chance to practice their language with a bit more freedom. Students improve their formal speech when teachers provide insights on how to organize their ideas for presen tation. Students can give better speeches when they can organize their presentation in a variety of different ways, including sequentially, chronologically and thematically. They need practice in organizing their speech around problems and solutions, causes and results, and similarities and differences.After deciding about the best means of organization, they can practice speeches with another student or with the whole class. Teachers can also help students adapt their speeches and informal talks so as to correspond to the intended audience, the information to be communicated, and the circumstances of the occasion at which they will speak. The teachers can illustrate how well-known speakers have adapted their presentations in ways to suit these different circumstances Students may enjoy speaking about their personal experiences.When given this opportunity, they can benefit from instruction in the elements of good story-telling. Both teachers and students can provide suggestions for students’ speeches. In constructively criticizing others, learners can learn to apply criteria for good speech and employ tactful social skills. In doing so, they can increase and improve their own speaking skills. Students can also learn speaking and social skills by suggesting possible improvements to one another’s practice speeches. Positive experiences in speaking can lead to greater skills and confidence in speaking in front of larger groups.These activities help students to become familiar and comfortable with the new language. Creative communication involves more fluency-based activities that can really enable students to utilize their creative thinking and language skills. Activities of this type might include discussions, simulations and communication games, but they may also include real- life experiences such as a field trip to a restaurant or a guest visitor in the classroom, providing opportunities for students to use the new language in a less controlled setting.Careful planning and preparation are a necessity for this kind of learning experience, and such lessons must be followed-up with some form of assessment or evaluation tool to determine the effectiveness of the experience, but the benefits to the student can be significant. Not only are students making connections between the language they are learning in the classroom and the language used in the real world, they are practicing their skills and developing their own methods for utilizing and retaining the new language.In comparison to speaking skills, the development of writing skills involves many of the same difficulties and some additional challenges, including differences in grammar and vocabulary use, spelling, structure, punctuation and others. A variety of games in the classroom and as pair, small-group or homework activities, can be utilized to provide controlled practice and experience with writing. Crosswords, word finds, gap fills and story boards are but a few of the games and activities that can be adapted for teaching writing skills including vocabulary, spelling, grammar and pronunciation.Developing useful and effective language skills requires practice and experience, from controlled lessons to authentic, real-life experiences. The basic building blocks of a language are critical to the learning process but practical experience, creative exploration, and opportunities to practice in less controlled activities can help to bind the various parts of language acquisition into a solid understanding of the new language and how it can be used. Whether speaking or writing, students need to be able to activate the knowledge they have learned in the classroom in order to communicate successfully in their new language.Conclusions Being productive skills, speaking and writing involve language production. They have both common and distinctive features in teaching; although distinctive have majority in number. For communication to be successful (eithe r oral or written one) students have to know how to structure the discourse, to be aware of rules of communication, different styles and genres, have knowledge about how to interact with audience. In productive skills teaching strategies to resolve the difficulties that students can encounter are the same.To prevent problems that students may encounter while improving speaking and writing skills we teachers have to follow certain principles: match the tasks with students’ language level, built student confidence step by step, choose interesting topic and create interest in it. Taking into account the fact that speaking skills require fluency and frequency, and writing skills demand accuracy – different teaching strategies and activities have to be used. References 1. Harmer, J. The practice of English language teaching. – London and New Jork: Longman, 1991. – 296 p. 2. Harmer, J.The practice of English language teaching. Third Eddition. -Londin: Longman,2 001. – 371 p. 3. Lavery, C. Language Assistant. http://www. scribd. com/doc/14112081/Whole-Manual 4. Riddell, D. Teach English as a foreign language. -London: Hodder Edducation , 2010. -366 p. 5. Sariel, O. Teaching productive skills – fine tuning speaking and writing skills. http://ru. scribd. com/doc/58656496/Teaching-Productive-Skills 6. Wallace T. , Stariba W. , Walberg H. Teaching, speaking, listening and writing. http://www. ibe. unesco. org/fileadmin/user_upload/archive/publications/EducationalPracticesSeriesPdf/PRATICE_14. pdf