Beowulf: Pagan Values Tied with Christianity

The poem titled Beowulf was composed sometime between the seventh and tenth century in a language that is known as Anglo-Saxon. It incorporates many pagan themes and concepts, yet it also contains many references to Christianity. Although paganism and Christianity can be seen as unalike, the two aspects are brought together by the poet in order to show the need for grouping. The pagan themes, such as fate or the common goal of fame and heroism, raise questions in the religious community that could be misleading or misinterpreted without the Christian insight provided in the text.As a result, it is clear that this combination of pagan concepts and Christianity shown in Beowulf is for a Christian audience. In order to enhance the value of the poem Beowulf, the author reconciles pagan concepts such as fame, vengeance, and fate with Christianity. The pagan concepts play key parts in the storyline and are related to the components of Christianity in the poem. One of the pagan concepts dep icted in Beowulf is fame. Other ancient texts, such as The Odyssey and The Iliad, show warriors who venture out far from home to accomplish heroic tasks and build fame.The poem shows Beowulf and other characters in the story to have the same urge. Beowulf is shown early in the story as â€Å"the mightiest man on earth, high-born and powerful† (p. 15). The concept of fame is very important to him and to his people. After hearing of Grendel and his strength, Beowulf declares â€Å"to heighten Hygelac’s fame and gladden his heart, I hereby renounce sword†¦: hand to hand is how it will be, a life-and-death fight with the fiend† (p. 31). He wants to maximize not only his own fame but the fame of his king.He will fight Grendel equally matched and â€Å"perform to the uttermost what your people wanted or perish in the attempt, in the fiend’s clutches† (p. 43). The pagan concept of fame is accomplished when Beowulf defeats Grendel and gives the arm of the creature to Hrothgar. Beowulf has proven his skills and strength by ridding the land of Grendel and Hrothgar praises him by stating, â€Å"You have made yourself immortal by your glorious actions† (p. 63). Although the idea of fame at this time conflicts with certain notions of Christianity, the author reconciles the two by adding many references to God with the achievement of fame.The author is able to attribute both Christian concepts and heroism to God through the dialogue of Hrothgar. When Hrothgar arrives in the mead-hall the morning after the slaying, he first thanks God by saying, â€Å"let the Almighty Father be thanked†¦the Heavenly Shepard can work His wonders always†¦Ã¢â‚¬  (p. 63). He praises Beowulf and states that the killing of Grendel was accomplished â€Å"with the Lord’s assistance† (p. 63). Another example of the ties between God and fame is when Hrothgar gives his speech to Beowulf over the dangers of power. He tells the stor y of Heremod, a king who eventually loses everything due to selfishness, to Beowulf. Almighty God had made him eminent and powerful and marked him from the start for a happy life†¦ a change happened, gave no more rings to honour the Danes†¦ he suffered in the end†¦his life lost happiness† (p. 119). The story shows that God is the true beholder of power and when man strays from Him, or lives a life of no values, He has the power to take away happiness and power. The only way to live on earth is through the grace of God. Consequently, the pagan concept of fame ties back to God and is reconciled to Christianity. Another concept of paganism found in the poem is the concept of vengeance.The first sign of vengeance comes clear when Grendel’s mother becomes aware of Grendel’s death. She is infuriated and â€Å"desperate for revenge† (p. 89). She had no interest in the Danes or Geats until the death of her son. She goes to the mead-hall, kills Aesch ere, and takes back Grendel’s remaining corpse. This anger and desire to avenge Grendel’s death also leads to her eventual death when Beowulf meets her at the mere and kills her with the mystical sword. After killing Grendel’s mother and resurfacing to land, Beowulf tells his men, â€Å"if God had not helped me, the outcome would have been quick and fatal† (p. 15). The author seems to imply that latching onto anger and vengeance leads to the destruction of oneself. It can also be interpreted that Beowulf was aided by God to destroy Grendel’s mother due to her fixed desire to wreak havoc and revenge on the mead-hall. This can be seen as the authors attempt to reconcile vengeance with Christianity. Another example of vengeance can be seen when Grendel’s mother kills Aeschere and Hrothgar mourns over his death. Beowulf tries to console Hrothgar by saying, â€Å"Wise sir, do not grieve. It is always better to avenge dear ones than to indulge in mourning. † (p. 97).This shows the importance of avenging the death of one’s comrade or friend to Beowulf and also the contrast between vengeance and Christian belief. After Beowulf finishes his boast, Hrothgar â€Å"sprang to his feet and praised God for Beowulf’s pledge† (p. 97) This is another attempt by the poet to reconcile the pagan concept of vengeance with Christianity. The desire to seek vengeance is discouraged through Christianity, and in the case of Grendel’s mother, can result in the destruction of oneself. Although, the question rises as to why Beowulf wasn’t corrected for seeking vengeance on Grendel’s mother.This is where a third pagan concept is seen in Beowulf; the pagan concept of fate. The pagan concept of fate in Beowulf is mentioned in association with good and bad fortune. For example, when explaining Hygelac’s death, the author states â€Å"fate swept him away because of his proud need to provoke a feud with the Frisians† (p. 85). The use of fate in this context refers to bad fortune due to Hygelac’s desire to stir up a confrontation with the Frisians. At an earlier point in the story, Beowulf tells Hrothgar, â€Å"no need to lament for long or lay out my body: if the battle takes me†¦Fate goes ever as fate must! (p. 31). Here Beowulf leaves the decision to fate, which is a concept of paganism, but there is no mention of fate being controlled by God. This is in direct conflict with Christianity and the author is does associate fate with Christianity in other portions of the text. For example, when Beowulf is declaring his formal boast to kill Grendel, he states, â€Å"And may the Divine Lord in His wisdom grant the glory of victory to whichever side He sees fit† (p. 47). This example shows Beowulf’s demonstration of his Christian beliefs and acknowledgement that it is ultimately up to God who will win the fight.After the fight with Grendel’s mother, Beowulf makes another declaration of fate when he states â€Å"it was hard-fought, a desperate affair that could have gone badly; if God had not helped me, the outcome would have been quick and fatal† (p. 115). Beowulf surrenders himself to God and is fully aware that his fate was left to God’s will. Beowulf once again shows his belief in not only the pagan concept of fate but in God as well. Therefore, the author has successfully reconciled fate with Christianity. In order to enhance the value of the poem Beowulf, the author reconciles pagan concepts such as fame, vengeance, and fate with Christianity.These concepts are seen all throughout the poem and act as representation for the relationship between pagan concepts and Christianity. Although in some areas the two aspects of Anglo-Saxon life can be seen in conflict, as in the pagan concept of vengeance, the two seem to be interrelated. Although Beowulf is an epic narrative, it is full of Christian elements t hat show the beliefs of Christians today venture back in time to as early as the seventh century. Christian customs, such as man believing in God and the presence of good in the world, make this pagan story into what is now believed to be a primary Christian story amongst many.

Interactive Writing Essay

Animated productions and video games offer customers a world to get lost in. In this world, creative writing plays an integral role producing an atmosphere that progresses and sustains fluidity. Although graphics and user controls are typically the talk of animated production writing is just as significant. Without creative writing these worlds of animation might be a little bleaker and less interactive. Graphics would have no bearings if they did not have a background of description to be created from. Game and Production writers play a crucial role in the development of the media. Video games usually have paths to follow, and offering misdirection, speed bumps and challenges to overcome. It takes a large amount of skill to transfer ideas into a media, and that is where developers come in, but if they do not have a game plan to follow a mess can occur. Writers are becoming increasingly more involved in the video game and animated production business. In order to efficiently supply these elements a production has to be planned out or time lined. In this time line, it takes writer’s input to create a structured story which is critical for the flow of the game and the story being portrayed. A well developed story or plot can draw in players to purchase the media and any games that might follow. One writers expresses why a well written video game is more than important, â€Å"As gamers age, the complexity of both the plot and the theatric elements tend to resemble short skits along the lines of â€Å"Godfather,† leaving the days of Super Mario Brothers long lost in the dust† (Brewer, 2002). Writers are essential in creating a world beyond any gamers’ imagination. Typically animated productions or video games are stemmed from a developer’s idea, but it is the writing that carries the developer’s initial thought. It is up to writers to be very descriptive. After the story board and character development it is up to an interactive writer to begin on a script. The script can make or break a game’s potential. A productions script must be carefully combed using effective words that will spark user’s imaginations as well as guide them easily through the set path. A writer must be very descriptive in their script leaving little discrepancy over the visual settings. Also, the game’s story will need to be broken into parts in order to have levels or sense of accomplishment for the user. A article suggests,  Ã¢â‚¬Å"There are three main points to the written script: describe the environment; what does everything look like -and what does it feel like, what is the accompanying material, is there music, and sound effects , what are the things that are going to happen, what decisions will be made, and what rooms or areas are the decisions tied to† (Kalif, 2008)?It is the writer’s job to create substance. If a game is not well put together and has only one path to the end of the media, then it is less likely to be played again. When productions set on a buyer’s shelf it means they are less likely to buy the game when a new version is created. Video game companies now spend sufficient money to hire creative writers. If a gaming company is known for their extraordinary atmospheres, settings, and characters, users are more likely to try games from the company without much knowledge of the particular game. These writers become so involved in their stories, they create more opportunities to make a game company more money with the ability to produce other games, movies, action figures. A video game writer said in an interview, â€Å"I fall in love with every game story that I work on, enough so that I can envision countless stories, sequels, movies, and books all emanating from within this one world† (Duffy, 2007). Animated production and video game writers are essential in the development process. These productions have progressed significantly over the past ten years and a lot of the progression can be accredited to the ever more use of writers. As we have seen, writers take an idea and form it into something more tangible that users can relate to and are drawn to in order to continually play a game. A creative writer can serve in many roles and typically do not get as much credit as the producers or developers, but it is these unsung heroes that provide the developers with an atmosphere and a descriptive setting for their characters. Old games like â€Å"Pacman† are fun and can be entertaining, but it is the new games like â€Å"Grand Theft Auto† that drive the industry even more toward creative and efficient writing. References Brewer, Melissa, (2002). Writing for the Gaming Industry. Retrieved on December 15, 2008 from http://www.writing-world.com/freelance/games.shtmlKalif, Will (2008). Writing a Script for a Video Game. Retrieved on December 19, 2008 from http://www.stormthecastle.com/video-game-design/writing-a-video-game-script.htm. Duffy, Jill, (2007). How I Became a Game Writer. Retrieved on December 19, 2008 from http://www.gamecareerguide.com/features/424/how_i_became_a_game_writer_an_.php?page=4.

Comparative Perspectives in Social Work Practice and Law Essay

Comparative Perspectives in Social Work Practice and Law - Essay Example According to Morgan (2011), globalization forces social workers to think globally as the service users become more diverse and as social work continue to be guided by international laws. Individualization of problems is also a global trend impacting on social work as communities shift the burden on individuals. Social care and social work is also influenced by political and structural forces that range freely across national borders as well as international social trends. UK and Germany are two different countries with different welfare provision regimes but as time passesby and due to globalization effect, there seems to be a convergence in social work practice between the two countries with Germany emulating most of the features of the UK welfare state (Clasen, 2011). The two states have different political economies and have different historical experiences which shape the welfare state. The UK welfare system is based on beveridgean ideologies while that of Germany was influenced by Bismarckian ideologies. The paper will critically discuss the impact of globalization on social work practice bases on comparative perspectives between UK and Germany which are two European countries. The UK has an institutional model of welfare characterised by social protection, service provision on basis of rights as well as guaranteed minimum standards and minimum income (Alcock, 2008). The welfare state began with provision of services to the poor in the society based on the Elizabethan poor law of 1601. This law set a compulsory poor rate, created overseers of relief and was aimed at punishing beggars. Those provided with relief resided in workhouses and individuals could only get relief from their parish of birth. This led to stigmatization of those who relied on relief for as Spicker (2012) puts it, they were marked with town’s mark. The poor law was criticized for encouraging laziness and undermining wages of independent workers. Elementary education was

Construction and Testing of Solid State Oxygen Sensor Lab Report

Construction and Testing of Solid State Oxygen Sensor - Lab Report Example In the second experiment, the quenching of luminescence is tested. Experimentally, luminescence is developed and quenched. This process is usually undesirable and very high requirement are therefore imposed on the purity of luminescent. Quenching may occur without any permanent change in the molecules, for example with no photochemical reactions. In static quenching, a complex is formed between the fluorophore and the quencher and the complex is nonfloures-cent. Numerous application for quenching is as a result of the requirements of molecular contact, for example quenching measurements can reveal the accessibility of fluorophores to the quencher.Both static and dynamic quenching requires molecular contact between the fluorophore and the quencher. For collisional quenching, the quencher must diffuse to the fluorophore during lifetime of the excited state. When in contact, the fluorophore returns to the ground state without emitting photons. For a static and dynamic quenching to occur , the fluorophore and the quencher must be in contact.In this experiment, tri (2,2†²-bipyridine) ruthenium (II) hexafluorophosphate is used with two quenchers namely phenothiazine (PTZ) and N, N, N’, N’-tetramethyl-p phenylenediamine (TMPD).In the third experiment, chemical electronic transitions that are usually induced through the absorption of visible light spectrum result in excited state molecules. In the process, energy is absorbed. The absorbed energy must be released to return the excited species back to the original ground state.

Performance Pay at Safelight Auto Glass Case Study

Performance Pay at Safelight Auto Glass - Case Study Example The installer’s problem as identified in the PPP was related to the turnover rates. It has been found that the turnover rate of the company has been quite high because the glass installation was a seasonal business. The busy periods were spring and summer and it was found that at this time, the competition for new hires was mounting. However, the demand for the windshield replacement troughed and as a result the repair shops found it necessary to lay off many of their workers and hire them back during spring and summer. In addition to this, another biggest problem was associated with technicians who were lured by other companies’ offer, which promised to pay them a fraction more than what they were currently receiving. Therefore, as a result it was evident that the installers were changing their jobs since they were paid a Dollar more an hour and were allowed to take the company’s truck home during night. In order to reduce the turnover rate, Safelite also offere d truck privileges for a time being, but then stopped it later. It was a matter of concern for the recruiters in HR with regards to getting technicians from other companies to come to Safelite. These were the problems that the PPP had tried to identify which were affecting the company’s productivity. Question Two Pros and Cons of Switching From Wage Rates to Piece Rates After going through the case study, it can be revealed that Performance Pay Plan was revised for both the managers as well as the technicians. It was decided to pay the technicians according to the piece rate system rather than the wage rate system which was previously being practiced. The plan was implemented for the technicians to receive the piece rate for every windshield that they installed. According to this plan, the number of windshield that the technician would install in a week would be accumulated. As a result, the technicians’ pay for the week was decided to be based upon the number of insta llations. The new plan brought both advantages and disadvantages to the technicians. Previously, the technicians received $10-$12 an hour. However, it was analyzed that according to the new PPP, the technicians would receive $15.22 per hour. Therefore, it can be examined that there would be a substantial hike in the salary of the technicians. However, the disadvantages of the plan for the technicians was that for the first twelve weeks of the plan, if the technician did not reach a weekly average which was equal to his previous hourly wage, then he would receive the hourly wage as a guaranteed rate. After that first twelve-week period, his guarantee rate would lower by 30% so that he gets encouraged to work towards the PPP rate. This is quite demotivating for the technicians. This may even discourage the technicians to improve the productivity. The other disadvantage has been that the installers were paid different rates depending on the area of the country in which they lived. It w as also apparent from the case study that the technicians were at times asked to remove a work shield while the auto body work was being completed on a vehicle and then replace it later. The Safelite installers can be considered as good

Contempory Issues in Business Essay Example | Topics and Well Written Essays - 1750 words

Contempory Issues in Business - Essay Example Virgin Trains is known for its reliable, fast, and quality trains not only in the past but today as well. Moreover, it is now considered to be one of the most trustworthy and experienced train companies operating in Britain (Virgin Trains. 2005). Technology Used by Virgin Trains Virgin Trains is a perfect example of a business organization which has made use of technology in the most efficient manner. It has employed quite a few types of technologies to improve its areas of functions. Tilting technology employed by Virgins Trains has resulted in tremendous amount of boost in speed, thereby considerably reducing the journey times between different places on West Coast Main Line. Virgin Group is making the use of tilting technology in all of its upcoming models. Virgin Group has signed a contract with ALSTOM Transport, a French multinational company, to manufacture tilting trains for the West Coast Main Line. Virgin Trains also uses another interesting and highly interactive technology of Wi-Fi that allows passengers to swiftly access wireless internet on their laptops or electronic handheld devices while travelling on the train. In addition to that, Virgin Trains has opted for GOSS iCM (Intelligent Content Management) as its Web Content Management System. The installation of this intranet system has facilitated the utilization of Web 2.0 Applications which provides information related to weather, signals, train departures and arrivals. Virgin Trains has also been successful in developing a hi-tech system on its trains and stations such as Birmingham New Street. This system comprises of boards which display the departure and arrival times, and get automatically updated through the tracks on a live basis, thus exhibiting the effectiveness of Real Time Technology (GOSS, 2012). Impact of Technology on Virgin Trains When Virgin Trains executed its first project of implementing tilting technology in Advanced Passenger Train, the news promulgated around the world and t he company’s status enhanced with the word of mouth marketing done by the passengers. This technology also helped Virgin Trains in enhancing its relationships with Fiat Ferroviaria and ALSTON, the two gigantic corporations that had formed a mutual enterprise to supply tilting services to the models of Virgin Trains. They completed their first project of Virgin Trains which was quite a huge success for the company and at the same time proved a strong opponent against other high-speed trains in the country (Lagandijk et al. 2005). Use of wireless internet over the board has also enabled Virgin Trains to mark out their separate identity and has also proved to be a way of gaining greater market share by targeting business travellers who find this service very useful (BTN, 2011). The decision to setup Web Content management System (WCMS), which functions as an interactive Intranet has instilled the company with the components of social networking. In this manner, the improvements made in the online availability of information have certainly yielded positive results for the company. The transfer of data to the online system has resulted in more efficient use of time and resources for the organization with reduction in paper consumption and red tapes as well. There were several technical issues particularly related to communication associated with the traditional legacy notes system of Virgin Trains. However, the installation

Impact of Culture and Other Macro Factors on the Marketing of Products Essay

Impact of Culture and Other Macro Factors on the Marketing of Products as Well as Insight into Market Attractiveness and Entry - Essay Example International marketing can be defined as application of marketing principles outside the domestic market which include similar functions like conception, promotion and distribution of products and services in order to satisfy market demands as well as organisational objectives (Papavassiliou and Stathakopoulos 1997). Generally, international marketing is confused with terms like global marketing and export but these terms are different. (Appendix 6) Market Segment Analysis Market segment analysis provides a comprehensive analysis of the children’s market. Segmentation of the market is the process through which market can be defined and accordingly subdivided into various segments whose needs, wants and demands are similar in nature (Ernst & Young's 2011 Russia attractiveness survey 2011). It is very useful in international marketing because it directs the way for designing the marketing mix according to the expectations of the target market. There are few companies which are big enough to fulfil the varying demands of the entire market. However, most of the companies prefer market segmentation into several segments and opt for the one or more than that whose demand it can easily fulfil (Retail and FMCG sector in Russia 2011). In relation to today’s children, it can be said that they have their own lifestyle which is largely affected by their surroundings, background and education. Children’s segment itself forms a huge market for books, video-games, garments, accessories and even for magazines (World of toys 2011). And, Russia is witnessing growth in all these sections (Mintel 2012). In every country of the world, this segment is rapidly growing. This segment is important because it not only affect children but also their parents, schools and day care centres because they are the ones who either buy for them or provide them with money to buy. Three or four decades ago, no-one could consider children as a customer but now the market scenari o has entirely changed and children form a big consumer market (Levitt 1983). There is variety of products and services are available for which children are segmented as huge market potential. Both retailers and wholesalers view them as viable market hence involved in child-focused advertising (Donthu, N., 1998; Belluz 2010). In today’s rapid changing business scenario, children are forming most lucrative market as they are three markets in one. Firstly, they have their own needs and desire and purchasing power too through their pocket money. Secondly, they influence, persuade or ask their parents to buy for them which are another form of market and thirdly, in future they themselves emerge as consumers hence marketers cultivate them. Size of children’s market is growing because of the rising world population (Anon 2010; Usunier and Lee 2009). Macro-environment analysis The target market for the magazine is children. Magazine is entertainment in the form of reading and children from the age of 6 develop good reading skills hence the age group of 6 to 14 will be mainly targeted. Large size of market increases the potential of Russian children’s market for the international marketer (Solomon et al. 2009; Sloman 2007). In addition to this, the political environment of the country is stable and under the presidential-ship of Putin the country has transited from communist state to market economy. Though, Russia is not considered as free economy for doing business yet its position is continuously

ELL Proficiency Standards Assignment Example | Topics and Well Written Essays - 500 words

ELL Proficiency Standards - Assignment Example lps the English learners gain the proficiency in English fast and this guides them in meeting the language demands and in dealing with complex areas of instructions such as science, mathematics and social studies. A student at level III can apply the knowledge of English conventions through constructing simple or compound sentences with some errors. The structure of the sentence includes regular objects as well as simple and progressive sentences. The listening and speaking domain contain two standards, the comprehension of oral communication and the delivery of oral communications. The main objective of this domain is to ensure that students engage effectively in collaborative discussions either one or one with other others, teacher led or in-group discussions. This helps in building ideas and clear self-expression ( Common core, 2014). To meet the above objectives teachers and students should engage effectively in a range of collaborative discussions such as (one-on-one or, in-group discussions. Learner to learner involvement in discussions with diverse partners is also necessary as it helps in building on others’ ideas and expressing themselves clearly. This domain contains four standards namely print concepts, phonemic awareness or coding, standard fluency and finally text comprehension. The main purpose of this domain is to help learners read and understand different texts on similar topics. Moreover, the domain assist enriching learners knowledge through use of vocabularies and to gain skills necessary in comparing and contrasting two different texts in the same topic ( Evenson et al., 2013). Many ELL students have difficulties in learning to read in English .To Build the reading fluency the teacher should encourage ELL students to reread orally books they are familiar with in English. While reading, the teacher keeps the track of errors and records them for further discussion with the student. Incorporating writing in the lesson helps student in

Get More with Organic Food Essay Example for Free

Get More with Organic Food Essay With the growing population across the globe, technology has been trying to intervene to produce more food for everyone. The concurrent food crisis assaults mans staple food source. Different departments have been called to help alleviate the problem. Scientists have been pushed to find a means to help the agriculture of these crops. They use chemicals, hormones and other genetic re-engineering to produce more. Unfortunately, this process also dilutes what one can get in consuming food. The nutritional value is then degraded to none. In this regard, this essay stand firm in the notion that organic food will deliver more benefits than non-organic food. There are definite reasons behind this claim. To affirm the claim, the benefits of both categories will be laid out. By utilizing this process, one will be able to have an educated stance regarding the debate. The simple question relies on whether countries will choose the science of quality or quantity. Organic Food Organic food is defined by the process by which it is produced. This process makes use of the natural means of growing produce. Natural fertilizers and traditional means of cultivating them are practiced. They do not make use of modern technology to reap these produce. This kind of food does not undergo any sort of preservation process to prolong its shelf life. This, of course, calls for a lot of advantages. These are (1) the nutritional values of the food are kept intact, (2) being chemical free renders consumers emancipated from substances that may inevitably incur illness to a person, and (3) it leaves soil free from residue brought by chemicals for the next crops to be planted. Since organic products are grown with the most natural means possible, most of the nutrients products naturally have are well maintained. When products undergo a process, to prolong its shelf life and enhance its flavor, before being sold to the market, it loses its nutrients at a certain point. The primary purpose of eating is to attain nutrients to sustain life. But with the numerous process one could only imagine that a lot of nutrients are taken away and drained to waste. The processes denied food of his primary purpose. The second benefit of organic food is that there are no chemicals used in it that may have potential harm on the people. Since it was grown in the most natural manner, it did not have to use chemicals to cultivate. These chemicals, even when the produce or livestock has been processed, it remains in its composition. When people eat these kinds of food, they in turn absorb these chemicals. But with organic food, the people are spared of this endeavor. They are also given the opportunity to live longer. The third benefit, and most probably one of the most important, of organic food is rather for the long term consequences. When chemicals are used to push produce to grow faster and bigger, these are also absorbed by the soil. When other crops are planted in the same area, these will also absorb the chemicals. The soil will continue to be contaminated unless unused for a long period of time. On the other hand, organic produce does not make use any kind of chemicals. The soil will be contaminant free. It likewise promotes biological diversity, as mentioned by an article from the website Medical Wellness Association. Some of the chemicals they expose to the environment harms more than the pests they want to remove. Non-Organic On the other hand, non-organic food also has its own benefits. This category of food refers to products, both crop and livestock, which have been enhanced by scientific advances. Its size, taste and quantity has been changed so that it is bigger, tastier, and more. Since these are enhanced products, it has been assumed that these are also better. It is not about finding means of making a profit. It is about trying to find answers as man surpasses what is. It is not creation, but intervention. It was designed to primarily make more for the hungry. With the help of technology, non-organic food is also able to reap the following benefits: (1) longer shelf life and better flavor, (2) it is relatively cheaper due to how it was produced, and (3) it could be the answer to world hunger. In certain parts of the world, the climate and technology prohibits some people from being able to store food for a long period of time. But with the help of advanced technology, they are given more than an opportunity. They were given an answer. In relation to the enhanced flavor, perhaps that is just an added benefit to the storage. With this advancement, individuals are able to have a hefty meal with just opening a can or heating a pack in a microwave. It has become a matter of convenience. Since non-organic food is also produced in great numbers, it becomes relatively cheaper than organic food. The process is easier and significantly takes a shorter time in manufacturing. With cheaper food, more people are able to purchase them. Especially in third world countries, availing food should be able to fit into their daily budget. In some countries, where a lot of people are at the brink of extreme poverty, it is important that they are provided with food with reasonable prices. In this light, with the above mentioned benefits of non-organic food, perhaps it has become the answer to world hunger. The world is getting over populated, and there is less food for everyone. There is food crisis simultaneously in different nations. On top of that, famine and drought in certain countries even forbade their people to even try to plant crops or raise livestocks. Some are dying because of hunger or illnesses brought by it. But because there are crops and livestock that are easily produced in great numbers, it could be that they will be able to finally give a spark to the hope of many hungry people. Organic products sometimes take too long to grow or produce that the rate of how population increases is not matched by the rate these crops and livestocks grow. The Better Option After laying out what each food category can offer, one should be able to find which is better. Organic food is a natural product free from chemicals. It also allows the environment to produce without the influences from synthetic substances that could be potentially harmful in the long run. On the other hand, non-organic food has longer shelf life and better taste. It is also relatively cheaper from the former category. More importantly, it silently declares to answer world hunger. Unfortunately, even if non-organic food presents a lot of promises to the people and the economy, organic food is still the better option. Feeding the people with non-organic food does not assure the extension of their lives than when they go hungry. Perhaps when they are fed, they will be able to survive. But they should not depend on it. When the chemicals get accumulated in their systems, it could result to terminal illnesses, like cancer. Yes, the growing population is being fed satisfactory amounts. However, what purpose does it serve when more harm is done? It harms not only the people, but also the environment. Even when the people get to eat, if the earth gets damaged due to these chemicals and residues, what will be left to the people? They are not hungry, but the inevitability of their choice will cope, and then devastation.

The Great Depression in Arkansas Essay Example for Free

The Great Depression in Arkansas Essay Have you ever wondered about The Great Depression during the 1930’s? During that time period 1930-1940, there were harsh times. People got hung, prices were low. Gas price was 5 to 10 cents a gallon. One quart of milk costed 14 cents. During The Great Depression, unemployment rate was 25%. As of today, the unemployment rate is 7.2 percent. It has fallen 18.3% since 1930. People lost jobs because times were so harsh. People got depressed because of unemployment or losing their jobs. Also people got hung or killed. 27 people got hung/killed. People got mad because they caused them to get unemployed. People got mad when losing their job. People got hung for causing other people to get unemployed. During The Great Depression, one quart of milk costed 14 cents. One gallon of milk costed 55 cents. A round steak costed 42 cents. As of 2012 milk costs 4 dollars. A round steak costs 3 dollars. One quart of milk costs 1 dollar. Therefore, today we have newer automobiles and gas. During The Great Depression, a car costed about 1,000 dollars. As of 2012 a car costs 20,000 to 50,000 dollars. Gas costed 5 to 10 cents a gallon during The Great Depression. As of today gas cost 3.20 dollars a gallon. Finally, The Great Depression 1930-1941 was very harsh times for Arkansas. Some people survived and some people died, people got unemployed and depressed. People went broke; the average salary was 1,900 dollars a year.

Economic Development of FATA Within Pakistan

Economic Development of FATA Within Pakistan Introduction 1. Situated midway along Pakistans border with Afghanistan is a wedge of rugged terrain, dotted with sparsely populated valleys, home to a dozen Pakhtun tribes and hundreds of clans and sub-tribes. This mountainous land, known as the Federally Administered Tribal Areas (FATA), is made up of seven political agencies and six smaller zones, called Frontier Regions, which separate the tribal agencies from the rest of the country. On three sides, FATA is bounded by the settled provinces of Pakistan. The Durand Line forms its western border. In the 19th century, the area held great strategic importance, serving as a buffer between the British colonial government of India and Tsarist Russia. Starting with the 1979 Soviet invasion of Afghanistan, the turmoil and instability across the border spilled over into FATA. 2. FATA has remained one of the most insular and isolated corners of the country cut off from the mainstream of Pakistani society. Increasingly impoverished and marginalized, they have become an easy pray to terrorist elements. The overall economic situation of the region has remained below normal level due to governmental policies coupled with overall economic decline in the country due to the after effects of GWOT.In the succeeding paragraph an attempt has been made to analyze economic potentials of FATA with a view to initiate an economic development drive in the region. The aim remains to bring facilities of life to its people eradicating social deprivation. Aim 3. To carry out a detailed analysis of present eco sit of Pakistan, with a view to recommend measures for a sustained economic development process within Pakistans economic capacity to spearhead an economic development process in FATA in specific and Pakistan in general. 4. Sequence. The research paper haws been divided into following major parts:- Part I Pakistan Economic Review Problems of Pakistani Economy Part II FATA Economy Agency wise economic potential Recommendations to improve FATA Economy c. Part-IV Budgetary Allocation Recommendations for Sector Wise and Consolidated Budgetary Allocation Part III Economic Developments Models for Development of FATA Reconstruction Opportunity Zones (ROZs) FATA Sustainable Development Program (SDP) GCC EU Friends of FATA Fund (FFF) Recommended Framework PART I 5. Pakistan Economic Overview. Pakistans economy has been fluctuating throughout its 55 years history. The deplorable state of the economy was the result of many years of economic mismanagement and imprudent economics policies of the successive governments. The tragic events of September 11 and their aftermath further exacerbated the already difficult emerging situation on the global economic scene  [1]  . 6. Problems of Pakistani Economy. Few of the major ones are: Political Instability. In Pakistan governance is characterized by uncertain policies, ineffective implementation, limited accountability to clients, regulatory overhangs, and failure of the legal system to provide timely recourse. Lack of Long Term Planning. Despite the establishment of planning commission in 1953, there has not been any meaningful planning. Futuristic needs/trends have not been catered for by so called planners. Nationalisation versus Privatisation. In the past 60 years the country has oscillated between the two options and even now the privatisation drive is marred by personal interests and lack of transparency. Bad Governance. Usually competent/professional people have not governed the state-controlled industries. This had pronounced effect on overall poor output of these units. Poor Banking System. Our banking system has not supported the growth of economy. Money of innocent people deposited with these banks has been loaned to influential people that now stand defaulted. Large Trade Deficit. In 2009, 80% of our imports were financed by our export earnings. This ratio has come down to only 50%, it may go up to 60% but a gap of 40% of financing needs in order to keep with the import level still exists  [2]  . Fiscal Deficit. Pakistans government takes away 20% of national income as its own. 80% is left in the private sector and 20% in the hands of the government is spent on defence, debt servicing, development on education, health, general administration etc  [3]  . Declining Foreign Trade. In 1990, Pakistans share was 0.2% of the world trade. After 20 years it has come down to 0.12% in a very buoyant world economy  [4]  .Pakistan is stuck with only a few commodities textiles, leather, rice, sports, goods and the surgical goods. Poor Economic Indicators. Pakistans indicators in literacy, infant mortality, in access to water supply, primary enrolment ratios are more comparable to Africa rather than to the countries of similar per capita income. Energy Crisis. Our industry is at a disadvantage that they get the orders from foreign countries but they cannot execute the orders because there are electricity outages and in addition of cost of production becomes higher than international competitors. Law and Order Situation. In 2007, Pakistan was one of the most favourite countries among the international investor community  [5]  .However, in two years time we have missed that boat due to alarming law and order situation in the country. Faulty Taxation System. Indirect taxes account for about 80 % of tax revenues, with nearly half of this coming from trade-related taxes  [6]  . This narrowness of the tax base can be traced to weak tax administration. Smuggling / Black Economy. Independent economic analysts estimate an annual direct revenue loss of 25 billion rupees (US$540 Million) to the government because of smuggling  [7]  . Export / Import Imbalances. This is usually over US$ 3-4 billion per annum. The reason is heavy production cost and our inability to convert raw materials into finished goods  [8]  . Heavy External Debt. With over US$ 32 billion, as external debt, even our future economic development is at stake  [9]  . Population Growth. This over hanging liability is a constant disadvantage to our overall economic growth. The effects of our economic growth are eaten away by the rapid growth of population  [10]  . Unrealistic Economic Policies. The absence of competent economist in planning departments of the government has adversely effected the economic growth. Human Resources Management. Pakistan expenditure on social development sector has remained poor. The talent is going to foreign countries due to mismanagement  [11]  . Exports. The Rapidly growing competition in international markets coupled with improved quality standards has resulted in substantial decrease of share in foreign trade. Poor Literacy Rate. Pakistans primary and secondary school enrollment rates are considerably low. The average adult literacy rate is less than 50%.  [12]  . PART II FATA ECONOMY 7. The rural economy is chiefly pastoral, with agriculture practiced in a few fertile valleys. The local economy operates on an informal basis and is undocumented, since few laws providing for the regulation of economic activity have been extended Most households are engaged in primary-level subsistence agriculture and livestock rearing. Some are involved in business and trading, or find employment in the small-scale commercial and industrial sectors. Those unable to earn a living at home migrate to other parts of the country or travel abroad in search of work. Women take active part in agricultural activities, collect fuel wood and fetch water, in addition to attending to household work and family duties. 8. Agriculture  [13]   Small landholders make up the majority of farmers and engage in agriculture mainly at the subsistence level, characterized by the underutilization of land, poor productivity and risk- adverse behavior. Only 7 per cent of the total geographic area of FATA is cultivated, with another 1 per cent recorded as fallow, accounting for roughly half of all potentially cultivable land. Overall production and per-hectare yields in FATA compare poorly to figures for the country as a whole. The yield per hectare for wheat in FATA is just 38 per cent of the national. 9. Poultry and Livestock  [14]   Livestock and poultry are an essential component of the rural economy, providing income support for most farm households. The size of the herd depends on the households capacity to purchase animal feed in the winter and spring months, when natural fodder is thin on the ground. Some 4.9 million ruminants and 6.7 million birds are being reared across FATA.Fish farming is practised mainly at the household level on wasteland and marginal lands. 10. Commerce and Trade  [15]   Commerce and trade form a major source of livelihood in the tribal areas, second only to agriculture. Historically, and particularly during the 1980s, the region was a major centre for opium production and trafficking. Today, the transit trade with Afghanistan provides employment for the local population. 11. Industry  [16]   Industrial activity is restricted primarily to small, owner-financed units, operating without government oversight Some mineral extraction is taking place in various agencies, using outdated technology and antiquated methods. Many seek employment as short-term unskilled labourers or enlist in the local security and paramilitary forces. Those who are able to travel find work in cities across Pakistan as well as in the Middle East. There is considerable local expertise in the manufacture of weapons but production is not regulated and export to the settled areas is illegal. 12. Forests  [17]   Forests are an integral part of the rural economy, playing a significant role in local livelihoods particularly in the mountainous regions. The forest cover is declining rapidly as a result of timber extraction, prolonged periods of drought, uncontrolled grazing, and pressure from fuel wood and fodder collection. Over-exploitation has also affected the natural regenerative capacity of forests. With forest resources rapidly disappearing, the environmental services provided by natural ecosystems have also diminished. Rangeland and pasture areas are in a depleted state, partly from overgrazing but also because of extended periods of drought. 13. Economic Potential Available. A variety of economic potential exists in the tribal areas depending upon the population, land, geography, and vicinity of the Afghan border. These will be covered as per the existing administrative set up of the areas.The agency wise economic potential is covered in succeeding pqrqraphs  [18]  :- 15. Dir, Swat, Bajur and Chitral Agency. As per the old records the major source of economy has been Agriculture. Where so ever agriculture is possible majority of the population depends upon agriculture, but the produce is not sufficient to sustain the complete population therefore grain and certain other items have to be imported from other parts of the country. The second major source of economy has been cattle farming. It is still common in all the highland country and people involved in this profession spend a nomadic life shifting their abode in search of pastures and with the severity of weather. Mineral to include Iron and Copper are also found in the Khashkar valley of Bajour Agency, these are being mined in certain areas and few villages are totally employed in this profession. Inferior Cotton Carpets and Shawls are also made in these areas through which a number of families are sustaining their livelyhood. Forests have been another major source of income and have contribut ed in the overall revenue generation from the area. Deodar forests of upper Dir valley are a famous source of income to thousands of people. Although these are protected by Forest department yet certain rights have been secured by the local population to sustain their livelihood. 16. Mohmand Agency. The Mohmand country comprises barren hills and a little of fertile alluvial plains between the doab of the rivers. Major produce is Grass, Dwarf Palm, Firewood and charcoal. But this produce is meager enough to sustain the population; therefore reliance of majority of the population is on trade through Khyber Pass from Afghanistan. It has been replaced by smuggling of drugs, weapons and other electronic item of Afghan transit trade which passes through Khyber pass. 17. Khyber Agency. The Khyber Pass is the great northern route from Afghanistan into Pakistan and India, while Kurram and Gomal Passes form intermediate communications. Agriculture has been the major source of sustenance besides trade. A limited cottage industry of gun manufacturing also exists in Bara area of Khyber Agency. Now a days smuggling through Afghan transit trade is the main stay of the economy along with drug trafficking and gun running. Cattle farming as a tradition have always been supporting the tribes in Khyber Agency. The Mullagori marble deposits are one of the largest marble deposits of the world. Other mineral deposits in Khyber Agency include soapstone, limestone, dolomite, ciliate, silica sand, barite, mica, and graphite. Marble deposits are found in Mullagori, Sultan Khel, Ghundai Sarand and Loe Shalman. Soapstone is the second most important mineral of Khyber Agency. The major deposit lies 7 kilometres from Jamrud Bazaar. The mineral production figures for the year 2003-2004 include 7260 tons marble, 1,82,160 tons of lime stone, 1200 tons of soapstone and 110 tons of barite. Khyber Agency has a very low industrial base having only three industrial units of significance including the Bara Ghee Mills and two cigarette factories namely One More Cigarette Factory and Tatara Cigarette factory with a total employment estimated at 525 persons. There are other small silk processing units at Alam Gudar Bara, which is basically a cottage industry. 18. Orakzai Agency. Named on a pathan tribe inhabiting the Northern slopes of the Samana range and the adjoining valleys of Tirah. The major source of income is as per Khyber agency agriculture; however a small industry of gun manufacturing also exists in the area. Poppy cultivation, drug smuggling has gained momentum in these areas over the last two decades. 19. Kurram Agency. The Agency has an area of about 1,278 square miles. Agriculture is the major profession in the area. Wherever water is available the soil is highly productive. Major crops are maize, wheat, rice, barley and clover. Apples, pears, grapes, cherries, pomegranates, peaches, and a fruit peculiar to the Kurrram and Tirah, known as the Shalil also grow in abundance and are one of the huge income earning sources. It is said that famine is unknown in Kurram. The agency is accessible from Kohat by the Khushalgarh Kohat Thal branch of the Railway and road link also exists. Forests of Blue Pine and Chinar contribute to the economy of the agency a great deal. 20. North Waziristan. The agency comprises of four large and fertile valleys. These valleys are irrigated by the Kurram, Tochi and Gomal rivers respectively. The lands of the valley are extremely rich, and grow heavy crops of maize, rice, sugar cane, wheat. Agriculture is the major backbone of the economy however smuggling also brings a lot of cash in the agency. Forests of Mulberry, chinar, willow, gurgura and wild olive are also abundant on the slopes of the mountain which can be exploited to bring huge finances in the area. Fruit orchards of apple, apricot and peaches also contribute to the economy of the agency. Cattle forming is also a major source of livelyhood in Pashtoon tribes of the agency. 21. South Waziristan. The lands which lie close to the numerous streams are well cultivated; their extent is insufficient to produce grain for the whole population. Wheat, barley, rice, maize and millet are the chief crops; these are often cut when green for fodder, springing up again before the harvest. Fruit orchards of apple and peaches are also contributing in the economy of the area. The chief mineral product is iron, which is found and smelted in many places, especially in the hills above Makin. Forests include wild olive, gurgura and dwarf palm trees. Mats and ropes are made of the dwarf palm by the men and the women weave rough cloth from wool and blankets from goats hair. Cattle farming is also very common in many a tribes in the area specially the Ghilzai Powindas. Trade has also been a famous profession in the area due to the link through Gomal Pass. It still continues with an amalgamation of smuggling. In certain areas of the agency poppy cultivation has also been reporte d, which is being controlled now days. Recommendations 13. The following is recommended to fasten the rate of development work in FATA to boast its economy and bring it in line with the settled areas of Pakistan:- Development Plan. The Central Government should allocate funds and provide loans to tribesmen organisations and individuals. The loans should be provided on minimal mark up rates and private and public sectors should be encouraged to assist the tribal organisations to develop viable and resource generating economic ventures of their own  [19]  . Share in National Finance Commission (NFC) Awards. NFC Award is based on the population of each province. In view of governments drive to bring FATA into the national mainstream, it is imperative that it be included in the NFC Awards as a separate entity. Transparent Financial Management. A system of transparent financial management should be evolved with participation of general public. The authority of auditor general should be extended to FATA and proper audit of accounts of all government departments should be carried out. Trade Sector. The international efforts for re-construction in Afghanistan and opening up of trade routes to CARs (Central Asia Republics) offer great economic opportunities for Pakistan with an annual trade which may fetch up to one billion dollars. Creation of environments conducive to trade will greatly help in improvement of economic situation. Following measures will help in this regard:- Opening of Trade Routes. Formal trade routes between Pakistan and Afghanistan should be opened on priority e.g. Ghulam Khan Route between Miranshah and Khost Custom Regulations. Relaxed custom regulations to encourage legalization of informal (smuggling) trade. Tribal Chamber of Commerce. The establishment of a Tribal Chamber of Commerce would enable the tribal traders to have better interaction with the national and international markets. Tribal National Bank. It should provide financial services, counselling and planning ability necessary to free the tribesmen from the isolation of an economic island in which they had been living for centuries. Agriculture Sector  [20]  . Agriculture sector can provide a substantive base for economic development. Following measures are recommended in this regard: Adopt the pocket area approach to focus on the production of specific crops in identified production zones. Improve water management practices by introducing efficient water use technologies, and constructing small dams, ponds and reservoirs. Reclaim cultivable wasteland through dry land agriculture. Introduce the use of bio-pesticides. Irrigation network needs to be developed by construction of small dams, check dams and channels. A land settlement system should be evolved on modern lines. Processing facilities should be provided to ensure proper packing and canning of fresh and dry fruit for international markets. Grafting of wild olive trees with fruit bearing species. Fruit culture and off-season vegetables with free fruit saplings and experts. Model fish farms have also been constructed to encourage locals to adapt to the modern systems of enhancing their income. Forestry Sector  [21]  . Forestry sector needs to be explored for economic improvement in the area. Following steps are recommended to be undertaken:- Launching of a conservation campaign for the forests. Encouraging plantation of new trees by provision of free saplings. Establishment of checks for smuggling of timber to Afghanistan. Modernization of timber industry in the area. Provision of assistance to locals for olive grafting and plantation of oaks and chalghoza pines. Live Stock Sector  [22]  . Following steps are recommended in this regard: Improve access to services, including animal health services. Increase the number of female livestock extension workers. Make feed and fodder widely available. Improve the condition and productivity of rangeland, in collaboration with research institutions and the forest department. Introduce new species of fodder, in collaboration with research institutions, farmers, tribes and herders. Enhance livestock production through breed improvement. Set up marketing facilities for farmers. Improve rural infrastructure and access to markets. Declare pocket areas for dairy production, with linkages to agro industry for marketing and service delivery. Ensure that savings and credit services are available to support micro enterprise and on-farm income generation activities. Enable farmers to improve marketing by providing information. Mobilise local communities, and establish linkages with public- and private-sector services for technical assistance and inputs. Encourage and support the establishment of livestock- and poultry-based industry. Develop a database, carry out resource mapping and set up information system to assist in planning and monitoring. Conduct research into animal nutrition and breed improvement. Raise awareness about the importance of the sector in terms of livelihood security, and lobby for adequate funding. Establishment of new veterinary hospitals and artificial insemination centres. Setting up of government subsidized live stock markets. Provision of incentives in the form of easy loans. Establishment of food processing facilities for canning of meat. Minerals Sector  [23]  . FATA has great potential of mineral resources. In order to increase productivity in the mining sector and improve the quality of the product, following strategies will be adopted:- Legal framework governing mining activities to encompass leasing, dispute resolution mechanisms and regulation. Increase the productivity of mines by adopting modern methods to boost quality and reduce wastage. Introduce new technologies through joint ventures on the basis of public-private partnerships. Maintain a healthy workforce by improving safety; develop emergency evacuation procedures. Improve the quality of human resources through intensive training. Following needs to be done to improve the situation in this sector:- (a) To encourage tribesmen either in joint ventures or lease agreements with public and private sectors. (b) The whole of FATA needs to be brought under geological survey mapping. (c) Special funds should for mineral exploration and development on modern lines. i. Industrial Sector  [24]  . However, there is a great potential available for development of certain industries in the area which should be exploited by public and private sector. These include following:- Construction material including cement. Decorative material including wood and marble products. Defence related industries including manufacture of small arms and ammunition. Public and private sectors should be encouraged to set up small scale industries. The option of establishing clusters or pockets in industrial parks will be explored. To set up training centres within functioning industrial units, for marble processing, mining, light engineering or footwear manufacture. Organise local craftsmen into trade guilds for promoting best practice, standardisation and quality control. Set up a regulatory authority for formulating investment-friendly policies through dialogue with stakeholders. Strengthen infrastructure in the region, including roads, electricity and water supply. Hold a regular dialogue with local tribes to promote investment. Short-term mining courses can be arranged by the mining department at the Peshawar University of Engineering and Technology. j. Tourism Sector  [25]  . Recommendations in this regard are as follows: Develop tourist facilities and services at selected locations. Facilitate private-sector involvement in the sector. Promote areas that already witness some degree of tourist activity. Encourage and facilitate inter-agency exchange visits and tours. Carry out research on the cultural and natural heritage of the area, and make this information widely available. k. Infrastructure Development. Following measures are recommended in this regard:- Rehabilitate roads for better connectivity to strategic locations. Construct new roads in remote or underdeveloped areas to generate economic opportunities and improve security. Build new bridges and rehabilitate damaged bridges. l. Good Governance. Good governance is a key prerequisite for achieving the goals set out in the economic development of FATA. Governance system is participatory, supported by a robust legal framework with active public consultations. m. Law and Order. Another basic requirement for socio-economic development is human security. This is of course a critical issue for the people but security is equally important to service providers and government officials who travel to and work in the area. In this regard following is recommended  [26]  : Reinforcement of the Frontier Corps with more manpower, modern equipment, mobility, intelligence, higher salaries and training in counterinsurgency. Properly trained, better equipped and reformed FATA police and Khasadar Force. Fencing of Pak-Afghan border with monitoring sensors Afghanistan and selected crossing places. Phase wise handing over of areas to FC and local Law Enforcement Agencies. n. Conflict Resolution. The people of FATA have long been accustomed to use of violent means for settling of conflict between the members of different tribes and clans. Although an indigenous mechanism for conflict resolution already exists in the form of the jirga, there is perhaps a need to find ways to prevent conflict from occurring in the first place. In this connection, it is worth exploring the possibility of a set of rules and regulations, arrived at by mutual consensus, to serve as a basic charter or code of conduct for peaceful coexistence. o. Private Sector Participation. The private sector has to play a crucial role in achieving the targets of economic development in FATA. The government must improve the framework conditions for the development of the private sector, and encourage public-private partnerships. Budgetary Allocation 14. Each year, the federal government sets aside a block allocation, known as the Annual Development Programme (ADP), intended exclusively for development expenditure. This allocation, disbursed according to province, region, sector or project, is part of the federally funded Pubic Sector Development Programme (PSDP).FATA receives an annual share of ADP funding. In addition to the ADP, the PSDP provides separate funds for programmes and projects in various agencies and FRs, and contributes to donor-assisted initiatives 15. Sector-specific allocations from the ADP are made at the Civil Secretariat FATA, based on priorities and needs. Although the development budget is not intended to finance salaries or recurrent liabilities, in practice this is often the case. Insufficient allocations for repairs and maintenance, meanwhile, mean that some of these costs are also met through the development budget  [27]  . Sector Wise and Consolidated Budgetary Allocation. 16. Details are attached as Annexure A. ECONOMIC DEVELOPMENT MODELS FOR FATA 17. ROZ (Reconstruction Opportunity Zones) Model  [28]  . ROZs would be a specific type of export processing zone, and thus part of a world-wide network of free trade zones

Myth of Powerlessness :: essays research papers fc

Linda McQuaig's book, The Cult of Impotence: Selling the Myth of Powerlessness in the Global Economy, is a refreshing new approach to viewing the current state of global economy and Canada’s place in it. In recent years, such mysterious terms as fiscal deficits, natural rate of unemployment, stock market fluctuations, interest rate cuts and zero inflation and so on, have received an exceptional level of public consideration. Nevertheless, in spite of the now generally acceptable importance of the terms, their meaning an the effects of the domestic economic policies is left for the â€Å"professional† economists to analyze and present the public, as well as nation’s governing bodies with a list of remedies. Their guiding logic and principles are rarely questioned and more rarely fully understood. In such an environment, McQuaig has earned a wide audience for her writings by stripping away the aura of complexity from controversial economic issues and making them a ccessible and relevant to a general audience. Challenging the opinions of the â€Å"experts†, she is trying to bring back the debatable economic policies of the â€Å"global age† to democratic accountability. McQuaig is a notable journalist and a writer, who has written a number of books on the state of affairs that Canada’s economy is. Unlike her previous books that she has written ,discussing deficit reduction and cuts to social programs among others, this time she drifted away from the specifics and focused on our general view and acceptance of the economic processes. In the book, she attacks nation’s political passivity and acceptance of the believed fact that the domestic economy fully depends on the global market situation and that is should follow the trends. Trapped in this view, governments act as a victims to the global economic process and accepts an its people and impose this view on the electorate. Canada’s economic troubles is not unique. Although, Canada is enjoying a period of relative economic growth, and the level of unemployment is at its lowest level since April 1976 at 6.8% in January 2001 (Tam). However, these 6.8% still mean 1.1 million people jobless. McQuaig argues that combating the unemployment should be the number one national economic policy, at times at the expense of the corporate and governmental financial institutions and currency speculators. The fiscal conservatism of Bank of Canada under Gordon Thiessen, the bank’s governor, and anti-inflationism which have become, it seems, the idà ©e fixe for most state financiers became a source of tremendous political apathy, hindering the capacity of elected officials to carry through on their more progressive and egalitarian campaign promises.

The Life of the Governess Rebecca Sharp :: Victorian Era

The Life of the Governess Vanity Fair Sets the Stage â€Å"If Miss Rebecca Sharp had determined in her heart upon making the conquest of this big beau, I don't think, ladies, we have any right to blame her†¦Ã¢â‚¬  (Thackery 27). The narrator of Vanity Fair encourages readers not to blame Rebecca Sharp for being determined to win Joseph Sedley's attentions and proposal in only ten days! After all, the narrator reminds us that she was motherless, and thus had no one to help her secure a husband. Yet, members of Vanity Fair rebuke Miss Sharp for her assertive efforts. Perhaps, though, one should sympathize and applaud Miss Sharp's labors because her destination after ten days was the life of a governess. A Governess-A Definition The position of a governess required that one act as a companion for her charges and teach them the accomplishments that would enable them to compete effectively in society†¦ The required accomplishments were still one or two languages, preferably French and Italian, music, dancing, drawing and needlework†¦ The eventual aim was the best possible marriage. --Alice Renton, 48 The governess was even often the heroine for writers focusing on domestic, educational and social issues (â€Å"The Victorian Governess†). Yet, author and former governess Charlotte Brontà « wrote, â€Å"it was better to be a housemaid or kitchen girl, rather than a baited, trampled, desolate, distracted governess† (Damrosch 1524). And Anna Jameson wrote, â€Å"a woman who knows anything in the world would, if the choice be left to her, be anything in the world rather than be a governess† (Renton 59). Why the Negativity Regarding a Governess? As the cries of these governesses allude, life as a governess was not always glamorous, despite the literary regard. â€Å"A governess who was capable of teaching more than the usual subjects was generally little valued† (Renton 50). The pay a governess received often reflected the small value. â€Å"Her wages could be as low as eight pounds a year†¦ Charlotte Brontà « received twenty pounds per year (actually only sixteen since washing expenses were deducted at the source)† (Allingham). Perhaps the Quarterly Review best put the institution of being a governess in perspective when the following was published, â€Å"a being who is our equal in birth, manners, and education, but our inferior in worldly wealth† (Renton 96). Thus, governesses â€Å"ranked with the superior servants† (Altick 56) and ended up feeling broken and lonely as Jameson described (Renton 59). So Where Did Becky Fit In? Becky was obviously not the typical Victorian governess.

Native Americans Essay

Squanto:  ·Was sold into slavery  ·Wampanoag  ·Translator, not a cheif  ·Was a schemer  ·Friendy towards europeans/whites  ·Joined the pilgram community  ·A Patuxet  ·Belonged to the Wampanoag tribe  ·Dies in his late 30s Pwwhatan:  ·Chief  ·Wanted what was best for his tribe  ·Did not like europeans/whites  ·Agressive  ·Stood his ground  ·Died in his late 70s Similarities:  ·Both were Native Americans Compare and Contrast Chart: Native American Tribes Tribe #1: Kickapoo Government: All Kickapoo followed the traditional division of labor, placing hunting activities and protection of the village or camp in the charge of men who also cleared new feilds for planting. Women were mainly responsible for gathering wild plant foods, planting and tending crops, building houses, cooking, and child care. On large hunting campaigns, everyone helped, the women processed the meat and later the hides of the animals that the men killed. Economy: Practiced hunting and gathering, mainly deer and bison as well as other game. Wild plants and nuts were supplemented by the maize, beans, and pumpkins they planted in the spring. The Kickapoo became involved in the fur trade and later delt with other goods as well, after comming in contact with the Europeans. The Kickapoo were ultimately becoming known as shrewd traders. Religion: Belief in spirit messengers. The supreme deity is Kisiihiat, who created the world and resides in the sky. Culture: The culture hero, Wiaaka, the son of Kisiihiat, who created the Indian world and taught the Kickapoo to build their houses, which are vital elements to the Kickapoo religion. Religious practice is organized around sacred bundles for clans and herbal societies. Tribe #2: Wampanoag Government: The Wampanoag had a matrilineal system, in which women controlled property and hereditary ststus was passed though the maternal line. Female elders approved selection of chiefs or sachems, although males had most of the political roles for relations between tribes and warfare. The Wampanoag were organized into a confederation, where head sachem/political leader presided over a number of other sachems. Economy: The Wampanoag had a traditional economy based on fishing and agriculture. Religion: The Wampanoag’s religion was called Spiritualism. They thanked Mother Earth, animals, plants, birds, fish, and all living things for the gifts they gave to the Wampanoag. Women were the spiritual leaders of their households. One of the religious holidays the Wampanoag celebrated was the Wampanoag New Year. This celebration took place in the spring. The Wampanoag also prayed in the spring when they planted seeds. Culture: The Wampanoag originally spoke a dialect of the Massachusett-Wampanoag language, which belongs to the Algonquian language family.

Miguel De Cervantes Saavedra Essay

Miguel De Cervantes Saavedra was the son of a poor Spanish doctor. At a young age of 21, he enlisted in the army and fought several battles in water and in land. Pirates sold him to the Moors, and after three failed attempts to escape, he was finally ransomed to return to Spain and end almost 15 years of enslavement. It was only after the publication of the first volume of Don Quijote that Cervantes experienced financial success. His book received several local acclamations, and in fact had an unauthorized sequel by a writer known to be Avellaneda. Cervantes was born in 1547 and died the following year after he published the second volume of Don Quijote in 1614. Several of Don Quijote’s incidents are reflected from Cervantes’ life itself. Some of these elements include the presence of pirates on the Spanish coasts, the exile of the Muslim enemy Moors, the death of the prisoners who tried to escape, and the disheartening battles between the Spanish and the Algiers, when it was obvious that Spain is eventually going to face defeat. Cervantes’ biases are prominent in the novel, as well, i. e. distrust for foreigners. The novel also recounts several battles to which Cervantes participated. In this sense, Don Quijote can be viewed as historical and autobiographical. Getting past the author’s personal experiences, the novel well illustrates the era/s in which it was written. At that time, Spain was caught in between a new age, and Cervantes did a good job in creating the character of Don Quijote to discuss issues such as morality, human identity, art and chivalry in an ever-changing time. Although Renaissance new ideals in European humanism, contemporary literature at that time was still full stories which emphasized the code of chivalry. Don Quijote is considered to be a novel. A novel is a narrative in prose format. A novella on the other hand, is shorter than a novel. Novellas were originally about news of country life repeated for amusement. It is quite hard to define a novel from a novella, but suffice it to say that novellas generally have a word count of 17,500 and 40,000. Anything more than that must be a novel. Before Don Quijote in 1605, the young Cervantes wrote a pastoral romance entitled La Galatea in prose and verse which bears a strong resemblance on Jorge de Montemayor’s Diana. La Galatea tells the fortunes and misfortunes of several shepherds and shepherdesses in love. In between the release of the first and second volumes of Don Quijote, Cervantes published Novelas ejemplares which contains a dozen short stories which details Spain in terms of the historical, social and political problems it faces, as Cervantes sees it. After Cervantes’ death, Los trabajos was released. Los trabajos details the adventures of a couple in their search for a happy ending for their love. Don Quijote, a middle-aged gentleman decided to embark on an adventure to uphold chivalrous ideals he has prominently read about in books. Don Quijote was blinded about knights in shining armor wandering about with their long lance and spear and ready to fight all wickedness. He was definitely obsesses with these chivalrous ideals that he has to set out on expeditions looking for opportunities to apply these values. Don Quijote convinced Sancho Panza, a middle-age peasant to be his squire and accompany him in his search for glory and adventure. In return for his services, Don Quijote assured Panza to make him governor of an aisle. Don Quijote did all that was chivalrous in the name of the peasant Dulcinea del Toboso whom he believes to be a princess. In his ridiculous adventures, Don Quijote becomes more of a bandit than a knight in shining armour. His desire to help and defend what he perceives to be threats to his knighthood caused a lot of baffled and angry citizens. Panzo usually takes some of the punishments resulting from Don Quijote’s comic but infuriating behaviour. Don Quijote’s fantasies have gone out of hand and Panzo tried in vain to wake him up to reality. The second volume of Don Quijote narrates how a Duke and Duchess has taken advantage of Don Quijote’s fantasy and played tricks on him. Believing that Dulcinea was transformed into a peasant by an evil enchantress, Don Quijot was convinced to hurt himself to undo Dulcinea’s curse. The Duke and Duchess took this make-believe further and even set Don Quijote and Panzo on dangerous tasks. What is a form of entertainment for both the Duke and the Duchess badly wounded both Don Quijote and his faithful squire. Sancho Panzo is the only person in the book who has had the interesting part to live inside and outside of Don Quijote’s fantasies. Unlike other character who exploited Don Quijote’s madness, Panzo adored it, and even played along with it. Although he is ignorant, cowardly and illiterate, he has proved that lower class men as defined by society can also be wise and just, or even better rulers compared to those held in higher esteem. Sancho humanizes the overall novel and brings compassion and humor to the story. At the second volume Sancho Panzo subtlety changed. With all the misadventures he had with Don Quijote, he learned how to be somehow quite a gentleman and a good governor. This second volume is different from the first as unlike the first one which just details Don Quijote’s adventures, or misadventures, the second volume somehow provides us with explanations on the identities and codes of conduct that Don Quijote and Panzo follows. The second volume makes an effort the changes of the literary, as well as social environment that Cervantes lived in. Don Quijote is one of those whom they call a Hidalgo. A hidalgo is a low-ranking nobility class, which specifically mean, son-of-something. They were exempted from paying taxes but may or may not own real property. Don Quijote is trapped in his ridiculous fantasies. Sometime in the novel, Don Quijote is depicted to be someone who can’t distinguish what is real and what is not. He seems oblivious to the effects of his his actions. We can consider him crazy especially in certain parts of the novel, however, he seems really sane at the end. The story ends with a beaten Don Quijote , which makes him a tragic comedy figure, condemning all the chivalric ideals he believes to have fervently followed. It is not very clear if Don Quijote is indeed crazy or just ignoring the world and the disastrous consequences of his actions. He seems unconscious of his surroundings. Throughout the book, Don Quijote remains to be a puzzle, with whom we cannot safely differentiate the split of his madness and sanity. However, at the end of the novel, we are led to believe that Don Quijote may have just feigned his madness in an effort to play out his fantasies. On the other hand, believing that Don Quijote may indeed be mentally deficient tells us that even the most intelligent of persons can fall for outmoded ideals such as chivalry. Cervantes wrote the book to provide a critique on the social and religious structure of Spain during Cervante’s era. Cervantes satirically illustrates the arrogance of those in higher classes such as the Dukes and Duchesses. Cervantes wrote about ideas which are not observed anymore, and when practiced may become ridiculous. He was aware that knights are becoming extinct and chivalry is considered dead. The book is considered to be important in the history of literature as this shows a certain genre which borders within two different era. This not only entertains but also provides us with an idea of the ideologies of the people during that time.

Brazil Will Eventually Become Economic Powerhouse Essay

Currently, Brazil with its population hitting 186. 6 million has the ninth largest economy in the world (Jaeger, p. 2). Since the beginning of the 21st century the country has been enjoying a well-established economic stability, low inflation, high productivity rates and developing macro-economic infrastructure. Currently, Brazilian economic indexes are gradually improving in their dynamics, though some of them still remain on the average level for Latin American region. In particular, GDP growth in 2006 was hardly over 3% (Estevao). Since the middle of the last century Brazil was expected to develop shortly into â€Å"the world’s next economic power. † However due to two-decade long economic stagnation and financial crises in the mid-1980s Brazil has lost its positions and fell short of expectations regarding its economic development, especially in comparison with rapidly progressing economies of the countries in Asian region, such as China, Taiwan or South Korea, etc. (Adrogue, Cerisola & Gelos, p. 3). Nevertheless, in the 1990s a series of well-planned governmental policies were implemented and Brazilian economy went through a number of structural economic changes, which allowed achieving certain stability, especially on macro-economic level. Therefore, country’s inflation was taken under control, external debt was considerably decreased, and numerous measures directed on reformation of financial infrastructure, liberalization of trade, achieving price stability and stimulating general economic growth were undertaken (Jaeger, p. 5-6). This way the country managed to improve its international image and gain a reputation of â€Å"trustworthy† nation again. As a result, since recent times Brazil has been receiving a lot of private investments. Foreign investors are attracted by high return of their funds and relatively low risks. Such significant factors, as good demographic situation in the country, high interest rates, stable political situation and prudent governmental policies regarding overseas trade, created absolutely favorable environment for foreign businessmen, who intend to invest their funds and start their businesses in Brazil. Good investment climate and economic stability are not the only factors determining future rise of Brazilian economy. In addition to that, Brazil is very rich with various natural resources. Those are, first of all, huge territories of arable lands available for cultivation of a great variety of crops. Moreover, there are large mineral and plant resources including iron, copper and even gold, which have not been even properly explored yet. That is why there are great opportunities for different industrial and agricultural companies in Brazil. Undoubtedly, there are some problems which require immediate attention and solution in order to fasten economic development and achieve high levels of social wellbeing. Those include corrupted educational system and problems with human capital, insufficient financial and fiscal systems, poverty and income disparities, etc. Certainly, such reforms are hard to implement within some short period of time, therefore, positive transformations are expected to become effective gradually. Nevertheless, modern Brazil can be called the â€Å"country of the future† with its huge national market, cheap working power, abundance of natural resources, and many other factors determining a large long-term economic potential of the country (Jaeger, p. 2). Great economic stability and openness, steady increase in manufacturing and consumption, establishment of new international trade connections and other fundamentals will definitely contribute greatly to future prosperity and economic power of the country. Works Cited: Estevao, Marcello. â€Å"Brazil Seeks to Unlock Economic Potential. † International Monetary Fund. 26 Feb. 2007. 25 Nov. 2007 . Jaeger, Marcus. Brazil: Economic scenarios for the next 15 years. Ed. Maria L. Lanzeni. Deutsche Bank Research. Frankfurt Am Main: Deutsche Bank AG, 2006 Adrogue, Richardo, Martin Cerisola and Gaston Gelos. Brazil’s Long-Term Growth Performance -Trying to Explain the Puzzle. International Monetary Fund, unpublished manuscript, December 2006.

Autonomous Learning Essay

2.1 A General Review on Learner Autonomy Two classic definitions of autonomy influenced my study a lot when I set up my research programme.The first was put forward by Henri Holec in 1981, and the second by David Little in 1991. 2.1.1 Definitions of Autonomy â€Å"Learner autonomy is when the learner is willing and capable of taking charge of his/her own learning. The learner should be capable of determining the objectives;defining the contents and the progressions; selecting methods and techniques to be used; monitoring the procedure of acquisition, evaluating what has been acquired.†(Henri Holec,1981). â€Å"Autonomy is a capacity for detachment, critical reflection, decision making and independent action. It presupposes, but also entails, that the learner will develop a particular kind of psychological relation to the process and content of his learning†.(Little,1991). It is clear from this that autonomy is not a method of language learning – it is a capacity: the capacity to take control one’s own learning.(Benson, 2001:2)This seems to distinguish it from some other types of learning with which it is sometimes associated, such as: â€Å"self-study†, â€Å"distance learning† and â€Å"indepen dent learning†. The main point here is that most of these can be seen as ways of organizing learning, as methods. They may be more or less teacher-led and the degree of teacher control is not clear. Holec use the term â€Å"autonomy† to refer to a â€Å"capacity† and not a â€Å"method† It is a capacity that usually needs to be acquired, hence our emphasis is on â€Å"learning how to learn†. On a general note, the term autonomy has come to be used in at least five ways: the first is for situations in which learners study entirely on their own; the second is for a set of skills which can be learned and applied in self-directed learning; the third is for an inborn capacity which is suppressed by institutional education; the fourth is for the exercise of learners’ responsibility for their own learning; and the last is for the right of learners to determine the direction of their own learning. (Benson & Voller, 1997: 2) It is noteworthy that autonomy can be thought of in terms of a departure from education as a social process, as well as in terms of redistribution of power attending the construction of knowledge and the roles of the participants in the learning process. Autonomous language learning requires the learners to be responsible for their learning, including deciding their learning objective, choosing their learning materials, monitoring and adjusting their learning process and evaluating their learning results. There is broad agreement in the theoretical literature that learner autonomy grows out of the individual learner’s acceptance of responsibility for his or her own learning (e.g., Holec, 1981;Little, 1991). This means that learner autonomy is a matter of explicit or conscious intention:we cannot accept responsibility for our own learning unless we have some idea of what, why,and how we are trying to learn. The learner must take at least some of the initiatives that give shape and direction to the learning process, and must share in monitoring progress and evaluating the extent to which learning targets are achieved. The pedagogical justification for wanting to foster the development of learner autonomy rests on the claim that in formal educational contexts, reflectivity and self-awareness produce better learning. The autonomous learner shows initiative regarding learning, and shares in monitoring progress and evaluating the extent to which learning is achieved (Schunk, 2005).The ideas that cluster around the concept of learner autonomy have also been promoted under banners such as, â€Å"humanistic language teaching,† â€Å"collaborative learning,† â€Å"experiential learning,† and â€Å"the learning-centered classroom.† We prefer the term â€Å"Learner autonomy† because it implies a holistic view of the learner as an individual. This seems to us important for two reasons. First, it reminds us that learners bring to the classroom a personal history and personal needs that may have little in common with the assumed background and implied needs on which the curri culum is based. Second, it reminds us that the ultimate measure of success in second or foreign language learning is the extent to which the target language becomes a fully integrated part of the learner’s identity. In conlusion,some of the most well known definitions in present literature are: â€Å"Autonomy is the ability to take charge of one’s own learning† (Henri Holec,1981); â€Å"Autonomy is essentially a matter of the learner’s psychological relation to the process and content of learning† (David Little,1991); â€Å"Autonomy is a situation in which the learner is totally responsible for all the decisions concerned with his [or her] learning and the implementation of those decisions†. (Leslie Dickinson,1987); â€Å"Autonomy is a recognition of the rights of learners within educational systems†. (Benson,2001) 2.1.2 Theoretical Background of Learner Autonomy Autonomy is not developed by single, clearly defined theories or methods, its evolution has reflected a more general trend in language teaching; however, its independence from specific theories does not mean that theory is not relevant. In fact, many researchers in the literature seek justifications of learner autonomy from a wide variety of philosophical, psychological, and political sources. And some approaches to educational psychology— humanism, constructivism— had a profound impact on the advocacy of autonomous learning. A review of the two approaches to language education, especially to second language learning and teaching will be offered. 2.1.2.1 Constructivism Constructivism is one of the hottest topics in educational psychology. Constructivism is a new educational psychology school which is influenced by Piaget’s cognitive developmental psychology and Vygotsky’s social interactionism. Constructivism is described as a learning theory based on authentic and real-world situations. Students internalize and construct new knowledge based on past experiences. The constructivism theory is student-centered and encourages higher level processing skills to apply their working knowledge. In other words, â€Å"everyone makes their own sense of the world and the experiences that surround them. In this way the learner is brought into central focus in learning theory†(Williams M.&Burden R.L., 1997:2). The educational impact of constructivism is positive, in that instruction is based on student’s prior knowledge, allowing them to make significant connections and solve complex problems. Vygotsky’s point of view was that acquisition and participation were synergistic strategies in learning situations. Aspects of participation involved teaching in contexts that could be meaningful to students based on their personal and social history, negotiating, class discussions, small group collaborative learning with projects and tasks, and valuing meaningful activity over correct answers. Social Constructivism emphasizes that learning takes place through interactions with other students, teachers, and the world-at-large. (Vygotsky,1978) In terms of process of learning, acquiring and constructing new knowledge, the student plays an active role. The student brings past experiences and prior knowledge to the classroom and uses these to actively connect with new ideas or problems that are presented. ‘Knowing’ is being able to internalize the material, connecting it with things you already know. Students use higher level processing skills, such as evaluating, analyzing and synthesis to apply newly constructed knowledge to problems or situations. According to the theory of constructivism, student responsibility is greater, as they discover how new knowledge connects with prior knowledge. The learner continuously asks questions and guides their own learning process. Students learn that there is not just one way to solve problems, but rather multiple ways to finding answers. Typical classroom instruction, consistent with the constructivist learning theory may include: problem-based approach to teaching, hands-on activities, including the use of manipulatives, experimentation, and simulations. The constructivist theory allows teachers to be creative and innovative with teaching. In brief, constructivism believes that learning is a process in which learners construct new ideas or concepts based on their past knowledge. Constructivist learning theory advocates that learning is student-centered and instructed by teachers, which puts great emphasis on learners. Students are not passive receiver. Instead, they are active constructors. The learners select and transform information, construct hypotheses and make decisions relying on a cognitive structure. Cognitive structure (i.e. schema, mental models) provides meaning and organization to experiences and allows the individual to go beyond the information given. 2.1.2.2 Humanism Humanism is a school of thought that believes human beings are different from other species and possess capacities that cannot be found in animals. Humanists, therefore, give primacy to the study of human needs and interests. In humanistic view, the basic concern is the human potential growth and education is to enhance actualization and give free harness to one’s potential. â€Å"Humanistic approaches emphasize the importance of the inner world of the learner and place the individual’s thoughts, feelings, and emotions at the forefront of all human development†(Williams,M.&Burden, R.L. 1997:4). These aspects of the learning process are often unjustly neglected, yet they are vitally important if we are to understand human learning in its totality. There are five basic objectives of the humanistic view of education: the first is to promote positive self-direction and independence (development of the regulatory system);the second is to develop the ability to take responsibility for what is learned (regulatory and affective systems);the third is to develop creativity (divergent thinking aspect of cognition);the fourth is to arouse curiosity (exploratory behavior, a function of imbalance or dissonance in any of the systems);the last is to cultivate an interest in the arts (primarily to develop the affective/emotional system). 2.1.3 Teachers’ Role in Autonomous Learning In literature works there are many detailed descriptions of the teachers’ role in developing learner autonomy. According to Huttunen (1986), teachers should guide the learners in the process of their logical, psychological and ethical development towards autonomy. Their task is to enrich, balance, and clarify the learners’ experience and to help them to seek new experiences to structure and simplify experiences they need, and to find ways of associating the learners’ experiences with the various aspects of life in their culture, including its heritage; Higgs (1988) stated that in the process of learners’ autonomous learning teachers should act as a manager who is available as a resource, will create learners a supportive and nonthreatening learning environment, can motivate learners to achieve their potential and can help learners to be aware of institutional requirements and expectations associated with the discipline in which they are learning; according to Nunan (1993), teachers are readjusting their traditional roles and to the new ones. They become active participants, monitors, consultants and guides in the process of students’ language learning and help students to develop better learning strategies; Hill (1994) suggested that â€Å"since the decision to promote autonomy comes usually from the teacher, and the success of attempts to empower learners to become actively involved in their learning depends to a large extent on the teacher’s ability to redefine roles†; to Little (1999), he believes that teachers should be responsible for â€Å"deciding whether and to what extent it is possible for learners to determine their own learning objectiveness, select their own learning materials and evaluate their own learning process†; HuaWeifen (2001)believes that language teachers should enable students to set learning objectives, choose learning materials, develop the effective learning strategies, monitor their learning process and evaluate the learning results. She further proposes three roles of teachers in developing students’ independent learning: a counselor who helps learners to develop their own learning ability instead of making decisions for them, a facilitator who provides psychological, social support and technical support, and an information resource; Xiao Fei (2002) feels that teachers must adjust their counselors, roles from the â€Å"purveyors of language information’ to the organizers and managers of learning activities, and resource learning providing necessary help. Teacher serves as one of many resources for students, not necessarily the primary source of information. The teacher engages students in experiences that challenge previous conceptions of their existing knowledge. The teacher uses student responses in the planning of next lessons and seeks elaboration of students’ initial responses. The teacher encourages questions and discussion among students by asking open-ended questions. The teacher assists students to understand their own cognitive processes (metacognition) by using cognitive terminology such as classify, analyze, create, organize, hierarchy, etc. when framing tasks. The teacher encourages and accepts student autonomy and initiative by being willing to let go of classroom control The teacher makes available raw data and primary resources, along with manipulative and interactive physical materials. The teacher does not separate knowing from the process of finding out. Nouns and verbs. The teacher facilitates clear communication from students in writing and verbal responses, from the point of view that communication comes from ones deep structural understanding of the concepts being communicated. When they can communicate clearly and meaningfully, they have truly integrated the new learning. The teacher’s role is to anticipate and address student misconceptions while presenting authentic questions and real-world problems or situations. The teacher does not provide clear answers on how to solve these problems or questions, but guides students to make sense of how things work according to what their past experiences are and how it applies to the new knowledge they are constructing. 2.2 Input Theory 2.2.1 Krashen’s theory of language acquisition During the late 1970s Krashen put forward an account of SLA first known as the Monitor Model after its main claim about the role of monitoring in language learning (Krashen, 1979). In the early 1980s this was expanded into a broader-based model, described in Krashen (1981;1982), which consisted of five linked hypotheses: acquisition/learning, monitor, natural order, input, and affective filter. The aspect of the model that became most developed was termed the Input Hypothesis, the title of Krashen’s last major theoretical book (Krashen, 1985). In order to better understand the Input Hypothesis, it is necessary to have a general idea about the five hypotheses as they are closely related to each other. They are:The Acquisition-Learning Hypothesis;The Monitor Hypothesis ;The Natural Order Hypothesis; The Input Hypothesis ;The Affective Filter Hypothesis. Krashen summarizes the five hypotheses with a single claim: â€Å"People acquire second languages only if they obtain comprehensible input and if their affective filters are low enough to allow the input `in’ †¦In other words, comprehensible input is the essential ingredient for second language acquisition. All other factors thought to encourage or cause second-language acquisition work only when they contribute to comprehensible input and/or a low affective filter.† [pic] 2.2.2 Input hypothesis in second language learning The Input Hypothesis is Krashen’s attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashen’s explanation of how second language acquisition takes place. So, the Input Hypothesis is only concerned with â€Å"acquisition†, not â€Å"learning†. According to this hypothesis, the learner improves and progresses along the â€Å"natural order† when he/she receives second language â€Å"input† that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at stage â€Å"i†, then acquisition takes place when he/she is exposed to â€Å"comprehensible input† that belongs to level â€Å"i+1†. Since not all of the learners can be at the same level of linguistic competence at the same time, Krashen suggests that natural communicative input is the key to designing a syllabus, ensuring in this way that each learner will receive some â€Å"i+1†in put that is appropriate for his /her current stage of linguistic competence. The Input Hypothesis is simply stated: â€Å"Humans acquire language in only one wayä ¸â‚¬by understanding messages or by receiving `comprehensible input†Ã¢â‚¬Ëœ (Krashen, 1985ï ¼Å'2). That is to say, language acquisition depends upon trying to comprehend what other people are saying. Provided that the learner hears meaningful speech and endeavors to understand it, acquisition will occur (cited in Cook, 1993). The theory (Krashen 1981;1985; 1989) also makes the following claims, as Ellis (1994) has summarized:Learners progress along the natural order by understanding input that contains structures a little bit beyond their current level of competence. Although comprehensible input is necessary for acquisition to take place, it is not sufficient, as learners also need to be affectively disposed to `let in’ the input they comprehend. Input becomes comprehensible as a result of simplification and with the help of contextual and extralinguistic clues; â€Å"fine-tuning† (i.e. ensuring that learners receive input rich in the specific linguistic property they are due to acquire next) is not necessary. Speaking is the result of acquisition, not its cause; learner production does not contribute directly to acquisition. It is understood that to be useful to the learner, the input must be neither too difficult to understand nor too easy. This is conceptualized by Krashen in terms of the learner’s current level, called â€Å"i†, and the level that the learner will get to next, called â€Å"i+1†.For the learner to progress rather than remain static, the input has always to be slightly beyond the level at which he or she is completely at home; the gap between the learner’s â€Å"i† and the â€Å"i+1†that he or she needs is bridged by information drawn from the situation and from the learner’s previous experience. â€Å"We also use context, our knowledge of the world, our extra-linguistic competence to help us understand† (Krashen, 1982, 21).Krashen emphasizes that input does not need to be â€Å"finely tuned† in the sense that it is linguistically adjusted to contain â€Å"i+1†.It requires only rough tuning, which is automatic if the focus is on successful communication. 2.2.3 The web-based meltimedia language input for autonomous learning Students need accessible materialsï ¼Å¡comprehensible input, the underlying assumption is that the learner needs help identifying the critical features in â€Å"the wealth of the linguistic and nonlinguistic information they receive† (Plass & Jones, 2005, p. 470). This means that the supports embedded in a multimedia instructional approach should guide what students notice in a word, sentence, passage, or image. The autonomous leaners need to be provided with more and up-to-date language input in as many ways as possible, such as vedio and audio materials downloaded from the internet. This strategy can also be accomplished through immediate and focused teacher feedback. When a teacher highlights portions of an assignment that require revisions, the student’s ability to evaluate and revise her work increases. These strategies help the learner understand task directions and focus on pertinent informati on to comprehend or revise. 2.3 Web-Based Language Teaching and Learning 2.3.1.The development of web-based language teaching and learning Web-based language learning is developed from Computer-Assisted Language Learning. It may be defined as â€Å"the search for and study of applications of the computer in language teaching and learning† (Levy, 1997:1).As for teaching, the lecturer presents a language teaching plan in a logical order and learns whether the students’ responses are correct or not correct by computers. As for learning, the language learners use computers to monitor their own progress, and provide themselves with proper lessons, materials, etc. Richards. J.C.(1998) also points out that CALL refers to the use of computer in the teaching and learning of second or foreign language. The CALL in the academic literature has been existed for about forty years. The subject is interdisciplinary by nature, and it has evolved out of previous efforts to find ways of using computer for teaching or for instructional purpose across a wide var iety of subjects areas, with the weight of knowledge and breadth of application in language learning ultimately resulting in a more specialized field of study (Levy, 1997). According to Warschauer and Healey (1998), CALL has experienced three stages in the last forty years: behavioristic, communicative and integrative. Each stage will be featured by its important projects and development despite the fact that there is in fact no clear-cut line among stages (Hu&Jiang, 2002:5 34-538). The first stage of CALL, Behavioristic Call, started from the 1950s and applied in 1960s and 1970s, was on the basis of the then dominant behaviorist theories of learning. Programs of this stage were repetitive language drills and can be concluded as â€Å"drill and practice†. One of the most complicated projects of this period is the PLATO (Programmed Logic/Learning for Automated Teaching Operations) system, which operates on its own special PLATO hard ware, including central computers and terminals. The vocabulary drills, brief grammar explanations drills, and translation tests at various intervals (Ahmad, Corbett, Rogers&Sussex, 1985)were included. In the late 1970s and early 1980s, behavioristic CALL was replaced because of two important factors. First, behavioristic approaches to language learning had been out of stage at both the theoretical and the pedagogical level. Secondly, the application of microcomputer provided a whole new range of chances. The stage was set for a new era of CALL-Communicative CALL. One of the main advocates of this new approach was John Underwood, who in 1984 proposed a series of â€Å"premises for `Communicative’ CALL† (Underwood, 1984:52). According to him, the Communicative CALL focuses more on using forms. The teacher uses the computer to teach grammar implicitly rather than explicitly; allow and encourage students to utter naturally rather than just manipulate prefabricated language; it does not assess everything the students do nor give them congratulatory message, lights, or bells; avoids telling students that they are incorrect and is flexible to a variety of student responses; it uses the target language exclusively and creates an environment in which using the target language feels natural, both on and off the screen; and will never try to do anything that a book can do just as well. Many types of CALL programs were developed and applied during this period. Integrative computer assisted language learning covers the more recent development of 1990s, and even the multimedia computers and the Internet. This period was greatly influenced by the growth of constructivist approach, which believes that knowledge is not obtained through the transmission of teachers, but the meaning construction of learners themselves in a certain social and cultural context with the others, including their teachers and their peers, and also the use of resources. Furthermore, this approach emphasizes that learners are the necessary component of learning main body in the cognitive process and the active constructor of knowledge meanings, and teachers take the roles as organizers, guiders and facilitators. Also, the importance of authentic learning environment and social interaction is emphasized. This phase is featured by the use of multimedia, hypermedia and interactive technologies to enhance comprehensive skills. 2.3.2 web-based language learning context and input thoery Compared with the traditional language teaching and learning context, web-based language learning would expose college students to greater amount of language information input. On the one hand, the colorful, multi-facet, and limitless information provided by the internet and computer programs attracts the learners’ attention. It could also make their English study much easier. It is obvious that, the multimedia, hypermedia and Internet enrich the information input and to a large extent promote the students’ curiosity, interest and motivation in English learning. On the other hand, the multi-facet or multi-channel information input may be in some way distract learners’ attention and make learners feel at a loss in their autonomous learning after class, thus weaken the learners’ productivity of English language. Therefore, to help learners to wisely choose the useful information to develop their own autonomous language learning models become the teachersâ₠¬â„¢ focuses. 2.4 Assessment in autonomou learning In a recent report, Dam and Legenhausen (1999: 90) claim that learners’ ability to reflect critically on their learning is a measure of the effectiveness of the learning environment. They use the term ‘evaluation’ to refer to the metacognitive activity of reviewing past and future learning experiences in order to enhance learning, and claim that: In an autonomous classroom . . . [evaluation] is viewed as the pivot of a good learning/teaching cycle . . . Evaluation has a retrospective and prospective function, in which the learning experiences of the past are reflected upon and transformed into plans for future action. The potential for learner autonomy increases as an individual’s learning awareness grows. Therefore activities which prompt learners to reflect on their learning aim to enhance learners’ insight into their learning processes. Assessments for autonomous learners may cover a wide area of knowledge,for example, reading an authentic languag e text or a small, tightly focused area ,for example, questions at the end of a worksheet on a specific grammar point. Assessments may serve one or more of a number of purposes, such as confidence building, demonstrating learning gain, or motivation, and they may be constructed in a number of ways, for example, by the teacher, by the learner, collaboratively or as a portfolio (Gardner and Miller, 1999). Assessments with any combination of the above criteria can be self-assessments because this term refers simply to the mode of administration, i.e., assessments which are self-administered. It is reasonable to assume that autonomous learners would benefit from feedback on chievements in their learning through engaging in some kind of assessment procedure. The individualised nature of autonomous learning makes large-scale, institutionalised assessments problematic although an autonomous learner may make the decision to include these as part of a personalised assessment regime. Self-assessment seems to accommodate itself much more easily to the diverse and flexible requirements of an autonomous learner. Indeed, it has been argued that self-assessment is an integral part of autonomous learning (Holec, 1981; Tudor, 1996; Thomson, 1996; Gardner and Miller, 1999) and that all learners engage in it (Holec, 1985) although not necessarily knowingly (Thomson, 1996). Dickinson (1987) argues that self-evaluation of performance is an important skill for all language learners but of particular importance to autonomous language learners. Thomson (1996) implemented a self-assessment project as a way of getting learners involved in self-directed learning. The effectiveness of self-assessment is detailed by Nunan (1996: 21), who states that, â€Å"Autonomy is enhanced when learners are encouraged to self-monitor and self-assess.† An important aspect of the monitoring process for learners is simply knowing how they are doing in their learning. They want to know if they are becoming more proficient as users of the target language. Brindley (1989: 60) says that self-assessment has five purposes. Firstly, learners have greater responsibility for assessment of their proficiency and progress; secondly it lets them diagnose their strong and weak areas; thirdly it lets them compare their present level with the level they wish to obtain; fourthly it helps them become more motivated; and lastly it helps them to develop their own criteria for monitoring their progress.However, Brindley (1989: 61) also points out that there are objections to self-assessment. â€Å"The idea that learners can be reliable judges of their own performance is by no means universally accepted.† Therefore self-assessment is a skill, that has to be learned. Brindley (1989: 83) divides this learning into technical training, and psychological training. Technical training is to help the students judge their own performance, and consists of self-monitoring of language use, development of criteria, definition of objectives, and knowledge about language learning. Self-assessments help learners monitor their level of success in specific learning tasks. A series of self-assessments will contribute to monitoring progress towards specific learning objectives. They can also have a motivational effect. Success breeds confidence. Self-assessment does not always demonstrate success but where it does, even on a small scale, learners’ motivation will be enhanced. Teachers also need to know how well learners are doing. They have a professional responsibility to help learners learn. Gardner and Miller (1999: 210) suggest the assessment should contain the following pieces of information: the purpose of the assessment, the benefit to the learner, the procedure for conducting the assessment, the procedure for marking the assessment, a suggested marking scale, a choice of follow up actions based on the score achieved.