Hawaii, with an area of 28,313 sq. km (10,932 sq. Essay Example For Students

Hawaii, with an area of 28,313 sq. km (10,932 sq. Essay mi.), is the43rd largest state in the U.S.; 6.9% of the land is owned by thefederal government. It consists mainly of the Hawaiian Islands, eightmain islands and 124 islets, reefs, and shoals. The major islands inorder of size are Hawaii, Maui, Oahu, Kauai, Molokai, Lanai, Nihau,and Kahoolawe. Population growth has increased by 80,000 persons overthe past five years. Demographics show a large number of Hispanicorigin: Asian Hispanics are the most populated with white Hispanicand Asian non-Hispanic following. Hawaiis economy has been longdominated by plantation agriculture and military spending. Asagriculture has declined in importance, the economy has diversified toencompass a large tourist business and a growing manufacturingindustry. Hawaiis economy has changed drastically since statehood. In1958, defense, sugar, and pineapple were the primary economicactivities, accounting for 40% of Gross State Product (GSP). Incontrast, visitor-related expenditures stood at just over 4% ofHawaiis GSP prior to statehood. Today the positions are reversed;sugar and pineapple constitute about 1% of GSP, defense accounts forjust under 11%, while visitor-related spending comes close to 24% ofHawaiis GSP. The movement toward a service- and trade-based economy becomeseven more apparent when considering the distribution of Hawaiis jobsacross sectors. The share of the economys jobs accounted for bymanufacturing and agriculture have declined steadily since 1959 andeach currently makes up less than 4% of total jobs in the economy. Atthe same time, the shares of jobs in wholesale and retail trade and inservices have risen, standing at about 23% and 28%, respectively. Since 1991, Hawaiis economy has suffered from rising rates ofunemployment. This stands in marked contrast to the period 1980 to1993, when the state enjoyed very low unemployment rates relative tothe nation as a whole. But by 1994 the recession had raised Hawaiisunemployment rate to the national average (6.1%) for the first time in15 years. In 1995, the states unemployment rate improved slightly inthe first eleven months of the year to 5.4 percent, a 0.6 percentagepoint decline from the first eleven months of 1994. Despite the lowerunemployment rate, the total number of wage and salary jobs declinedby 0.6 percent during the first eleven months of 1995. This was due inpart to a fall in part-time jobs which are often held by persons whoalso have primary jobs elsewhere in the economy. The number ofconstruction jobs declined by more than 7 percent in the same period. Other industriesnamely, manufacturing, agriculture, transportation,communications/utilities, and finance, insurance, and realestateexperienced declines in the number of jobs as well. Jobs inretail trade and services, however, increased 2.2 percent and 0.5percent, respectively, reflecting an increase in visitor spendingsince 1994. Following a dismal first quarter due to the Kobeearthquake, there was steady growth in the tourism sector in 1995 withincreases in the number of visitor arrivals and hotel room rates. Thenumber of visitor arrivals to the State increased 3.2 percent duringthe first eleven months of 1995. The increase in the value of theJapanese yen vis-a-vis the U.S. dollar during this period contributedto a rise in eastbound visitors in the second and third quarter of1995 by 11.8 percent and 15.4 percent, respectively. However, in thefirst eleven months of 1995, the number of westbound visitors remainedflat. This year is the 11th year in a row that the U.S. hasexperienced re duced spending on national defense. The continuedreduction is due to the decline in superpower tensions and thepolitical disintegration of the Soviet and East European-block duringthis decade which have prompted the Congress and Administration toinitiate significant cuts in the level of defense expenditures inrecent years. However, because of the strategic location of Hawaii inthe Pacific this changing military posture has not significantlyaffected Hawaiis $3.7 billion Federal defense sector. .u93e662bea0def91888575f1de870d1dc , .u93e662bea0def91888575f1de870d1dc .postImageUrl , .u93e662bea0def91888575f1de870d1dc .centered-text-area { min-height: 80px; position: relative; } .u93e662bea0def91888575f1de870d1dc , .u93e662bea0def91888575f1de870d1dc:hover , .u93e662bea0def91888575f1de870d1dc:visited , .u93e662bea0def91888575f1de870d1dc:active { border:0!important; } .u93e662bea0def91888575f1de870d1dc .clearfix:after { content: ""; display: table; clear: both; } .u93e662bea0def91888575f1de870d1dc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u93e662bea0def91888575f1de870d1dc:active , .u93e662bea0def91888575f1de870d1dc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u93e662bea0def91888575f1de870d1dc .centered-text-area { width: 100%; position: relative ; } .u93e662bea0def91888575f1de870d1dc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u93e662bea0def91888575f1de870d1dc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u93e662bea0def91888575f1de870d1dc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u93e662bea0def91888575f1de870d1dc:hover .ctaButton { background-color: #34495E!important; } .u93e662bea0def91888575f1de870d1dc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u93e662bea0def91888575f1de870d1dc .u93e662bea0def91888575f1de870d1dc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u93e662bea0def91888575f1de870d1dc:after { content: ""; display: block; clear: both; } READ: King Lear Argumentative EssayThe construction industry continued its decline in the firsteleven months of 1995. This loss was mainly due to decreasing demandexacerbated by higher interest rates during the first half of 1995,following a 12.4 percent drop in 1994. Another reason is thatconstruction costs rose by 15 percent from 1992 to 1995, which is muchhigher than the consumer inflation rate of 8 percent during the sameperiod. Agriculture jobs, including self-employed, showed a 6.6percent decline in the first eleven months of 1995 from the sameperiod in 1994. In the earlier part of the year, the agricultural workforce fell to its lowest level in 21 years. Agriculture accou nts forslightly less than 2percent of jobs in the state. Latest data from the Bureau of Economic Analysis ranked Hawaii26th among the 50 states in terms of growth in personal income betweenthe first and second quarters of 1995. During the second quarter of1995, personal income was estimated to be an annualized 29.2 billiondollars, up 4.0 percent at an annual rate from the second quarter of1994. The growth in personal income is mainly attributed to anincrease in rents, dividends and interest, along with transferpayments of 7.6 percent and 7.5 percent in the second quarter,respectively. The largest component of personal income, wages andsalaries, increased by 2.3 percent over the period as compared to only1.0 percent in 1994. The consumer inflation rate, as reflected in the percentagechange of the Honolulu Consumer Price Index, increased by 2.1 percentbetween the first half of 1994 and the first half of 1995. In thesecond half of 1995, the inflation rate slowed to 0.7 percent ascompared to the second half of 1994. If the current trend continues,overall inflation for Hawaii in 1995 will be slightly lower than 2.0percent, the lowest since 1986. DBEDT expects the Honolulu ConsumerPrice Index to increase about 2.0 percent in 1995 and 2.5 percent in1996. This is lower than the expected consumer price increases of 3.0to3.5 percent for the nation as a whole in 1996, reflecting therelatively slower growth of Hawaiis economy. Real Gross StateProduct (RGSP) is expected to grow at an annual rate of approximately2.2% between 1995 and 2000. Average annual growth in the number ofcivilian jobs is projected to rise by 1.8% per year over the next fiveyears. Over the same period, the unemployment rate should declinegradual ly from 5.5% in 1995 to 5.3% over 1996-2000. Growth of realdisposable income is anticipated to rise to 1% next year and to anaverage of 1.2% each year to 2000. Hawaiis people have seen dramatic changes in the economicstructure over the last generation. The military and agriculture, thetraditional pillars of the Hawaii economy, have declined and no longeremploy the bulk of the labor force. At the same time, Hawaiisincreasing reliance on service industries, especially tourism, makesthem particularly sensitive to external economic events. To someextent, the effects of this sensitivity are reflected in theunprecedented long period of low growth in recent years. At no timesince statehood has Hawaii grown at such low rates for such asustained period. The initial downturn was clearly associated with thecyclical recession on the mainland and eventually in Japan. Thiscyclical downturn was exacerbated by important structural changes inHawaiis economy. While Hawaii cannot ignore and must still addressthese structural issues, it appears that it is now rebounding from thecyclical downturn. Fourth quarter economic data for 1995 show that itis entering an economic recovery and prospects for the medium term aregood. .u0e7f97e47cb173cc55cb1b18a1be5458 , .u0e7f97e47cb173cc55cb1b18a1be5458 .postImageUrl , .u0e7f97e47cb173cc55cb1b18a1be5458 .centered-text-area { min-height: 80px; position: relative; } .u0e7f97e47cb173cc55cb1b18a1be5458 , .u0e7f97e47cb173cc55cb1b18a1be5458:hover , .u0e7f97e47cb173cc55cb1b18a1be5458:visited , .u0e7f97e47cb173cc55cb1b18a1be5458:active { border:0!important; } .u0e7f97e47cb173cc55cb1b18a1be5458 .clearfix:after { content: ""; display: table; clear: both; } .u0e7f97e47cb173cc55cb1b18a1be5458 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0e7f97e47cb173cc55cb1b18a1be5458:active , .u0e7f97e47cb173cc55cb1b18a1be5458:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0e7f97e47cb173cc55cb1b18a1be5458 .centered-text-area { width: 100%; position: relative ; } .u0e7f97e47cb173cc55cb1b18a1be5458 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0e7f97e47cb173cc55cb1b18a1be5458 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0e7f97e47cb173cc55cb1b18a1be5458 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0e7f97e47cb173cc55cb1b18a1be5458:hover .ctaButton { background-color: #34495E!important; } .u0e7f97e47cb173cc55cb1b18a1be5458 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0e7f97e47cb173cc55cb1b18a1be5458 .u0e7f97e47cb173cc55cb1b18a1be5458-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0e7f97e47cb173cc55cb1b18a1be5458:after { content: ""; display: block; clear: both; } READ: Dworkin's Belief of Preferential Treatment EssayEND NOTES1. HTTP://www.hawaii.gov.html, internet. 2.Hawaii, Microsoft (R) Encarta. Copyright (c) 1994 MicrosoftCorporation. Copyright (c) 1994. Funk Wagnalls Corporation. 3. Hawaii, World Book Encyclopedia. C1996. Worldbook, Inc. Chicago, London, Sydney, Toronto. 4. Hawaii. Sylvia McNair. C1990. Childrens Press. Chicago. 5. Hawaii 1995 Almanac. Microsoft Bookshelf. C1995. 6. Hawaii. Bureau of Economic Analysis. C1996.

The Benefits and Issues in Bilingual Education

Introduction Bilingual education put in simple terms is the use of two languages in institutions of learning.Advertising We will write a custom research paper sample on The Benefits and Issues in Bilingual Education specifically for you for only $16.05 $11/page Learn More Understanding the term ‘bilingual education’ as a simple educational process would be a mistake because in reality it denotes a complex phenomenon dependent upon a set of variables, including the learners’ native language and the language of the majority, the linguistic objective of the program and the educational model chosen for creating the bi-linguistic environment. These factors are crucial in determining the kind of bilingual education to be adopted in a learning setting. This paper seeks to explore the benefits that accrue from bilingual education system and, in addition, highlights the issues surrounding such education systems. Objectives of bilingual educati on Well formulated bilingual education programs not only recognize and develop knowledge and skills brought to the school by learners, they are also designed to be appropriate for linguistic, cultural, as well as social developmental of the students. As such, they should possess such characteristics as clear goals for the programmes and high expectations for the learners, a curriculum comparable to contents covered in native-language-only classes, subject matter is instructed through native language, have multicultural instruction that incorporates learner’s original culture, use of appropriately trained instructors, community and administrative support for the programme, parental and family involvement, as well as adequate learning and teaching materials. Dimensions of bilingualism Analyzing the phenomenon of bilingualism, theoreticians need to take into consideration several overlapping dimensions of the discussed processes. According to Baker (2001), the levels of the stud ents’ cognitive abilities as such need to be considered while developing the bilingual educational programs (p. 3).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some bilingual learners can easily speak two languages while others are rather passive, developing a comprehensive understanding of foreign speech, but rarely using it for communication. The next aspect explored by Baker (2001) is the domains in which the language is acquired, including home, school or other spheres which allow various levels of language comprehension. The context and the balance of the two languages are also the spheres giving rise to experts’ debates. Baker (2001) coined the term of elective bilingualism which implies individual’s voluntary decision to learn a setting though it is not obligatory. All these aspects need to be taken into account for analyzing various bilingualism models and th ere appropriateness for particular setting. Benefits of Bilingual education Bilingual education is not only justified by research, but also by both common sense and experience of instructors. Vast amount of data from studies in education and language acquisition strongly suggest, for example, that the first language learnt by children is critical in determining their ability to adapt to a second language as the language for academic instruction (Cummins, 1979). As such, Cummins argues that instructors must work harder to develop children’s skills in their first language in order to enable them to easily adapt to a second language as the instructional language. The outcomes of the structured English immersion strategy, early and late exit models of bilingual educational programs were investigated in an eight years longitudinal study during 1984-1991. The results of this research have demonstrated the benefits of adopting the bilingual education strategies. Three varying approa ches to instructional learning (structured immersion, early-exit transitional bilingual education and late-exit transitional bilingual education) were compared. The findings of the research have shown that the academic achievements and linguistic competence of students receiving instructions in their native language are equal to those learners who receive instruction in only one language. The effectiveness of dual immersion bilingual education programs is even more convincing. These models involve classes in which a half of students speak English as their native language while the rest speak another language. The students receive instruction in both languages.Advertising We will write a custom research paper sample on The Benefits and Issues in Bilingual Education specifically for you for only $16.05 $11/page Learn More The core objective of these programs is to impart proficiency in both languages. Dual-language programs are equally beneficial for impr oving the language competence in both native English and Spanish-speaking learners. She also found that, irrespective of the time spend receiving instructions in English, students in both programs were equally proficient in English. Besides, performance in mathematics was found to have high correlation with the two languages. This study went a step further to demonstrate that education content available in one language is equally available in the other language. Additionally, higher dropout rates and lower academic achievements are typical for learners with minority language backgrounds as compared to those who speak the majority language as their native. In regard to the common sense factor, in the need for the adoption of bilingual education, it almost automatically follows that learners’ lack of understanding of the instructional language in the learning setting will render all objectives of the learning program void. According to Garcia (2009), with the challenges of a ne w millennium, the English language as the language of international communication can be used for educating immigrants and supporting them in their adaptation to a new culture and community. Though various socio-historical positions, dominating theories and geopolitical factors affect the choice of a model for bilingual education, the importance of using native language in education is obvious (p. 5). Besides its basic effectiveness, there are several other clear benefits derived from the use of an education system that uses two languages. To begin with, it helps learners to preserve their sense of ethnic and cultural identity as well as sense of pride of their native language, in the process allowing them to smoothly integrate in their new society retaining a crucial link to their linguistic as well as cultural heritage.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Also, in the modern world, there are economic benefits that accrue from bilingual fluency and literacy. Bilingual individuals have better chances at securing well paying jobs in companies and other non-profit organizations with international or global presence. Program models of bilingual education The socio-cultural context and the government policy are the influential factors which determine the choice of the strategies for teaching and learning languages. Depending upon the community needs which can change within the course of time, Education Departments try to consider the ethnic diversity of the population and provide all students with equal opportunities for receiving education. For example, in the UAE the instruction in most schools was in Arabic previously. However, the government has changed the priorities towards bilingual Arabic and English education, taking into account the growing number of international students and immigrants. Basically, there are six most popular mod els of bi-lingual education, including the early exit and late exit models, two-way and one-way bilingual models, the pull-out and pull-in models. Each of them has its advantages and disadvantages in the context of a concrete classroom. First, the early exit or transitional model places more emphases on development of English in learners as well as their overall academic performance. Instructions in this model are issued to learners in the native language of learners in order to enable them to be at par with their peers in academic terms and simultaneously develop their English literacy. In the United States, enrolment in this program lasts for three years. The second model is the late exit bilingual education programs. Its objectives are to develop full bilingualism by encouraging literacy as well as oral fluency in both English and the native language of the student. Academic learning is also emphasized, and because of the wide content required to be learned by students, this prog ram typically takes at least five years. Dual immersion or two-way bilingual education program is structured such that native English-speaking learners and limited English proficient (LEP) students are placed in one classroom, which encourages collaborative learning efforts form both groups at language acquisition. The goal for both groups is to meet high academic standards and in equal breadth develop fluency and literacy in both languages. Just like the second model, this type of bilingual education program lasts five or more years. There are two basic forms of this model, including the 90-10 and 50-50 patterns. According to 90-10 model, about 90% of time at primary school is spent on teaching a native language. This time is gradually increased in the following grades. Devoting 90% of time on native language is explained with compensating for the dominating power of a foreign language outside the classroom setting. As opposed to 90-10, the 50-50 pattern offers instruction in the m ajority language for both minority students and native speakers for improving the language competence of both groups. As compared to two-way models, one-way dual language programs have a number of advantages and disadvantages (Lacina et al. 2010-2011). Thus, the main strengths of this model include the bi-literacy of learners as the main goal of the program, a positive socio-cultural climate and correspondence of the students’ age and the curriculum content. The drawbacks of this model are the difficulties with finding qualified bi-literate teachers and separation of the second-language learners from their peers. The pull-out model is widely used for the second language users in the United States. The main principle of this model is pulling out the minority students from their classroom for a period of about 30 minutes for language instruction. Though the methodology and content of the pull-out classes can vary in different schools, the goals of enhancing students’ kno wledge of the second language is common for most institutions. As a rule, pull-out teachers conduct lessons with individuals or small groups of learners, aiding students in developing their academic skills and repeating particular program lessons which were not understood by the minority learners due to their language difficulties (Lacina et al. 2010-2011). The pull-out model can be beneficial for certain classrooms though it has a number of drawbacks. Among the main advantages of this model is the individual approach to every learner, opportunities to group students of different age and language level, diagnosing students’ needs and implementing the strategies for filling the gaps in their knowledge. The drawbacks for which this model is criticized and can be inappropriate for certain classrooms are the time limits of the push-out lessons, the separation of the second-language learners from their peers, psychological aspect of perceiving the push-out as the remedial instruct ion, the tome required for the collaborative efforts of the language and core curriculum teachers and the expensiveness of the program. The alternative to the above-mentioned push-out form is the push-in model of bilingual education in which a teacher comes to a general education classroom for conducting lessons and providing support to students have difficulties with perceiving the curriculum information in the majority language. The goal of this model is improving students’ language competence and enhancing their understanding of the course materials at the same time. The length of the push-in lessons can vary depending upon the needs of a particular classroom. This collaborative model of co-teaching would be much more effective if the core curriculum and language teachers devote time to discussing the materials and defining their common objectives and strategies. This model is less costly than the push-out lessons and can be used at schools with only a few second language learners (Lacina et al. 2010-2011). The push-in model has its advantages and disadvantages which need to be taken into consideration before choosing this model for certain school environment. The main advantages of the push-in model include preventing the risks of making mistakes instead of using the remedial instruction, making the curriculum content appropriate to the students’ age and cognitively challenging to them. The disadvantages of this model are the additional burden of collaborating and training for the teaching personnel, the lack of opportunities for the second language learners to practice their language skills at class because they can be ashamed of their peers speaking the majority language and the lack of individual instruction for the learners experiencing language difficulties. Issues surrounding bilingual education With the loss of some minority languages and the current socio-political situation in the world, the problem of bilingual education and student s’ facility in a second language have become important. The spread of the English language and its official status of the global language used for business, the opportunities of teaching English as a foreign language and promotion of bilingualism for the school curriculum are considered by a great number of governments. Most issues surrounding bilingual education system revolve around which model of bilingual education is most appropriate to be used. Opponents of bilingual education programmes find significant fault in the way the programmes are structured. For instance, critics argue that learners who do not speak English are entrapped in programmes which, instead of teaching English, endeavour to retain the native language of the students. In the United States, opponents of bilingual education programmes often equate the case for bilingual education which existed in the country’s schooling system in the 1900s. Then, the immigrant students were prohibited to speak the ir native language at school. The preference was given to the English immersion model, while the proponents of bilingualism stated that â€Å"students who did not speak English readily learned it and entered the educational mainstream†. The prejudicial attitude towards immigrants had a significant impact upon the debates concerning the bilingual education models. Since language is the primary identifier of immigrants, there tends to be restrictions imposed on the use of the â€Å"foreign† language by the immigrants in their new country. This is especially so in times of war and to a lesser extend during times of economic hardships. Since language is very closely associated with national identity, immigrants are forced to even abandon their native languages during such times as a proof of their allegiance to their new country. Yet another major issue surrounding bilingual education has a basis on unrealistic expectation of immediate results. The limitation of some studi es is expecting second language learners to go through tasks which would be difficult even for the researchers themselves. The non-native English-speaking learners are unfairly expected to accomplish this while also learning other demanding academic subjects like science and mathematics. Their second language proficiency is unfairly matched to that of their peers who happen to be native speakers of English. Conclusion The discussion above clearly shows that immense opportunities accrue from bilingual education. Both native and non-native English-speaking learners are not only allowed to develop their oral and written skills in English, but they are also enabled to master academic content materials. Initially showing lower academic achievements, students with bilingual learning background not only compensate for it in the course of time, but even surpass the academic progress of their peers. Moreover, Learners in bilingual education systems have been found to out-perform their peers in monolingual education programmes in both linguistics and general academics at advanced levels of learning. All-in-all the benefits to bilingual education by far surpass their proven as well as perceived limitations. For this reason, authorities in increasingly multicultural societies (thanks to globalisation) should seriously consider introducing full bilingual education systems or, at least, incorporate major elements of bilingual education systems into the existing monolingual education system. References Baker, C. (2001). Foundations of bilingual education and bilingualism. (4th ed.).  Belmont, MA: Multilingual Matters. Cummins, J. (1979). â€Å"Linguistic interdependence and the educational development of bilingual children.† Review of Educational Research 49, 222–251. Garcia, O. (2009). Bilingual education in the 21st Century. Belmont, MA: Multilingual Matters. Lacina, J., Levine, L., Sowa, P. (2010). Learning a second language: Program models in Texas, Flor ida and the United Arab Emirates. Childhood Education 87(2),  106–112. 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ESL Lesson Plain for a Class Job Fair

ESL Lesson Plain for a Class Job Fair Putting on a class job fair is a fun way of exploring English skills related to employment. The following lesson plan extends much further than just a lesson. This series of exercises can be used over approximately three to five hours of classroom time and takes students from a general exploration of jobs students might be interested in, through vocabulary related to specific positions, into discussions of ideal employees and, finally, through the job application process. The class can be fun or focus on working on professional skills development. Students will learn a wide range of vocabulary related to work skills, as well as practice conversational skills, tense usage, and pronunciation. This series of exercises include using an informational employment website. I recommend using the Occupational Outlook Handbook, but for more general classes its a good idea to visit a listing of unique jobs that students might find more interesting. Jobsmonkey has a unique jobs page which lists a number of fun jobs. Aim: Develop, extend and practice work-skills related vocabulary Activity: In-class Job Fair Level: Intermediate through advanced Outline Write a number of professions on the board or brainstorm as a class. Its a good idea to have a mix of professions in order to generate a wider range of vocabulary (fire fighter, manager, engineer, programmer).Have a quick discussion of each type of profession. What skills does each profession require? What would they have to do? What type of person should they be? Etc.Put students in pairs or small groups and pass out the adjectives matching sheet. Ask students to match each adjective to a definition. Help students by making descriptions of professionals who are diligent, precise, etc.Correct as a class. Ask students to discuss which professions would require which characteristics using the vocabulary they have learned.Discuss as a class, or have students each stand-up and give an answer for the profession of their choice.Ask students what type of job they (would like to) have. Using one students job as an example, navigate to the Occupational Outlook Handbook or similar job descript ion site. Search for or choose the students position, and navigate the resources provided. Its a good idea to focus on the What do they do? section, as students will learn vocabulary related to the profession. Make sure the students get the url for any job site you recommend. Provide the worksheet on finding an ideal job. Students should name the job, write a brief overview of the job, as well as do research on the principal responsibilities of the job they have chosen.With their research in hand, have students pair up and interview each other about the jobs they have chosen.Ask students to find a partner to write up job fair advertisement. Together students will decide which job theyd like to create an announcement for.Using their informational sheets, ask students to create a job advertisement to announce a job opening based on the materials below. Provide large sheets of paper, colored markers, scissors and any other necessary equipment. If possible, students can print out or cut out pictures to accompany their poster.Students post their job advertisements up for other students to browse. Each student should choose at least two jobs theyd like to interview for.As a class, brainstorm typical questions they might be asked in an interview. Discuss possibl e answers with students. Get students back into the job poster pairs. Have each pair write up at least five interview questions about their position using their original information sheets including work duties.Have your job fair! It will be chaotic, but everyone will get a chance to practice using vocabulary they have learned throughout this activity. The job fair can be free form, or you can have students trade off roles at intervals.To expand the job interviewing of the aspect use this job interviewing practice lesson. Match each adjective to its definition bravedependablediligenthard workingintelligentoutgoingpersonableprecisepunctual someone who is always on timesomeone who can work steadily and with accuracysomeone who gets along well with otherssomeone who people like to likesomeone who people can trustsomeone who is smartsomeone who works hardsomeone who doesnt make mistakes Can you think of more? Answers punctual - someone who is always on timediligent - someone who can work steadily and with accuracyoutgoing - someone who gets along well with otherspersonable - someone who people like to likedependable - someone who people can trustintelligent - someone who is smarthard working - someone who works hardbrave - someone who isnt afraidprecise - someone who doesnt make mistakes Job Worksheet Questions Which job did you choose? Why did you choose it? What type of person should do this job? What do they do? Please describe with at least five sentences describing the positions responsibilities.

Why You Should Avoid Checkbook Journalism

Why You Should Avoid Checkbook Journalism Checkbook journalism is when reporters or news organizations pay sources for information, and for a variety of reasons most news outlets frown on such practices or ban them outright. The Society of Professional Journalists, a group that promotes ethical standards in journalism, says checkbook journalism is wrong and shouldnt be used- ever. Andy Schotz, chairman of the SPJs ethics committee, says paying a source for information or an interview immediately puts the credibility of the information they provide in doubt. Exchanging money when youre looking for information from a source changes the nature of the relationship between the reporter and the source, Schotz says. It calls into question whether theyre talking to you because its the right thing to do or because theyre getting money. Schotz says reporters thinking about paying sources for information should ask themselves: Will a paid source tell you the truth, or tell you what you want to hear? Paying sources creates other problems. By paying a source you now have a business relationship with someone youre trying to cover objectively, Schotz says. Youve created a conflict of interest in the process. Schotz says most news organizations have policies against checkbook journalism. But lately there seems to be a trend to try to make a distinction between paying for an interview and paying for something else. This seems to be especially true for TV news divisions, a number of which have paid for exclusive interviews or photographs (see below). Full Disclosure is Important Schotz says if a news outlet does pay a source, they should disclose that to their readers or viewers. If theres a conflict of interest, then what should come next is explaining it in detail, letting viewers know you had a separate relationship other than just that of a journalist and a source, Schotz says. Schotz admits that news organizations not wanting to be scooped on a story might resort to checkbook journalism, but he adds: Competition doesnt give you license to cross ethical boundaries. Schotz advice for aspiring journalists? Dont pay for interviews. Dont give sources gifts of any kind. Dont try to exchange something of value in return for getting a sources comments or information or access to them. Journalists and sources shouldnt have any other relationship other than the one involved in gathering news. Here are some examples of checkbook journalism, according to the SPJ: ABC News paid $200,000 to Casey Anthony, the Florida woman accused of killing her 2-year-old daughter, Caylee, for exclusive rights to videos and pictures that ran on the network and its website. Earlier ABC had paid for Caylee Anthonys grandparents to stay three nights at a hotel as part of the networks plan to interview them.CBS News reportedly agreed to pay Caylee Anthonys grandparents $20,000 as a licensing fee to participate in the networks news coverage.ABC paid for Pennsylvania resident Anthony Rakoczy to pick up his daughter in Florida after a fake kidnapping attempt and for return plane tickets for Rakoczy and his daughter. ABC covered the trip and disclosed the free air travel.NBC News provided a chartered jet for New Jersey resident David Goldman and his son to fly home from Brazil after a custody battle. NBC got an exclusive interview with Goldman and video footage during that private jet ride.CNN paid $10,000 for the rights to an image taken by Jasper Schuringa, the Dutc h citizen who overpowered an alleged Christmas Day bomber on a flight from Amsterdam to Detroit. CNN also got an exclusive interview with Schuringa.

Information Technology Revolution Impact on the Third World Countries Research Paper

Information Technology Revolution Impact on the Third World Countries - Research Paper Example As the paper declares information technology advancement seems to lack in terms of its progress specifically, in the third world countries. It is necessary to note that some of the third world countries are allowing room for this new way of development. Indulging in new technologies of information also introduces skillful ways of living. This is for individuals that mostly seem to be open to the idea of computer skills plus other associated technological ways. This improved way of life seems not to be common among everybody. This symbolizes luck of harmony in the world. This imbalance of information advancement also brings up disparity especially in sovereignty matters. This can be seen between the first world and the third world countries. First world countries fall under the likes of North American countries, European countries plus the eastern part of Asia. Third world countries lay mostly in the African continent and the middle of Asia. The beginning of the information advancemen t has made individuals review their positive passion concerning the technological world. This essay stresses that the information technology revolution in the third world countries, similar to all revolutions, comes along with it a newer and more vital gap between social groups and nations. The problem that third world countries faces is the ability to introduce a computer plus other newer technological equipments, the skill to reach the world of Internet, the ability to recognize its complex courses, the knowledge of understanding its data and coming up with the appropriate queries. This brings out with clarity, the proof of the digital information gap. Therefore, individuals should begin to see that getting into information technology revolution acts as a way of closing the gap that exists between social classes among individuals. The two pointers of the information technology gap include â€Å"technical advancement† and â€Å"network awareness†. It aims to inform people that the technological gap between countries is raising. For instance, the percentage of Internet users in the African world recently fell above 10% (Jambi 80). Objectives This paper will propose the advantages that come with information technology revolution in the third world states. Its main goal is to encourage third world countries to set up information technology advancement. This will in turn influence their development. People cannot reject that the sense of the worldwide set-up of the new technologies does not recognize the presence of borders between countries, traditions and society. This comes about because these technologies all try their best to chew at the nations' dominion over their cognitive and information freedom. This gives them favor over the worldwide marketplace (Jambi 80). Despite the struggle of the third world to advance in information technology, the current technological revolution will eventually affect their side of the world

Sustainable redevelopment of contaminated land Dissertation

Sustainable redevelopment of contaminated land - Dissertation Example Research Philosophy 23 2.3. Research approach 25 2.4. Research Strategy 25 2.5. Research Choices 27 2.6. Research Framework adopted 29 3. Literature Review 31 3. Literature Review 31 3.1. Complex issues in Brownfield projects 33 3.2. Models for Brownfield projects 35 3.2.1 Bath Model 37 3.2.2. A-B-C Model 39 3.2.3. Football Model 43 3.2.4. Land Use Puzzle Model 47 3.2.5. Interaction Matrix 47 3.3. Risk assessment in BRP projects 49 3.3.1 Economic Risks 51 3.3.2. Environmental Risks 55 3.3.3. Social Risks 59 3.3.4. Technical Risks 63 3.4. Legal issues and problems in BRP 67 3.5. Valuation of BRP sites 69 3.6. Assessment matrix for case study evaluation 73 4. Analysis of Case Studies 79 4. Analysis of Case Studies 79 4.1. Selection of case studies 79 4.2. Kings Waterfront, Liverpool Case Study 79 4.3. Thames Gateway Case study 89 4.4. New Islington, Manchester Case Study 101 4.5. Other BRP Case Studies 111 4.5.1. Stockton-on-Tees Case Study 111 4.5.2. Newcastle upon Tyne Case Study 113 5. Discussions 117 5. Discussions 117 5.1. Discussion of case studies 117 5.2. Development of Critical Success Factors for BRP 121 6. Conclusions and Recommendations 127 6. Conclusions and Recommendations 127 6.1. Conclusions from the research 127 6.2. Recommendations for BRP 129 6.3. Limitations of this research 131 6.4. Suggestions for future research 131 References 133 References 133 List of tables and figures Figure 1.1. Approaches to risk management (MAH, 2007) 15 Figure 1.2. Exposure pathways for BRP sites (ENE, 2011) 17 Figure 2.1. The Research Onion of methodology (Saunders, et al, 2009) 23 Figure 2.2. Research framework adopted 29 Figure 3.1. Sustainable dimensions of regeneration (McCarthy, 2002) 35 Figure 3.2. Bath tub model (Alberini, 2005) 37 Figure 3.3. ABC Model (De Sousa, et al, 2009) 41 Figure 3.4. Football Model (Boehm, 2009) 45 Figure 3.5. Interaction Mix Model (Schadler, 2011) 49 Figure 3.6. Parameters and inputs for BRP site valuation (RICS, 2003) 73 Table 3.1. Assessment Matrix for case study evaluation 77 Table 3.2. Interpretation of scores(NEMW, 1997) 77 Figure 4.1. Kings Waterfront BRP site (Evans & Shaw, 2012) 83 Table 4.1. Assessment matrix for Liverpool case study 89 Figure 4.2. Thames Gateway BRP map (Delivery Plan, 2009) 91 Figure 4.3. Zero Carbon home design at Thames Gateway BRP (Delivery Plan, 2009) 95 Table 4.2. Assessment matrix for Thames Gateway Case Study 97 Figure 4.4. Plan of the New Islington site (Grant, 2010) 105 Table 4.3. Assessment matrix for Islington, Manchester Case Study 107 Table 5.1. Summary of scores 117 Figure 5.1. Critical Success factors for BRP (Dixon & Otsuka, 2010) 123 1. Introduction Sustainable redevelopment of contaminated land, also called as Brownfield Redevelopment Process - BRP, refers to redevelopment of contaminated land that was used earlier for industrial infrastructure and other commercial purpose (EPA, 2005). Such sites would have low to medium concentrations of oil and solvents in the so il, there would be hydrocarbon chemical spills, mixing of heavy metals such as lead and paints, asbestos, tributylins and other such harmful material (MAH, 2007). Such sites would have housed Old industrial and chemical plants and other such units many decades back when environmental standards and regulations on spills and pollution were not very strict (Bacot and Cindy, 2006). In many cases, such sites are located along rivers and highways and near inner near city areas and the land is considered valuable due to its proximity to the city centre. Such

The Origin Of Rice Essay Example for Free

The Origin Of Rice Essay Kernels- a whole seed grain, as of wheat or corn; small piece Wandering- moving from place to place without a fixed plan; roaming; rambling: Banquet- a lavish meal; feast; a ceremonious public dinner, especially one honoring a person, benefiting a charity, etc. Winnow- to free (grain) from the lighter particles of chaff, dirt, etc., especially by throwing it into the air. 1. Whenever you hear the phrase the wandering Jew, that is an allusion to a person who seems to be travelling nonstop and without direction. 2. Before the colonizers came, our ancestors believed in deities such as Bathala. 3. To prepare the palay for consumption, farmers also winnow them in order to remove the outer covering. 4. The former first lady relived the glory of her reign as first lady of the country when during her birthday, she hosted a big banquet for her many guests. 5. The tray containing kernels of corn and nuts was passed around so that the guests have something to munch while waiting for the main course to be served. Comprehension Guide 1. Why was rice not known to the Filipinos before? Because they rely on the gifts of nature and tilling of soil is unknown. 2. What is a balangay? It a group of people living together and it commonly known today as barangays. 3. What kind of relationship did gods and ordinary human beings have before? Gods and ordinary human beings has a close relationships wherein they gods interact with humans helping them to survive 4. What is the most important benefit of knowing how to plant rice to our ancestors? It improved their way of living and they were able to stay at one place surviving not only by depending on the gift of nature but also to what they themselves have raised.