The Various Pros And Con of the Issue About Environment Changes Essay

The Various Pros And Con of the Issue About Environment Changes - Essay Example This essay stresses that global environment change is the most important issue of the contemporary times because it affects everyone, whether they come from rich country or belong to the under developed economies. It cuts across race, culture and nationality. The various international conventions and global bodies have acknowledged it as priority area that must be addressed urgently and collectively. The growing dependency on cross national resources has intrinsically linked the nations which have come together to tackle the global problems of climate change. Indeed, it is true that local economies and domestic interests highlight sovereign rights but Kyoto protocol, Rio Summit and the current Doha climate talk are testament to the fact that nations are willing to negotiate for mutually beneficial outcome which are also able to address the current issues of climate change. National interests would be overcome or atleast negotiated for the broader objectives which address global conce rn. This paper makes a conclusion that it is important that local, national and international policies and framework must address demographic needs of the region. They must evolve ways to facilitate resources to match the increasing population through mutual negotiation that caters to the universal goal of safeguarding environment for future generation. The survival of human race is at danger from myriad fronts that also threatens the ecosystem. These are vital issues in climate change that would unite the global community.

My Jewish Experience Essay Example for Free

My Jewish Experience Essay In a first glance, Hawaii seems to be a country that strictly holds its cultural values and identity with pride, leaving no room for foreign beliefs and practices to grow. However, my first impression has been proven wrong as for the first time, I set foot on the halls of Temple Emanu-el, a Jewish synagogue situated in 2550 Pali Highway, Honolulu, Hawaii, 96817. On a Friday evening, 28 November 2008, half an hour past seven, I was exposed to the practices and beliefs of Orthodox Judaism through Rabbi Peter B. Schaktman .. It was a moment of mixed emotions for me since I only knew Judaism through books, television, films, and internet, and that I thought I would have been overwhelmed by the spectacle of one of the world’s major religious systems However, I was initially surprised by the size of the synagogue as it was totally different from how I had imagined it to be; the place was relatively small, perhaps because Judaism is not Hawaii’s main religion, nevertheless, the size of the place was just different from what I always thought. Judging by the size of the place, I would say that 300~350 people could seat accommodated in the synagogue. The structure’s ceiling was high, and the interior designs made me recall the facades of the Roman Catholic Church. The synagogue also contains what the pastor called an Ark, the ark is a decorated cabinet wherein the Torah of the synagogue is housed And like other places of worship, I also noticed that Temple Emanu-el also has a pulpit in an elevated platform where the torah and other scriptures are read. Judaism is a religion that promotes Jewish identity and culture, I seemed to have noticed that there is not much art in the in the Ark of Temple Emanu-el. The most probable reason is that the Jewish consider that part of the synagogue as the holiest area. Apart from the decorative curtain that serves as the cover for the Ark, the only objects to be seen in the synagogue are object of religious significance such as the ark and a candle stand. The only non-religious object close enough to be considered art were a couple of flowers in vases positioned near the ark. During the worship service proper, the only clergy member present in the synagogue was Rabbi Schaktman. I have no idea as to why he was the only clergyman present during the time, but during the worship services, he was accompanied by a Cantorial Soloist named Ken Aronowitz who sang the songs and hymns. Although religious hymns and songs are not to be appreciated as an artistic effort, I can say that Mr. Aronowitz’s voice is captivating enlightening. While I was participating in the worship services, I have observed that the devotees have the book named Gates of Prayer. I realized that people from the sect consider the book as a guide to the service and to spiritual enlightenment. From my experience that night, it appears that in every service, the Rabbi discusses and interprets every chapter of the book with the devotees. Based on my observation, the book contains the words of God as well as the hymns of praise to God. Continuing further with the practices and rituals, I noticed that a particular differences between Judaism and Christianity, first is on the discussion of the contents of Gates of Prayer. During the service, Rabbi Schaktman read and discussed the distinction of Jews from non-Jews through analysis of the words non-Jews celebrate : Jews Observe. The Rabbi interpreted the exact contents of the book, however, he just used a language that everyone could simply understand. There are certain moments where the Rabbi told us a story based on his experiences and related the story with the topic discussed during that night. And the story the Rabbi used was an article from the newspaper Honolulu Advertiser which revolved around the celebration of thanksgiving. The Rabbi said something about Jewish attitude for Thanksgiving, and in doing so, he implied that as a Jew, celebrating Thanksgiving is violating the Law of Moses and that conforming to tradition not set by God and his prophets Christmas should be eliminated. Another distinction I have observed in the Jewish worship service was the hymn or the songs of praise. In practicing Christianity, I had to separately bring the bible and a book which contains more than 700 songs. In Temple Emanu-el, the words from God (which is taken from the scriptures) and songs were compiled in the Gates of Prayer, and most of the songs of praise appear to be sung in the Hebrew language. In addition, the songs of praise come in between the Rabbi’s preaching. After he finished a paragraph in the book, people sing. Although I couldn’t understand the language of the hymn, the songs definitely got through me in such a way that the tunes of the songs remain in my head. If I had recorder, I really wanted to record the songs but, our instructor advised that it is a rude gesture to bring a recording device and record activities of people we are not familiar with. Another fascinating ritual is the Jewish commemoration of the dead. The walls on both sides of the Temple Emanu-el lists names of more than 500 people on wood surrounding the synagogue and right beside the names were light bulbs with a few turned on.. At first I thought it was some sort of decorative art to make the temple attractive, but I asked to Rabbi after the service, and he said that the names with the light bulbs turned on were the dead people who worshipped in the temple and died during that week or that month. The Rabbi also said that it was the Temple’s way of cherishing the memory of their deceased brothers and sisters. Although the temple’s ritual of honoring the deceased was relatively new to me, it produced a deep impression on me. This is because I only knew of commemorating rituals in the traditions of Christianity. And I personally thought that the Christian practices of preserving the memory of the dead accorded with the other religious systems. Another ritual I saw during my visit at the Temple Emanu-el was the Jewish tradition on marriage. That night, an engaged couple came to the temple with their families, the Rabbi gave them blessing of Lynne Chun and Harvey Reackmil on the occasion of their upcoming marriage, and after the Rabbi granted the blessing, everyone started to say â€Å"mazltof! † I guess that it is their way of saying congratulations to the newly blessed couple. . After the speech of service, Rabbi Schaktman slowly came to our side and tried to make eye contact with each of us. I initially thought that I needed to pay for the collection just like in the Christian church that I used go to. But from the way he looked at us, I felt like he is trying to give us a chance to realize our sins for the past week and prompt us not to make the same mistakes again. Following the ending ceremony of the service, I came to a realization that the Jewish religion is not as promising as it claims itself to be. As far as I respect some of the Jewish beliefs, customs, traditions, and practices, I honestly find Judaism’s norms uncomfortable. One is that the doctrines are so individualistic and very prejudiced as the Rabbi discussed the evils of not being Jewish and how the Jewish way turns out as the right path in life. Also the Rabbi gave us an impression that I and the rest of the class who went there were not welcome in their temple or in their community. Maybe I was just being too sensitive in this matter, but when I tried to talk to the Rabbi, he did not pay any attention to what I was saying or to the questions I were asking. The experience was alienating, although the Rabbi constantly told us to comeback anytime, we felt it was just a gesture with no thought to it. As my disbelief and mistrust in God or any divine being, I find myself unmoved by the beliefs and practices of Judaism. Neither did its changed my skepticism of God As such, visiting the temple and participating in Jewish worship services did not affect my beliefs, ideas, and my own perception of the experience as well as the religion itself. However, it does not necessarily mean that I do not respect Judaism and all of its followers, as a matter of fact; despite the unwelcome treatment we received from the Rabbi, my utmost respect for Judaism and for its believers remain firm. Like other major religions in the world, my visit in Temple Emanu-el has proven that Judaism, as manifested by their doctrines and songs of praise, is a religion rich in tradition, culture, and ways to establish identity. But religion is not about continuation of tradition or establishment of identity, but it is more of professing and expressing personal beliefs regardless of what such beliefs hold.

Women in Colonial Times :: American America History

Women in Colonial Times Women have always played a major role in history. Despite the hardships, pain and trials most of the women experienced, they still succeeded in enduring some of the differences between their opposite sex. Throughout history, women have always been fighting for their freedom, thus this fight still goes on in this present time. Women had a great role in shaping America as what it is right now. They, not only the fact that took care of the welfare of their family, but also were responsible to the increase in the population of early settlers causing expansion, diverse ethnicity and distinct cultures among the early colonies. In colonial times, men have always dominated the world not only in power but also in number. Multitudes of bachelors flooded the southern colonies and the longing for a wife dismantled a number of men out of their colony. Frequent deaths made by deadly diseases contributed to the decline on the number of women in the southern colony. The well-known Bacon's Rebellion was one of the effects of the frustration felt by majority of the men's population. In the late 1700's, settlers began to adopt their environment and created immunity among certain diseases. Women's population incline tremendously giving forth the rapid population growth. The need for land and shelter expanded the territories of the early colonies. Unlike the southern colonies, the New England had a large women population. The women also experienced more freedom than those in the southern colonies or among the African -American slaves. These women constantly worked inside the house, caring for children and performing household chores. Marriages were done at an early age and reproduction was common. The death of a spouse led to remarriage. Children in colonial family were numerous. The amount of women and birthrate in a colony contributed to the growth of the population. Women also greatly affected the religious condition of the society in New England. Most of the members of the Puritan congregation were women. Also, superstitions and made up stories by young women troubled the minds of early settlers in New England especially in Salem, Massachusetts. The Salem Witch Trial "reflected the widening social stratification of New England, as well as the anxieties of many religious traditionalists that the Puritan heritage was being eclipsed by Yankee commercialism." A number of innocent women were accused of performing witchcraft and were sentenced to death.

What or who changed my life

Becoming a 16 year old mother changed my life Becoming a 16 year mother changed my life In more ways than one. I was totally blown away knowing that would have to devote my time, love, energy, smile, and money to another human being. Motherhood at such a young age was not a box of chocolate. In fact, it is a continuous fun, exciting, and overwhelming learning experience. Nevertheless, being a full-time mother, student. And wage-earner assisted in the astonishing mother I am today.It was a normal sunny fall school morning in September of 1993, when I first deiced for the second month in a row I hadn't had my menstrual cycle. Menstrual cycles in my world were unpleasant, heavy, unbearable, and caused me to blackout. Noticing another month without my cycle certainly raised a red flag. However, I continued on about my school day. In the blink of an eye the month of October was here. At this point I am feeling alarmed and fearful. After a few weeks pass by, I start to feel very Ill.I bega n to feel activity Inside my stomach. In this case, feeling punch kicks, rolls, and wiggles were very uncomfortable. My first thought was I have got to e pregnant! The following morning, while getting ready for school I began to vomit all over myself. As I jumped up I experienced an episode of syncope. As I recovered from this distasteful experience, I cleaned myself up and headed to school. So for the next four months, I felt terrified to tell my parents, siblings, and even my closest peers what I've been experiencing.Pregnant at 16 year's old was not a dream of mind, but a high school junior with determinations, super athletic skills, and potentials. I played softball, volleyball, track-star, and captain of the cheer-squad. With all my happenings, I hardly had time to gain weight. I mastered being pregnant, while continuing my education without anyone noticing. Until one Friday evening in February of 1994. I was getting ready for a movie date when my 12 year old twin brother spoil ed my evening. Chad Christopher comment was mommy Shanty' has a big stomach Like those women In church!My mother stepped In my room and elect to pop the question. Shanty' are you pregnant? I was truly petrified. In response I quickly shouted mol I proceeded with my date night. After I'd returned home, my mother pop the question again. Shanty' are you pregnant? The look in her eye was appalling. I stared in silence. Her words to me were what's done in the dark will come to light. At this point I advised her that it may be a possibility. So within the week she made an appointment to see the family Physician. It turns out I was 7 h months pregnant.After receiving the distraught news of my life, I fell to my knees and started to cry uncontrollably knowing that this human being would be here in less than three months. I was not ready to be a 16 year old mother. I had plans to attend Nicholls State, majoring In Pediatrics' after graduation. With no time to spare I had to prepare for a dra stic life changing encounter. For the next, two and a half months I felt relieved, excited, blue, and disappointed all at the same time. My mother suggested that I seek employment.I continued to go to school every day, do my house chores May 9, 1994. I was awakened by severe stomach cramps. I yelled to my mother in anguish. I advised her that I was in a lot of pain. She rushed into my room to assist me out of bed and we headed to the hospital. University hospital was our first stop. Nurse Sonny assigned me to a private room to monitor my contractions. I was there approximately three and a half hours before being released even though I was in excruciating pain. I was only dilating two centimeters for the past three hours.Nurse Betty advised me that in order for me to be hospitalized I would need to be at least three centimeters. The next four hours were the most uncomfortable and dreadful situation a teenage girl could experience. Around 7 a. M. I noticed blood in my panties. We hopp ed in the car and headed to the nearest hospital, despite being pulled over by N. O. P. D. For speeding. We yelled, there's a baby on the way! Upon arriving to Charity Hospital on May 9, 1994 within minutes Share L. Was born at 7:AAA. M. To Williams and Blancher. The moment I laid eyes on my baby girl was absolutely amazing.I didn't know how to feel nor react to what had Just occurred. I knew right then that this experience would make me see the world in a different light. I realized that I am someone's mother. Becoming a teenage mother changed my whole look on life. After our release from the hospital we were ready to conquer the world. On my way home all I could do was contemplate on all of the responsibilities that comes with being a mother. One of my life changing experiences as a 16 year old mother was learning how to love, nurture, care and provide for a human whom I'd carried for nine months.In the midst of all my new and exciting challenges, school was still in session. Just for a few more weeks. My five teachers were gracious enough to combine my lessons and allow me to finish out the school year. Without a doubt my education was very important to me. As the next few weeks crept by, I was slowly getting use to anytime feedings, diaper changes, playful moments, and continuing my education. Thoughts and emotions about how baby Ronnie will impact my life forever loud seem to cross my mind quite frequently.I would regularly stare at her and think to myself no more partying, selfishness, sleeping in, and playing cards were a part of my life style. But how wonderful, ambitious, eager, and a powerful role model of a mother I plan to become. Regardless, of what life threw my way. I believe becoming a mother was only the beginning of many accomplishments. Vive experienced many difficult days as a young mother. Such as, late work hours, keeping up with school lessons, exhaustion, being Judged by peers, and unable to be an average teenager. Spending my money on diaper's, formula, and clothing was a game changing experience.I wore several different hats at an early age. For example, a superdome, mentor, chef, teacher, nurse, bodyguard, and chauffeur. Knowing that my pride and Joy would be admiring me, kept me motivated and enthused to finish high school and go on to higher learning. Sharron is a 20 year old ambitious, loving, childless, young lady trying to pursue her nursing dream. As a 16 year old mother there were many obstacles and barriers to overcome. The constant encouragement from my daughter and parents abetted me in becoming the woman and mother I am today.

Nock’s Ideas on Education Essay

Education refers to a slow and gradual process of gaining and acquiring knowledge. Training is an organized and planned process of imparting practical and hands on skills (www. osh. gov). Training is what Nock would rather wish people undergo rather than the rigorous process of learning abstracts. Nock’s view on education though largely generalized is the basic and sad truth. We should strive to train our children towards specific topics and fields instead of continually pumping them with more and more abstracts. Whereas education imparts one with theoretical knowledge regarding certain concepts and phenomena, training focuses at the application of that knowledge to practically control that phenomenon. A locomotive engineering student gains knowledge on the mechanical components and rationale behind vehicles but a mechanic practically applies this knowledge to perfect the mechanical rationale and yet he may be of modest education. It is agreeable that education takes much of an individual time and narrows his/her thinking directing it to one channel. This is at the expense of exposing one-self to diversified interests and aspects that would be beneficial to ones life. A nuclear scientist might learn so much about nuclear science and lack understanding of how to manage his financial resources. Education for sure leads to very frustrated minds, although not all. It promises sometimes what cannot be delivered leaving one consumed by an unquenchable thirst and passion for things that life cannot offer. Although this is what leads to innovations and inventions, it leaves in its wake very frustrated people. However I find Nock’s generalizations and insinuations regarding the social life unacceptable. Being educated does not simply mean that one does not associate with people. Although one may not necessarily hang out with his/her childhood playmates, they still maintain close associations with those that they enjoy the same interests with. However, I find Nock’s view regarding education and training to be real and we should heed the advice and seek to train more than we educate.

Al Gore essays

Al Gore essays Al Gore has played an important role in the United States. Still today he contributes to his country. Thing happened periodically in Al gores life to make him the man that he has become today. Al Gore jr. was born on March 31, 1948. Since the day he was born his parents were proud of him. His dad, Al Gore sr., was quoted saying to a reporter for the Nashville Tennessan, If I have a baby boy, I dont it buried on the inside of the paper I want it on the Page 1 Where it belongs. Little Al Gore weighed nine pounds two ounces when hr was born. Als dad wanted him to spend a fair amount of time growing up on his familys two hundred fifty acre farm. Al would spend long weekends, summers, holidays, and his entire seventh year of his life on the Carthage property. His dad felt that being around plain people, that grew crops and raised livestock, would help Al Gore grow character. The last thing that Al Gores dad wanted was for him to grow up to think he was better than someone. Al Gores family also played a very important role in the development of his successful life. His dad, Albert Gore Sr., was probably his biggest influence on his Character because he was just a farmer that had to work hard for everything in his life. His moms name was Pauline Gore. She was also a bug part in als life, by showing him good morals and respect for others. Al Gore was not a dummy either. He was accepted to Harvard, and did really well his freshman year were he stayed in a Mauer Freshman dorms. His sophomore year he wanted to be in a frat house so he wouldnt have to be in the old dorms. He would spend his sophomore year in the Duster House, a frat house that didnt have the greatest reputation. The Duster House was more known for its partying. He would be put with a group of guys that he would remember for the rest of his life. The most comm...

David Pham Tran Essays - Elections, Psephology, Politics

David Pham Tran Essays - Elections, Psephology, Politics David Pham Tran ELECTORAL COLLEGE DEBATEAGAINST In a fair democracy, everyone's vote should count equally but the electoral college is violating this principal by making some votes are more equal than others. Ohio reflecting its population should have 20 votes but the electoral college only gave it 18 votes and the remaining 2 votes went to Rhode Island. Ex: 1 Vermont vote = 3 Texans vote. The purpose of the electoral college is to be a compromise between election of the president by the vote of Congress and the popular vote of the people.The founding fathers established the electoral college in the United States Constitution, believing that it would be both a buffer and provide fair power to all states regardless of size. This goal is failing because the candidates aren't caring about these small states like the intended goal suggested (to be fair among all big and small states)\ The electoral college makes candidates focus on getting the vote of certain states and ignore other states A President can win with only a small percentage of the popular vote by taking advantage of the electoral college. Ex: Trump won the election with less popular votes The electoral college gives votes to states basing on the population in each state. A census only happens once every decades. Some states will increase or decrease in population and 2 presidential terms occur between every census which could mean that the electoral votes are exactly reflecting to the population of each state. The electoral college gives too much power to the swing states and allows the presidential election to be decided by a handful of states. The electoral college prevents Americans living in U.S territories from voting in the election. (Virgin Island, Puerto Rico, and the Northern Marianas). 4.1 million Americans/votes are being ignored because of where they live. American flags are flying over these lands, shouldn't American laws apply to them too? In the Insular cases in 1901, a series of U.S Supreme Court rulings on the legal status and rights of the people in the Philippines and Puerto Rico under U.S territorial rule, the judge basically said that these land are inhabited by "Alien races" and the Constitution doesn't have to apply to them. Its been 116 years and this hasn't changed. The Dimpled Chad CITATION CGPGrey. "The Trouble with the Electoral College."YouTube, YouTube, 7 Nov. 2011, www.youtube.com/watch?v=7wC42HgLA4k. "Millions of Americans can't vote for president because of where they live."Public Radio International, www.pri.org/stories/2016-11-01/millions-americans-cant-vote-president-because-where-they-live. "What is the purpose of the electoral college?"Reference, IAC Publishing, www.reference.com/government-politics/purpose-electoral-college-c9f12a8548d434ee.

The Catcher in the Rye Overview

'The Catcher in the Rye' Overview The Catcher in the Rye, by J.D. Salinger, is one of the most well-known coming-of-age novels in American literature. Through the first-person narrative of teenager Holden Caulfield, the novel explores modern alienation and the loss of innocence. Fast Facts: The Catcher in the Rye Author: J.D. SalingerPublisher: Little, Brown and CompanyYear Published: 1951Genre: FictionType of Work: NovelOriginal Language: EnglishThemes: Alienation, innocence, deathCharacters: Holden Caulfield, Phoebe Caulfield, Ackley, Stradlater, Allie CaulfieldFun Fact: J.D. Salinger wrote a prequel (The Ocean Full of Bowling Balls) that tells the story of Holdens brothers death. Salinger donated the story to Princeton University on the condition it not be published until 50 years after his death- the year 2060. Plot Summary The novel begins with the narrator, Holden Caulfield, describing his experience as a student at Pencey Prep. He has been expelled after failing most of his classes. His roommate, Stradlater, wants Holden to write an essay for him so that he can go on a date. Holden writes the essay about his late brother Allies baseball glove. (Allie died of leukemia years prior.) Stradlater does not like the essay, and refuses to tell Holden whether he and his date had sex. Upset, Holden leaves campus and travels to New York City. He rents a room in a cheap hotel. He makes arrangements with the elevator operator to have a prostitute named Sunny visit his room, but when she arrives, he becomes uncomfortable and tells her that he just wants to talk to her. Sunny and her pimp, Maurice, demand more money and Holden gets punched in the stomach. The next day, Holden gets drunk and sneaks into his family’s apartment. He talks to his younger sister, Phoebe, whom he loves and regards as innocent. He tells Phoebe that he has a fantasy of being the catcher in the rye who catches children when they fall off a cliff while playing. When his parents come home, Holden leaves and travels to his former teacher Mr. Antolinis house, where he falls asleep. When he wakes up, Mr. Antolini is patting his head; Holden becomes disturbed and leaves. The next day, Holden takes Phoebe to the zoo and watches as she rides the carousel: his first true experience of happiness in the story. The story ends with Holden stating that he got sick and will be starting at a new school in the fall. Major Characters Holden Caulfield. Holden is sixteen years old. Intelligent, emotional, and desperately lonely, Holden is the epitome of an unreliable narrator. He is obsessed with death, especially the death of younger brother Allie. Holden strives to present himself as a cynical, smart, and worldly person. Ackley. Ackley is a student at Pencey Prep. Holden claims to despise him, but there are hints that Holden views Ackley as a version of himself. Stradlater. Stradlater is Holden’s roommate at Pencey. Confident, handsome, athletic, and popular, Stradlater is everything Holden wishes he could be. Phoebe Caulfield. Phoebe is Holden’s younger sister. She is one of the few people that Holden holds in high regard. Holden views Phoebe as smart, kind, and innocent- almost an ideal human being. Allie Caulfield. Allie is Holdens late younger brother, who died of leukemia before the start of the narrative. Major Themes Innocence vs. Phoniness. Phony is Holden’s insult of choice. He uses the word to describe most of the people and places he encounters. To Holden, the word implies artifice, a lack of authenticity, and pretension. To Holden, phoniness is a symptom of adulthood; by contrast, he views the innocence of children as a sign of true goodness. Alienation. Holden is isolated and alienated throughout the entire novel. His adventures are consistently focused on making some sort of human connection. Holden uses alienation to protect himself from mockery and rejection, but his loneliness drives him to keep trying to connect. Death. Death is the thread that runs through the story. For Holden, death is abstract; what Holden fears about death is the change that it brings. Holden continuously wishes for things to remain unchanged, and to be able to go back to better times- a time when Allie was alive. Literary Style Salinger employs naturalistic, slang-infused language to believably replicate the voice of a teenage boy, and injects the narration with filler words to lend it the same rhythm as the spoken word; the resulting effect is the sense that Holden is telling you this story. Holden is also an unreliable narrator, telling the reader that he is the most terrific liar you ever saw. As a result, the reader can’t necessarily trust Holden’s descriptions. About the Author J.D. Salinger was born in 1919 in Manhattan, New York. He burst onto the literary stage with the publication of his famous short story, A Perfect Day for Bananafish in 1948. Just three years later he published The Catcher in the Rye and solidified his reputation as one of the greatest authors of the 20th century. Superstardom did not agree with Salinger, and he became a recluse, publishing his last story in 1965 and giving his last interview in 1980. He died in 2010 at the age of 91.

Role of Perception in Decision Making Essay Example | Topics and Well Written Essays - 1000 words

Role of Perception in Decision Making - Essay Example It has been found that cultural background indeed helps in shaping the behavior of an individual (Husted and Allen, 2008). Today we are living in the times of globalization and liberalization of economies, which makes it obligatory on the part of the organizations and individuals to work with people from different cultural backgrounds. At times an organization also gets to be known as having particular culture by taking in consideration the working behavior and cultural background of the workforce. Managing a whole lot of diversity forms the key component of the effective management process. Diversity within an organization can also be effectively managed if one can analyze how we form a typical perception about someone. Workplace diversity is stated to have a positive as well as a negative aspect. The diversity on account of gender also influences the behavior of an organization. Thompson's (2000) came out with a detailed study suggesting that men hold more negative views of diversity than women. This view gets strength from an experiment carried out on 2686 workers at an electronics company. This expe riment came out with findings that women of all racial/ethnic backgrounds held more positive perceptions of diversity than Caucasian males (Hostager and Meuse, 2008). ... Well a number of similar studies have also found out that there is no significant difference in ethical perceptions of men and women. But at the same time, it needs to be emphasized that no study has so far indicated that men are more ethical than the women counterparts (Marta et al, 2008). This goes on to show that there's indeed some amount of truth in the fact that women are more ethically perceptive/ sensitive. While managing an organization such factors need to be taken into account for effective management of the organization. What are the positive and negative effects of using perceptive "shortcuts" when judging others Perceptions are supposed to help in the process of making judgments as well. While stuck up in some tricky situation and the manager is entrusted with the task of judging a person, a process, a team or an organization then the perceptive 'shortcuts' come in handy. But, there is also a possibility that making use of such 'perceptive shortcuts' could actually result in a wrongful judgment. Often, collective behavior of a team depends upon the nature of judgments taken by some individuals (Husted and Allen, 2008). The model of Trevino on ethical decision making in business tries to explore the relationship between individualism and collectivism. The key elements of this model are; the perception of a moral problem, moral judgment, and ethical behavior. Some of the positive and negative effects of using perceptive shortcuts can be summarized as; i. Positive effects a. Decision can be taken quickly b. Follow up action is also aided by the perceptive shortcuts c. Process of decision making become easier d. It helps in

Music Essay Example | Topics and Well Written Essays - 500 words - 4

Music - Essay Example There were actually 18 songs from his setlist and three encore songs to the delight of the frantic audience who seem not to get enough. Starting his concert with the crowd’s favorite, Devil Without a Cause, the audience has long started to dance and prance and literally get crazy. His songs were a mix of rap and rock with a lot of metal and shrill screams in between. Most of the songs have regular pattern on the upbeat. The audience could actually appreciate them more were it not for the consistent barrage of loud noises, not only from the amplifiers and sounds on stage; but more so from the audiences’ screaming, shouting, jumping and dancing. By the time that Kid Rock sung his last encore song, Born Free, the audiences were all high from adrenaline just having been part of the spectacularly live, highly energetic and electrifying concert. Honestly, one is not a solid rock fan; therefore, attending the concert was more of a way to experience something new. One realized that other songs have good melodies and rhythm (Midnight Train to Memphis, Born Free, All Summer Long) with still the backdrop for shrill voice, liberating message, carefree spirit and the embodiment of democratic ideals. The only setback to the concert was the noise, especially of the screaming, shouting fans and audience, who were frantic and hyper most of the time. Seen to be a mix of hardcore rock fanatics, to the young generation, the crowd was virtually ecstatic constantly singing along, dancing with their hands up, as if in apparent awe and magnetized to Kid Rock’s singing. The playing of the instruments was really loud which was preferred by the general audience. As a spectator, one could only marvel at the pace by which the fans patronized this group and actually adored his every song and performance. Attending the concert has been a different but moving experience. Although one was not an avid rock fan, the impact that Kid

The Causes, Risk Factors Occurrence of Rheumatoid Arthritis in United Research Paper

The Causes, Risk Factors Occurrence of Rheumatoid Arthritis in United States - Research Paper Example   Rheumatoid arthritis (RA) is a chronic systemic inflammatory disease. It is generally seen that the joints become swollen and there is severe pain that is experienced by the patients. Researchers have found that RA causes the immune system of a person to attack their joints. In RA, the autoimmune response can lead to permanent, painful changes in the joints. This disease is an autoimmune defect and it causes healthy cells to be attacked, releasing enzymes that attack surrounding tissues. One of these structures is the synovium in the joint. It becomes inflamed and causes swelling and pain. Researches have found that RA affects women three times more often than men. Typically, it affects the small joints first, including the joints of the hands and feet. More than one joint usually is affected, and symptoms often appear bilaterally.   Arthritis is a serious problem that is faced by many around the world and it is estimated that about 50 million adults in the United States have r eported the doctors to have some form of arthritis, rheumatoid arthritis, gout, lupus, or fibromyalgia. Another estimation suggests that the problem of arthritis is so chronic that one in every five adults in the US report having doctor-diagnosed arthritis. There are also projections that suggest that by the year 2030, 67 million Americans will have doctor-diagnosed arthritis at the age of 18 or older and those that are below the age of 18 an estimated 294,000 children will have some form of arthritis or rheumatic condition. In other words, approximately 1 in every 250 children will suffer from this chronic disease all through there life. This points out that arthritis is not just the disease of the elderly, but it is a serious problem among children also. The figures in Florida according to this survey say that 3,903,200 children below the age group of 18 years are having arthritis (Sacks et al. 2007). In a recent survey, it was estimated that about 1.5 million adults had rheumatoi d arthritis in 2007 (CDC, 2010). According to another estimate in Florida, 27% of adults belonging to the age of 18 years and above have arthritis, and the percentage amplifies with age. Additionally, among this population of self-reported doctor-diagnosed arthritis and estimated 46% of them are not able to do any activity due to their arthritis, 17% of them reported that they are not able have good social participation, 28% suffer from severe joint pain, the working population (34%) have various other limitations due to their arthritis (CDC, 2011). Even though the exact causes are indefinite, RA is thought to be the result problems in once own immune system. In other words, the self-defense system of the human body attacks the healthy cells in the body and these results in RA and other autoimmune diseases. Researchers suggest that there is no age restriction for the initiation of RA and is linked with weariness and extended stiffness after rest.  Ã‚  

How conflict leads to disputes and the need for resolution Essay

How conflict leads to disputes and the need for resolution - Essay Example Several other factors also determine the most appropriate resolution method to be applied. For example, the nature of the conflict, the issues at stake, the cultural sensibilities of the people involved, the economic costs, etc are all factors to be considered. Once a general assessment of the conflict is made then steps can be taken toward reaching a solution. This can involve peaceful negotiations or mediations between the concerned parties. In case of conflict between two nations, nonviolent approaches such as diplomacy should be first considered before resorting to force. When it comes to conflict resolution in a business situation, the first choice action will be legal advocacy, which involves informing the stakeholders of the legal implications of various courses of action. In the realm of the academia, scholarly seminars and other pedagogic approaches are best suited for conflict resolution. Sometimes, a combination of various approaches is the most effective. For instance, in interpersonal conflicts, elements of personal counseling sessions alongside legal briefings is more likely to lead to amicable resolutions. In recent years, conflicts have arisen between environment protection groups and business corporations, primarily due to the tendency of the latter to externalize ‘costs and risks’. This has resulted in social activism and such international public forums such as the World Social Forum, World Economic Forum, etc are platforms for debating, contemplating and settling various disputes. Sometimes conflicts can arise between different ethnic and religious groups. Resolving such disputes would require a broad political framework. Hence, we can conclude by saying that â€Å"conflict resolution† is an integral aspect of all well-thought out processes in the realm of politics, business, society or family. Finding a mutually agreeable solution to a given conflict

Macbeth Assignment Example | Topics and Well Written Essays - 500 words

Macbeth - Assignment Example After the king is dead, Macbeth utters these words to show how deeply he is moved by his death. Macbeth shows how much he loved the king and how his life was just perfect when the king was alive. If he had died before the king’s departure he wouldn’t have been alive to see him fall – such an emotional stir it creates in the minds of the listeners! The reason for this ‘love’ for the king simply dripping from his words is because Macbeth is now afraid, that Macduff knows it was him who killed the king. So to show his utmost devotion and servitude for the late king, he uses this concealed treacherous love bloom in the hopes of ridding himself of the stench of king’s blood. Such equivocation doesn’t really have two meanings, it is nothing but deceit, an artful lie to let the world know how much Macbeth loved the king. It is words like these that help evil geniuses like Macbeth build an honest repute with fraudulent methods. Macbeth was a general in King Duncan’s army it would have been so foolish of him to have openly criticized the king or to openly challenge him. His equivocal words like the quote above helped him to rank higher from Thane of Glamis to Thane of Cawdor and then to become the king of Scotland. In this last quote Macbeth gives his reason for not killing Banquo when he is talking to the murderers. The equivocation is in the sense that he is addressing murderers yet his intent is to share it with Banquo. Killing a man doesn’t really require killing him with one’s own hand. The better option is to get someone else do the job, this way there is always enough doubt to get away with the murder. Macbeth uses words such as â€Å"could† and phrases like â€Å"yet, I must not†. This is classic equivocation, deceit to let thanes know that he had all the resources to kill Banquo but he didn’t as they both share common friends (enough reason

How conflict leads to disputes and the need for resolution Essay

How conflict leads to disputes and the need for resolution - Essay Example Several other factors also determine the most appropriate resolution method to be applied. For example, the nature of the conflict, the issues at stake, the cultural sensibilities of the people involved, the economic costs, etc are all factors to be considered. Once a general assessment of the conflict is made then steps can be taken toward reaching a solution. This can involve peaceful negotiations or mediations between the concerned parties. In case of conflict between two nations, nonviolent approaches such as diplomacy should be first considered before resorting to force. When it comes to conflict resolution in a business situation, the first choice action will be legal advocacy, which involves informing the stakeholders of the legal implications of various courses of action. In the realm of the academia, scholarly seminars and other pedagogic approaches are best suited for conflict resolution. Sometimes, a combination of various approaches is the most effective. For instance, in interpersonal conflicts, elements of personal counseling sessions alongside legal briefings is more likely to lead to amicable resolutions. In recent years, conflicts have arisen between environment protection groups and business corporations, primarily due to the tendency of the latter to externalize ‘costs and risks’. This has resulted in social activism and such international public forums such as the World Social Forum, World Economic Forum, etc are platforms for debating, contemplating and settling various disputes. Sometimes conflicts can arise between different ethnic and religious groups. Resolving such disputes would require a broad political framework. Hence, we can conclude by saying that â€Å"conflict resolution† is an integral aspect of all well-thought out processes in the realm of politics, business, society or family. Finding a mutually agreeable solution to a given conflict

Disrupting the Recruitment Process to Exploit Weaknesses in Terrorist Research Paper

Disrupting the Recruitment Process to Exploit Weaknesses in Terrorist Organizations - Research Paper Example This paper explores recruitment practices in the global Jihad as they play out in America and Europe. Whereas the focal point of the discussion is terrorism, the paper explores a distinct form of contemporary terrorism, Global Jihad, which embodies religiously inspired conflicts with a global vision. Nevertheless, the paper does not necessarily centre on terror groups with nationalistic or secular motives. The global Jihad is entangled with individuals, organizations, and ideologies from the Middle East, South East Asia, Central Asia, and North Africa. There are four distinct levels of commitment within terrorist organizations. These include passive supporters, active supporters, cadre, and leaders. Although all play a critical part in the running of the terrorist organizations, the cadre can be singled out to be the level that has a phenomenal influence in the recruitment process. Cadre encompasses the nucleus of active members engaged in the overall running of the terrorist operations inclusive of recruiting new members. Terrorist organizations employ both hierarchical and networked structures of organization. Islamic radicalization can be considered as the lynchpin to homegrown terrorism, especially in the West. Delegitimizing radicalization is arguably an effective way of disrupting recruitment process. ... Most recruitment processes into terrorist organization feature aspects such as targeting of the alienated and marginalized, spiritual quest, radicalization, gradual seclusion and cell formation, adoption of violence as a legitimate political means, linkage with a gatekeeper, and eventual operation of the cell. Terrorist recruitment cells can be delimited into four separate cells; management cell, information gathering cell, preparation cell, and execution cell. Disrupting Recruitment Process Most international terrorist organizations are actively engaged in recruitment of Westerners into terrorist organization via facilitation of travel to foreign training camps and mounting grounds. Foreign terrorist organizations have shifted their strategy from passive influence of western radicals into directly motivating, inspiring, and training, especially through internet-based propaganda. Recruitment of Western radicals has worked for foreign terrorist organizations as they can conceal the id entity as the recruits hold â€Å"clean† citizenship. The employment of homegrown terrorist cells has complicated the ability to infiltrate terrorism recruitment rings (Cortright & Lopez, 2007). The four principal ingredients to a thriving terrorist’s organization include recruitment, motivation, funding, and haven. Terrorism is affected by interplay of factors such as a haven, leadership, and the underlying conditions within the society. Terrorist organizations leaders avail motivation, mobilization, and organization functions within the organizations. In addition, leaders within terrorist organizations act as principal sources of propaganda besides acting as symbolic figureheads

Speech Writing Essay Example for Free

Speech Writing Essay ASSESSMENT OF SPEAKING AND LISTENING SKILLS IN ENGLISH (ASL) CCE (Continuous and Comprehensive Evaluation) the flagship project of CBSE has clearly outlined the significance of speaking and listening skills as part of co-scholastic areas of achievement by every learner and also stresses the clear integration of evaluation of speaking and listening skills as a part of the curriculum transaction. The formative assessment of these two skills along with other skills have been formally provisioned under CCE . But in the absence of Summative Assessment, we have not positioned the learner’s proficiency in Speaking and Listening thereby leading to a wash back effect of very little or no importance given to Speaking and Listening Skills in many classrooms . As a result a large population of students passes out of schools with inadequate competence in expressive communication skills. As good communication skills raise the self esteem of a student, CBSE essentially desires that the students acquire proficiency in it by the time they leave the portals of the school. In the present day global markets, speaking and listening are considered to be the essential skills of real life. Since CBSE has the onerous responsibility of assessing scholastic and co-scholastic achievement levels of students in over 12000 schools affiliated to it , it has been felt for a long time that CBSE must focus on assessing speaking and listening skills for qualification as Summative Evaluation as much for Formative Assessment . Considering this, CBSE proposes to give weightage in Formative and Summative assessments in ASL (Assessment of Speaking and Listening Skills). This weightage is clearly specified in the 2014 curriculum document uploaded in the CBSE Academic website. Guidelines for teachers to assess Speaking and Listening Skills in the term-end examination: LISTENING The Listening Comprehension section tests the candidate’s ability to listen for basic interpersonal, instructional and academic purposes. A number of sub-skills need to be developed in the every day classroom transaction. Given below are some of the sub-skills of listening which need to be assessed in the formative and summative assessments: i. i. iii. iv. v. vi. vii. Listening for specific information Listening for general understanding Predictive listening Inferential listening Listening for pleasure Intensive listening Evaluative listening 1|Page Role of Assessor: An assessor is a person who is assigned the job of assessing a candidate’s performance in any of the skills that is to be assessed. For the purpose of the Summative Assessment, an assessor will be a t eacher who would also be an examiner or an interlocutor who will conduct the examination and do the assessment if skills. It is extremely important to keep in mind the factors listed below as they can significantly influence the expected outcome of the Listening Test. Therefore, due care and attention must be given to each of the following: ? ? ? ? ? ? Size of the room Seating arrangements Acoustics of the room Equipment used Quality of the recording of the Listening Input Quality of the oral rendering of the Listening Input (in case it is to be read aloud by the Examiner), in terms of volume, clarity, enunciation, intonation, pace etc Test Administration: For the Assessor (Teacher) 1 2 3 4 5 6. Select the time and date of the assessment. Plan the seating arrangements in advance. Decide exactly as to how much time is to be reserved for instructions or any possible interaction regarding clarifications etc and for the actual test. Make the announcement giving General Instructions directed to the Candidate before the recording is played/before the reading of the text. Adhere strictly to the time specified for each of the three phases of the Test (Pre-listening, While Listening and Post-Listening) The general instruction given below should be followed while conducting the test. The Listening Test The Listening test comprises of a variety of task. These tasks are graded according to the length of the task and the difficulty level. Schools may download the sample tasks and reorganize them in two parts transcripts and the marking scheme for the interlocutor or the assessor and the worksheets for the students on which student swill write answers. General Instructions for Students You are not allowed to ask questions or interrupt the Assessor at any point. 1 2 3 You are being tested on your Listening Skills. You will hear a set of recordings of the Listening Input or listen to a reading of the Listening Input. Each of the recording will be played twice. In case there is an oral rendering of the Listening Input, it shall take place twice. 2|Page 4 5 6 7 8 9 10 You are required to answer a set of questions based on each of the Listening Inputs. The test consists of 4/sections. You are required to attempt all 4 sections of the test. Familiarize yourself with the questions on the Worksheet. It will help you to answer them later on. After you have listened to the input, you will be given specified minutes to answer the questions on your worksheet You may answer the questions on your Worksheet while listening. Do not interact/comment until you have moved out of the Examination Room Assessment of Listening The marking key is prepared before the test is administered. It will take about a period of 30-35 minutes to conduct a listening test. At the end of the test, the answer scripts should be collected and marked. It is objectives type of marking. Hence, it is suggested that scripts may be marked on the same day. SPEAKING Speaking skill has acquired a very important place in the communication skills. Like listening skills – a number of subskills of speaking need to be consciously developed amongst students. Some of the sub-skills are given below which can be assessed. 1. 2. 3. 4. 5. 6. 7. speaking intelligibly using appropriate word stress, sentence stress and intonation patterns. narrating incidents and events, real or imaginary in a logical sequence. presenting oral reports or summaries; making announcements clearly and confidently. expressing and arguing a point of view clearly and effectively. taking active part in group discussions, showing ability to express agreement or disagreement, summarising ideas, eliciting the views of others, and presenting own ideas. expressing and responding to personal feelings, opinions and attitudes. articipating in spontaneous spoken discourse in familiar social situations. General Instructions 1 The total administration time for the speaking test is approximately 10-12 minutes 2 3 4 The speaking test will be conducted for two students at a time. There will be a single teacher to function as the Interlocutor and Assessor. The Interlocutor/ Assessor s hould be a qualified English Teacher The Speaking Test: Role of Assessor: 1. The (Assessor) should ensure that the room is quiet and has good acoustics. 3|Page 2. The tone, manner and body language of the Interlocutor should be relaxed, encouraging and pleasant. Care should be taken to make the candidates feel at ease. 3. Students must not be discouraged from making a fresh start in case they are unable to do so at the first attempt. 4. The Assessor needs to be flexible, sympatric and reassuring in her/his demeanour. 5. The Assessor should also be a proficient user of the language in order to conduct the speaking test successfully. For e. g . the interlocutor should be skilled in Elicitation techniques. For e. g. Yes/No questions should generally be avoided. 6. Alternatively questions such as Explain how/Why Tell me what you think of. 7. Ideally, the Assessor should award marks after the candidates have left the Examination Room. If necessary, notes can be made discreetly to be later in the scoring so that it does not make the candidates unduly tense and self-conscious. The Speaking test is divided into three sections as given below: I General Introduction The Interlocutor converses with the two candidates. Simple warm up questions based on the candidates’ names, place of residence, leisure preferences etc are asked. II Mini Presentation In this section the Interlocutor gives each candidate the choice to pick up a Role Card or a Cue Card with a topic written on it. The candidates are given 1 minute to prepare. The assessor should be ready with sheets of paper and pencil. Candidates may organize their thoughts and ideas. Prior to the day of the speaking test, as an assistance to students to prepare for the presentations, a teacher can give a choice of 20 to 30 topics in class to students so that they can prepare the topics and organise their ideas on each topic . Similar topics can be given in the formal testing . Please note that candidates are not allowed to write full length answers. They may jot down points only in the sheets given by the Interlocutor. Therefore, pencil and paper should be provided on the table. Students are not allowed to carry pen, paper or mobile in the examination room. After one minute, each student will be given 2 minutes each to present his/her ideas. In case, a student is unable to speak during /for the allotted time, the (Assessor) may ask some rounding off questions. III Pair Interaction The third section of the test is for 3 minutes. Both candidates are given a verbal or visual stimulus and asked to respond to it Both the candidates are given a total of 3 minutes to interact. Both of them will talk together. Closing 4|Page The closing is for 1 minute duration only. In case a student has not been able to speak or has been unable to speak owing to nervousness, the dominance of the second candidate or any other factor, then, the (interlocutor) may use the 1 minute to give a fresh opportunity to that student. Note: In the Summative II assessment it has been proposed to record the candidates’ performance in the MP 3 players/ recorders, so as to validate and make the test reliable and fair. Assessment of Speaking Assessors should familiarise themselves with the assessment scale of speaking. While the students are giving their presentation, assessors may refer to descriptors. It is they may share these indicators with the students while formative assessment tasks are given. As the test will be conducted for two students at a time, it is advised that two to three teachers sit in separate rooms to conduct the assessment of students of one section at a time. Hence 48 students can be assessed simultaneously within one and half hours, in three batches of 16 students each. Assessors are advised to pay due attention to and familiarize themselves with the design of the test items. The sample test items are given here as Annexures here. Similar test items can be framed according to the need and level of students. The descriptors are given below for reference: Interaction ? 5. Can initiate logically develop simple conversation on familiar topics Can take turns appropriately ? 4. Interaction is adequately initiated and developed Can take turn but needs little prompting ? 3. Develops interactions adequately makes however minimal effort to initiate conversation Needs constant prompting to take turns ? 2. Contributions are often unrelated to those of the other speaker ? 1. Contributions are mainly unrelated to those of other speaker Shows hardly any initiative in the development of conversation Very limited interaction 1 Insufficient accuracy in pronunciation; many grammatically errors Communicatio n is severely affected ? ? ? ? ? Generally passive in the development of conversation ? Pronunciation ? Can pronounce correctly articulate clearly ? 4 Mostly ? correct pronunciation clear articulation Can be clearly understood ? most of the time; very few phonological errors ? Is always comprehensibl e; uses appropriate intonation ? 3 Largely correct ? pronunciation clear articulation except occasional ? errors Some expressions cause stress without compromising with understanding of spoken discourse. ? 2 Frequently unintelligible articulations Frequent phonol ogical errors Major communication problems ? ? 5|Page Fluency Coherence 5 ? Speaks fluently almost with no repetition minimal hesitation ? Develops topic fully coherently ? 4 Speaks without noticeable effort, with a little repetition Demonstrates hesitation to find words or use correct grammatical structures and/or self correction Topics not fully developed to merit Can express with some flexibility and appropriacy on most of the topics Demonstrates ability to use complex forms and sentence structures most of the time; expresses with adequate vocabulary to express 3 Is willing to speak at length, however repetition is noticeable Hesitates and/or self corrects; occasionally loses coherence Topics mainly developed, but usually not logically concluded Communicates with limited flexibility and appropriacy on most of the topics Sometimes uses complex forms and sentence structures; has limited vocabulary to/describe/exp ress new points ? ? 2 Usually fluent; produces simple speech fluently, but loses coherence in complex communication Often hesitates and/or resorts to slow speech Topics partly developed; not always concluded logically Communicates with limited flexibility and appropriacy on some of the topics Complex forms and sentence structures are rare; exhibits limited vocabulary to express new ideas ? Noticeably/lon g pauses; rate of speech is slow Frequent repetition and/or self correction Links only basic sentences; breakdown of coherence evident Demonstrates almost no flexibility, and mostly struggles for appropriate words Uses very basic vocabulary to express viewpoints. ? ? ? ? ? ? Vocabulary Grammar ? Can express with some flexibility and appropriacy on a variety of topics such as family, hobbies, work, travel and current events frequently uses complex forms and sentence structures; has enough vocabulary to express himself/herself ? ? ? ? ? ? ? ? ? 6|Page ASSESSMENT Grand Total Sr. No. Name of Student Interaction Pronunciation Fluency Coherence Vocabulary and Grammar Total 20 ? can we just write (5) 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 13 7|Page 14 15 16 17 18 19 20 21 22 23 24 25 26 Signature of the Assessor 8|Page Set – I Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are 10 questions in this set. Answer all the questions b) In the first part you will listen to five short extracts. As you listen to each one, answer the questions in your answer sheet. c) Before you begin to listen, read the questions quickly and get familiar with the questions. 0 Marks Part I 1. Transcript of the police announcement: Here is an announcement by a police officer on a local city channel. This is regarding an alleged criminal who is evading the arrest. Anyone who has a clue can come forward and inform the police at 100. So, here is the descriptionThe criminal has a broad face with a thick moustache and a be ard. Which one of the following faces are they describing? A B C D Tick the correct answer: A. B. C. D. Ans: C ____ ____ ____ ____ 2. Here is another situation, listen to it carefully. This is about the garden of Suresh. Transcript Suresh does not want people walking around in his vegetable garden that he has nurtured with great care. What sign board should he put up? 9|Page B C D Tick the correct answer A. B. C. D. Ans: C ____ ____ ____ ____ 3. Monu wants a penpal. Listen to his description of himself and fill in the columns given below: Transcript: Hi! My name is Monu and I’m from India. I live in Raipur near a lake. Since I have always lived here, I love water sports. I am twelve years old and love reading about plants and animals that live in the water. My box number is P. O. Box 002200. Fill in the blanks: Age Nationality . Here is the dialogue between Amit and Anand who have just completed their schooling. They are talking about some of the organizations which offer scholarships to students for different purposes. Amit is research minded and keen to take up a career in agriculture, which organization of the world would he apply to? Transcript: Listen to the dialogue and write your answer: Amit: I h eard about a Tall Clubs International that gives a scholarship of 1000/- per month to men above 6 feet and women above 5 feet 10 tall. Interesting†¦.. Anand: Oh! really, my height is only 5 so I am not eligible. Jokes apart, I have found a society â€Å"CV Raman Society† that awards scholarships to students who have interest in Science Technology. Amit: No, I don’t have any interest in Science Technology. I want to pursue a career in agro industry. Anand: So, in that case, The National Paotato Council has a number of scholarships for students who want to work for agro industries. Amit: But does it award scholarships to undergraduates? 10 | P a g e Anand: Yes, it does. There is another one that gives 500/- per mother to graduates or undergraduates, I will have to find out the field for which it gives. Amit: Thank you, please let me know which organizations award the scholarships. Ans: Amit will opt for___________________ Transcript: 5. Joy wants to live in a village near the city. It should be a small house with low doors and ceilings. He would prefer it to be located near the sea. Which house would you recommend for him? A B C D Tick the correct answer A. B. C. D. Ans: B ____ ____ ____ ____ Part II Instructions: a) You will now listen to the talk by Dr. Praveen Chawla on healthy foods. b) There are five questions to be answered. Read the questions quickly before you listen to the talk c) Now listen to the talk nd write your answers ‘Nature has given us everything that our body needs. If we take care we can avoid pills. Did you know that Mushrooms not only make tasty dishes but are a rich source of Vitamin D so essential for healthy bones? Regular consumption of mushrooms aids in better hearing power too. You must have heard of the Banana smile. Believe it or not this fruit can actually put a smile on your face. It contains tryptophan, a protein which once digested converts into a chemical neurotransmitter called serotonin which is a very important mood regulating chemical and works like an antidepressant. 11 | P a g e Broccoli has also come to be called a disease busting vegetable. It can prevent cancer. About 2000 years ago the curative powers of Ginger for all stomach related problems were discovered. It helps digestion, cures nausea and prevents bowel tumours Cheddar cheese is a very rich source of calcium and phosphate. These strengthen bones and muscles and reduce risk of osteoporosis. Grapes, which look so much like the lobules in the lungs, are rich in proanthocyanidin a chemical which helps circulate fresh oxygen to the blood stream thereby reducing the risk of cancer and also reduce the severity of asthma. If you cut a tomato into half, you will notice that it has four chambers just like our heart. Tomatoes are a great source of lycopene, a plant chemical that reduces the risk of heart disease and several cancers. This also helps lower the unhealthy effects of LDL cholesterol. The gnarled look of a walnut, mimicking the appearance of a human brain, is perhaps the only fruit rich in Omega -3 and fatty acids tends to ward off dementia and to some extent Alzheimer’s disease. (286 words) I. Fill in the blanks with a word or phrase 6. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ are rich in Vitamin D and help in good hearing. 7. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ood regulating chemical can make you feel happy. Ans: Banana 8. Broccoli keeps away †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Ans: 1. Mushrooms 2. Banana 3. Cancer II. Tick the most appropriate answer from the choices given below: 9. The food containing lycopene which reduces heart attack risk is A. grape B. tomato C. cheese D. walnut Ans: B. tomato 10. In the talk, Dr is advising people to A. eat a balanced diet B. be happy; live healthy C. live close to nature D. eat healthy food Ans: D. eat healthy food Closing This is the end of your listening skill assessment. Check your answers. (2 minutes) Hand over your answer sheet to the assessor. 12 | P a g e Set – II Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are ten questions in this test. b) Answer the questions as you listen to the scripts. c) you will listen to four shorts extracts. As you listen to each one, answer the questions. I. Now listen to the news report and write correct answer 10 Marks Transcript 1. Kathmandu, May 14: Thirteen Indians were among the 15 people killed when their 20-seater aircraft slammed into a cliff in western Nepal, less than seven months after 10 Indian tourists were killed in an air accident. Six people miraculously survived the crash. A. B. C. D. Ans. B There was an explosion before the crash The crash was a consequence of collision with a cliff There have been several air crashes in the recent past Indians always die in the air crashes in and around Nepal Transcript 2. E mailing has enabled us to communicate messages to one another at a very fast pace. However, there are times when we have to post important letters and documents by surface or air mail. The postal department is very slow. Listen to the comment by an officer to his colleague. What option do you think the speaker would NOT opt for? A. B. C. D. Ans. C e-mail air mail postal department surface mail Transcript 3. City dwellers often depend on cars, buses or metros to travel from one place to another. Bicycles used to be a popular mode of travel once. I think we need to popularise them once again if we need to tackle the pollution problem. The speaker advocates the use of †¦ Now; listen to an environment activist who is talking to one of his friends. A. cars B. buses C. bicycles D. metros Ans. C 13 | P a g e Transcript 4. ‘The Mars rover Curiosity landed on the Martian surface to begin a two-year mission, seeking evidence that the Red Planet once hosted ingredients for life,’ Nasa said. Mission controllers at the Jet Propulsion Laboratory near Los Angeles burst into applause and cheered as they received signals relayed by a Mars orbiter confirming that the rover had survived a make-or-break descent and touched down within its landing zone. What is the news report about? A. B. C. D. Ans. B invention of Curiosity landing of Curiosity happiness at the Jet Propulsion Laboratory possibility of living on Mars Transcript 5. A V-chip has been developed. In addition to spelling out the age-based ratings, letters will be displayed to warn parents if a show contains violence or other objectionable content. A group of major networks and producers have agreed to go along with the system, but NBC will not. What does the V-chip do? A. B. C. D. It allows the cable company to monitor what TV programs you watch It turns your TV into a virtual reality computer. It allows parents to block out certain programs, so their children cannot watch them. It reduces the use of the remote control device Ans. C II Now you will listen to a long text a) Before you listen to the talk, read the questions for 1 minute. b) Your will listen to a talk about Tigers. Transcript: Tigers are being loved to death. Tourists desperate for a glimpse of a tiger are damaging habitat and harassing tigers. This by no means decides that tiger tourism or wildlife tourism is a bad thing. Wildlife tourism has a lot of advantages. Wildlife tourism helps people of the area who get employ in tourism. In this way, wildlife is valued, rather than poached, or encroached upon. Wildlife also inspires the people who see it. For many, a dramatic view of one of the world’s great beasts — a tiger, a leopard, a whale — is a life-changing experience. Such a sighting makes people aware of the fragility of the planet and the folly of our short-term thinking. Above all, it prompts people to step back from our traditional species chauvinism. Wildlife tourism is similarly equivocal. When carried out with wisdom and responsibility, it is the best possible news for the creatures and the people of the area, and for the people doing the touring. Wildlife tourism can sometimes, with the best of intentions, be stupid, greedy and destructive. 14 | P a g e An adjustment of practice in India’s wildlife tourism is a good thing. It is not tourists that are killing off tigers: it is, above all, the world’s ever-increasing human population, and its incontinent need for room to live in. 231 words) A. State whether the following statements are true (T) or false (F) 6. People’s fascination with the tigers is causing them harm. 7. Wildlife tourism should be banned. 8. Tigers tourists are destroying their living places. Ans: TRUE Ans: FALSE Ans: TRUE B. Fill in the blanks with a word or phrase. 9. Wildlife tourism helps in †¦Ã¢â‚¬ ¦ . 10. Ans: employing people/ generating employment Wise and responsible behaviour is expected from tourists who go for wild life sightings Ans: human population. 15 | P a g e Set I Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: ) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile phone etc. c) The teacher will be an interlocutor and an assessor both. I. GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Hope you are looking forward to this brief interaction. Student A: Yes -/ I am Interlocutor: And what about your? (Looking at student B) Student B: Interlocutor: What do you do in your spare time? To Student B) Student B: Interlocutor: And how about you? (To student A) Student A: -Interlocutor: What makes you special? (To student A) Student A: -Interlocutor: What about you? (To Student B) Student B: -Interlocutor: What do admi re in other people? (To student A) Student A: -Interlocutor: How about you? (To Student B) Student B: Interlocutor: Thank you, this is the end of the first part of the test. II MINI PRESENTATION (1 min Preparation+ 2 each min each for the students= 5 min) 0 Marks Now, in this part of the test, candidates are given a topic with some points. They have a minute to prepare on the given topic and two minutes for the presentation. 16 | P a g e Students are given the following sets of inputs on cards or papers. Three options are given. Only one option has to be used at a time. Interlocutor: (To both A and B) Here is your topic. Both of you prepare your presentation on it. You are given one minute for preparation. Please use pencil and paper for writing points. After one minute I am going to ask you to present your views on the topic. I can ask anyone of you first. So be prepared and get ready. (Interlocutor hands over one card with cues to both A B) I. 1. 2. 3. Mobile phones in school Security Multiple uses Distraction If the student is not able to speak at length the teacher could ask rounding off questions ? Do you think mobile phones should be allowed in school? ? Give two advantages of carrying a mobile phone to school. ? Do you think advantages outweigh the disadvantages? II. Changing Concepts and Methodologies of Teaching-learning in India 1. Examination Pattern 2. Variety of Subjects 3. Assessment Parameters If the student is not able to speak at length the teacher could ask rounding off questions ? Do you like this present system of evaluation? ? Do you learn better when you are stress free? ? Do you think some students take this system very casually? III. An incident/person/book that changed my life. 1. What it is 2. What it is about 3. How it affected me If the student is not able to speak at length the teacher could ask rounding off questions ? What was that specific quality that remained with you? ? What did you learn? ? How would you like to be now? III PAIR INTERACTION (3 mins) Interlocutor: In this part of the test the candidates A and B will discuss the given topic together . The interlocutor can refer to the assessment scale while the candidates are discussing together. Students respond to visual/ verbal stimulus. 1. Changing roles of women- a multitasker, works in office, answers phone calls, always under pressure of work. Working at home additional. 17 | P a g e 2. Growing Pollution, all kinds of pollution water, air and tourism pollution. 3. Discipline issues in schools are now becoming a serious concern. As responsible citizens discuss i. ii. iii. Kinds of indiscipline issues Reasons for growing indiscipline Advice / solutions to your fellow students. Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper . 18 | P a g e Set II Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: a) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile etc. c) The teacher will act as an interlocutor (who is involved in a conversation) as well as an assessor who will also give marks to the candidates. 10 Marks I GENERAL INTRODUCTION (1 min) The Interlocutor makes the students feel comfortable) Interlocutor: Hello! Good morning, I am -. May I know your name please? Student A: My name is -/ I am Interlocutor: And yours? (Looking at student B) Student B: Interlocutor: Where do you live? (To student B) Student B: Interlocutor: How about you? (To student A) Student A: -Interlocutor: What do you do in your leisur e? (To student A) Student A: Interlocutor: And what do you do in your free time? To student B) Student B: Interlocutor: What hobby would you like to cultivate? (To student A) Student A: -Interlocutor: How about you? (To student B) Student B: 19 | P a g e II MINI PRESENTATION: In this part of the test teacher will give 1 minute to prepare and 2 minutes each to both students to present (5 min) Oral examiner can frame any inputs; the following two frames are suggested: (1) To student B, describe something that you own and you value it tremendously. You have 1 minute to prepare and 2 minutes to present. ? ? ? Where did you get it from? How long have you had it? What do you use it for? Why is it so important for you? If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Did you buy it/ was it a gift? Would it be easy to replace it? Is it valuable in term of money? (2) To student A: You will be given one minute to prepare on your most memorable journey you will have 2 minute to describe your journey. (Each student is given 2 minutes to present) For student A ? ? ? ? Where did you travel to? What was the highlight of your visit? monument/temple/park/relatives) Which place would you like to visit next? Why are journeys relaxing? If the student is not able to speak at length the teacher could ask rounding off questions ? Was it a trip organized by the school? ? Did you go with the family? ? Was it a place you had never seen before? ? What fascinated you? Ask student B to ask a question. To student A: (Repeat) (2) Qualities that I value in a friend For student B ? ? ? ? Qualities I like in a friend Why do I consider these qualities important How many of these qualities do I have What is that one quality that I would like to inculcate If the student is not able to speak at length the teacher could ask rounding off questions ? Do you have a lot of friends? ? Why did you pick on them? ? Why do your friends care for you? Ask student A to ask a question 20 | P a g e (3) Changing role of women ? ? ? ? Varied jobs Working mothers Financial security Economicsocial independence If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Do women in your family work outside the house? Do you appreciate women working? Why? Do you think the advantages outweigh the disadvantages? III PAIR INTERACTION (3 mins): Instructions: a) Teacher to both students A and B Look at the visual carefully. Talk together for 2 minutes. Students are given 1 minute to think and prepare. And then their respond to visual/ verbal stimulus. (1) Child Marriage (2) Growing Obesity 21 | P a g e Verbal Stimulus (3) How do you imagine life in cities in the future? The interlocutor can give the following hints: ? Work ? Leisure/Entertainment ? Travel (4) What responsibilities do you think individuals have towards the environment? The interlocutor can give the following hints: ? Life style ? Shopping ? Finance IV Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper. 22 | P a g e Set – I Assessment of Listening Skills Sample Tasks Class XI LISTENING Instructions: a) You will listen to the librarian of a new town library talking to a group of people who are visiting the library b) Before you listen to the talk, look at the plan of the Town Library given in your answer sheet. 1. As you listen, answer questions 1 – 5 in not more than one or two words. 20 Marks Transcript: Good morning, dear students. Now we are at the entrance to the town library. My name is Anita, and I’m the chief librarian here, and you’ll usually find me at the desk just by the main entrance here. So I’d like to tell you about the way the library is organized, and what you will find where. All of you have a plan in front of you. Well, as you see my desk is just on the right as you enter, and opposite this the first room on your left has an excellent collection of reference books. Here is the place where people can read or study peacefully. Just beyond the librarian’s desk on the right is a room where we have an up- to- date periodicals section. This houses the newspapers and magazines. This room also has a photocopier in case you want to photocopy any of the articles. If you carry straight on you’ll come into a large room and this is the main library area. There is fiction in the shelves on the left, and non-fiction materials on your right, and on the shelves on the far wall there is an excellent collection of books relating to local history. We hope to add a section on local tourist attractions too, later in the year. As you walk through the far door in the library just past the fiction shelves, there is a seminar room. This room can be booked for meeting or talks. The next door leads to that is the children’s library, which has a good collection of stories and picture books for youngster below eleven. Then there’s a large room to the right of the library area – that’s the multimedia collection, where you can browse through and borrow videos and DVDs. We also have CD-Roms you can borrow to use on your computer at home. It was originally the art collection but that’s been moved to another building. And that’s about it – oh, yes before I forget; there’s also the Library Office, on the left of the librarian’s desk. Ok, now I hope you all are fairly well acquainted with the layout of the library. (360 words) 23 | P a g e Instructions: You will listen to two short extracts. As you listen, tick the correct answer. Transcript: 11. The tiger population has dipped from thousands to few hundreds. Look at the graph depicting the tiger world population which is very dismal. It reflects a dramatic fall in the tiger population. Identify the graph. Tick your answer. A. B. C. D. A Ans: D B C D 1 mark 12. Now look at the Pie chart of populations of English native speakers. The pie chart reveals that the USA by far had an overwhelming majority. This was followed by the United Kingdom. Australia seemed to have the least numbers of English native speakers. Choose the pie chart which reflects the situation of native speakers of English. B A C D A B C D Ans: D 24 | P a g e 4 Marks 1. Before listening to the narration by one of the campers please read the question 1 – 4 given in your answer sheet. Listen to the narration and with the words that you hear. Transcript: One day in 1924, five of us who were camping in the Cascade Mountains of Washington saw a group of huge apelike creatures coming out of the woods. We retreated in terror and locked urselves in our cabin. The creatures pelted rocks against the walls of the cabin. All of us inside were quaking in our shoes. 8. 9. 10. 11. The number of campers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Place of camping†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Intimidated by†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Method of attackâ⠂¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. pelted rocks Ans: 1. Five 2. Cascade Mountains 3. huge apelike creatures 2. Here is a dialogue between Neetu Kumar and the receptionist. Neetu Kumar is fixing a doctor’s appointment. Listen to this dialogue and answer the questions given in your sheet. Transcript: Receptionist: Good morning, KVG Hospital. How can I help you? Neetu: I am Neetu Kumar. I’d like an appointment with your cardiologist, Dr Suresh Reddy, please. R: For when would you like the appointment? N: For tomorrow? R: Please hold the line. I’ll check if I can fit you in tomorrow. N: Sure, thanks. R: Thanks for holding. I’m afraid Dr Suresh is fully booked tomorrow. Would you like to see our other cardiologist Dr Dinesh Mehra instead? N: I’m sorry, but we’d prefer to see Dr Reddy. R: That’s all right. In that case, would you like an appointment with him for the day after? N: That’d be fine. R: Would 12 noon suit you, Ms Kumar? N: Sure. R: Could I have the patient’s name and age? N: It’s Mrs Prema Kumar. She’s 65. R: Is this her first visit to KVG? 25 | P a g e N: Yes. R: Are you consulting Dr Reddy on your physician’s advice? N: No, a friend of mine suggested we see him. R: OK, I’ve put you down for 12 noon, Friday, 15 September. Please be here by 11. 30. N: Thanks! R: You’re welcome. Can I have your phone number, please? N: 9940109932 R: Thank you, Ms Kumar, have a nice day! Task Fill in the information in the appointment book. 12. 13. 14. 15. 16. 17. 18. 19. 20. Doctor ________________________ Day and date __________________________ Time ________________________________ Name of atient _________________________ Age _______________________ Referral Yes/No If Yes, doctor’s name ____________________________ Contact person __________________________ Contact phone number ___________________________ 26 | P a g e Set – I Assessment of Speaking Skill Sample Task Class XI I GENERAL INTRODUCTION (1 min) 10 Marks (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B:Interlocutor: How would you describe yourself? to student B) Student B: Interlocutor: What about you? (to student A) Student A: Interlocutor: What is that one thing that you would like to change in yourself? (to student A) Student A:-(The interlocutor/assessor gives instructions for the mini presentation. ) II MINI PRESENTATION In the mini presentation, students are expected to speak for two minutes on a given topic. The interlocutor gives them pencil and paper to write points. They are not supposed to write complete answers. (1 min Preparation+ 2 each min for students= 5 min) The input cards are given to the students. Any one out of the four can be given to the pair. The Interlocutor may ask any student A or B begin first. After one student has finished his or her presentation, the student should be asked to ask a question on the mini presentation. The same process should be repeated with the other student also. a. What skill would you like to learn most in the future? Why? (1) My choice of a career ? ? ? Why is it important? How do you hope to achieve your goal? How do you think would you be a productive member of the society? If the student is not able to speak at length the teacher could ask rounding off questions 27 | P a g e ? How did you decide on your choice? Do you have other options? (2) What would you preferlife in Rural or Urban area? ? ? ? Choice Three reasons Difference If the student is not able to speak at length the teacher could ask rounding off questions ? Have you been exposed to both the life styles? ? How is it different? (3) Advantages of co education ? ? ? Society consists o f men and women Rapport is built Helps in adult life If the student is not able to speak at length the teacher could ask rounding off questions ? ? What do you prefer? Why? Does it add to your comfort? (4) A book that I enjoyed reading ? ? Why did you pick up the book? How long did you take to read it? Genre of the book If the student is not able to speak at length the teacher could ask rounding off questions ? What kind of books do you enjoy? ? Have you heard or of seen a book that has been filmed? III PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students AB look at the picture and talk together to describe it. (1) Rag Pickers 28 | P a g e Teacher could ask prompt question: 1. 2. What are the environmental hazards if the waste is not managed in time and properly? What kind of a holiday would you prefer? Students look at the pictures and choose one, then talk together? Teacher could ask a prompt question. 3. ? ? ? Studying abroad High cut offs Easy money from parents Brand value and status symbol 4. Changing Values ? things that give status to people in your country ? changes since your parents’ time ? Reasons for changes IV Closing (1 min) 29 | P a g e Assessment of Listening Skills Class XI Set – II 20 Marks Instructions: a) Before listening to the passage on Tsunami read the questions. (1 min) b) Listen to the passage on Tsunami that caused devastation in Japan. While you listening complete the blanks. Transcript: The tsunami that hit Japan on March 11, 2011 has been labelled the countrys worst tragedy since World War II. The 8. 9-magnitude earthquake that hit north-eastern Japan and the 23-feet tsunami it triggered has left a trail of devastation in its wake. After the Ferocious Friday some numbers continue to haunt: tens of thousand dead; even more missing; 4,50,000 rendered homeless. The Japanese are familiar with natural disasters and are trained in handling a calamity and ways of evacuation. Statistics speak of a tremor occurring somewhere in the country about every five minutes with annually there being up to 2,000 quakes. But no amount of preparation proved enough for the recent calamity of colossal proportion. Natures fury swept aside every safeguard in place. Many perished in split seconds and those who escaped the wrath pleaded for aid in every possible way. The catastrophe has lead to an outpouring of grief from around the world. The quake-tsunami double blow wrecked parts of a beautiful country and scarred lives. It couldnt, however, crack the inherent willpower or destroy the strength of character of its beautiful people; the people who have stayed admirably calm under chaos and begun regrouping forces to rebuild what they have lost. Most eyewitness accounts from the affected zones spoke about residents experiencing power outages, shortage of drinking water and food but there being no panic, arson or emotional breakdown, as reported from other countries where similar disasters have struck. It’s temperament reflecting a society that cares for its neighbour. It was not the countrys technical competence which endeared, it was its people. They displayed dignity, discipline and a genuine desire to assist. (274 words) While you listen to the passage, tick the correct option 1. The tsunami of 2011 has been labelled the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. . the countrys worst tragedy since World War II. b. the countrys worst natural calamity c. the countrys worst earthquake d. the country’s worst economic disaster Ans: b. the countrys worst natural calamity 30 | P a g e 2. The Japanese are familiar with natural disasters because†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. a. there is a tremor in the country about every five minutes b. they have nerves of steel and presence of mind c. they are technologically advanced and can cope with disasters d. they are used to being hit by a tsunami Ans: a. there is a tremor in the country about every five minutes B. Fill in the blanks 3. The quake-tsunami wrecked the beautiful country and scarred lives but it couldnt destroy †¦.. 4. The Japanese experienced shortage of drinking water and food but they did not resort to†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5. What endears the Japanese to the world is their †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Ans: 3. the strength of character/ the will power 4. unlawful means/ panic, arson or emotional breakdown 5. dignity, and discipline II. 1. Listen to James talk about his routine, and fill in the blanks given in your answer sheet: Transcript I guess I should tell you about what I do everyday. First, everyone has to get up at 5:30 A. M. The silly old rooster amed Harry loves to wake us up. Next, we have to make our beds and tidy up the cabin before our camp counsellor, Jeff, comes to inspect the place. Then, we have breakfast around 6:30 A. M. After that, we have some free time, so Ive been going down to the nearby stream to fish for a couple of hours. But yesterday, the only thing I caught was a n old shoe and a tree branch. Great catch, huh? Then when I was trying to swat a mosquito buzzing around my head, I slipped and fell in the stream and lost my fishing pole. That ended my fishing career. 6. 7. 8. 9. James is woken up by. The first thing that James does is†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ He eats breakfast at about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ James talks of two mishaps when he went†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. Listen to the town planner describes the road. Which one is he talking about. Transcript Many types of road exist around the world. We are looking for well laid out thoroughfare which will be aesthetically laid out with a canopy of trees. 31 | P a g e A B C D Ans. C 3. Match the graphs to the correct definitions Transcript 10. 11. 12. 13. Ans: 1. 2. 3. 4. Sales fell steadily through over the year. Sales rose steadily over the year Sales increased sharply from June. Sales bottomed out in May C A B D A B C D 32 | P a g e 4. Match the images with the correct descriptions B C D Transcript 14. 15. 16. 17. Ans: a. b. c. d. 5. Youngman with dark glasses and a happy face Good-looking young man with black eyes Young man with glasses and a beard Old man with curly hair and glasses D A B C Listen to the telephonic conversation and fill in the blanks Transcript F: Hello Mrunal, Mira here. M: Hi Mira, how are you doing? F: I’m good but busy as always. Actually, I’m completing a project with Wipro. In fact I wanted to talk to you as I’m looking for an assistant – any ideas? M: Is it the database project? F: No, it’s about developing our brand. M: I see. Do you know what kind of person you are trying to find? F: The person needs excellent qualifications – it’s more the creative side of things. Moreover we need the person to be involved in. M: You could give Neera a call. She’ll help you as she’s doing all kinds of consultancy work. Currently she’s an advisor to a couple of large companies I believe. I can email you her details if you like. F: Great, thanks Ans a. b. c. d. 33 | P a g e a project an assistant creative / involved neera 18. Mrunal was busy completing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19. Mrunal wanted to Mira to help him find †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 20. Mrunal wanted the person who was†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Closing 34 | P a g e Assessment of Speaking Skill Set II Class XI 10 Marks I GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B: Interlocutor: What do you do in your leisure time (To student B) Student B: -Interlocutor: What other hobby would you like to develop? To student A) Student A: -Interlocutor: what would you like to develop? (To student B) Student B: Interlocutor: who is your favourite actor? (To student A) Student A: -Interlocutor: And yours? (To student B) Student B: II MINI PRESENTATION (1 min Preparation + 2 each min for both the students= 5 min) 1. Your school is planning to organize an adventure camp during summer vacations. The Secretary of the School Adventure Club has offered the following three choices. As a member of the club which place would you prefer? Give reasons for your choice. (Interlocutor gives different input card to both students. Four samples are given) ? ? ? Seven day swimming camp at lake Bhimtal Four day trekking camp at Pehalgam, Srinagar Five day river rafting camp at Rishikesh 35 | P a g e 2. Talk about a book you have read recently ? ? ? Why did you decided to read that book? How long did it take to finish the book? What genre of book it was? 3. Talk about your favourite news channel. ? ? ? 4. ? ? ? ? III How often you use this news source Why do you use this channel What other sources you use E-learning. Autonomous learning Adds variety Gives choices Clarifies concepts PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students look at the pictures and talk together for three minutes 1. Elderly –sad and lonely, neglected by their family members. Dependent on others for their physical needs. Money not adequate to meet the expenses of medicines. 36 | P a g e 2. E-revolution in India. Awareness in villages about computers. Government has brought out e-tablets which are cost-effective Energy Saving devices in new computers. Closing 37 | P a g e

State Children’s Health Insurance Program (CHIP)

State Children’s Health Insurance Program (CHIP) Ghada Alem Article Assessment State Children’s Health Insurance Program (CHIP): Eligibility Expansion Impact I. BACKGROUND During an introductory course about health policy, namely Fundamentals for Health Policy, health insurance coverage in the U.S. was among the subjects presented. Under the public sector, there are two large insurance programs that are funded by the federal government: 1) Medicare, and 2) Medicaid. Fundamental aspects of the Medicaid program were discussed along with The Patient Protection and Affordable Care Act (ACA) expansion of the program’s eligibility. Moreover, CHIP or State Children’s Health Insurance Program was introduced. Hence, the purpose of this paper is to further detail the CHIP program and to explore the impact of expanding its eligibility. CHIP was created in 1997 when Congress acted to provide low-income children with health insurance. Prior to CHIP, a coverage gap occurred for this group of children in their states whose family income is above the eligibility level for Medicaid program. Initially, the program had a ten years block grant of $40 billion. Upon its expiry in 2007, Congress made an attempt to extend the program through passing of two versions of CHIP Reauthorization Act (CHIPRA). However, the U.S. then president GW Bush vetoed both versions and signed a temporary extension instead. When president Barack Obama took office back in 2009, Congress made its second attempt toward extending the program and the president signed it into law to be his first acts assuming his office. The Reauthorization Act of CHIP (CHIPRA) granted $33 billion in federal funds for children’s coverage and an extension until 2019. However, the funding was effective only through fiscal year 2015. [1] CHIPRA gave states additional resources and options to help reduce the uninsured children rate [2]. Such options include expanding the CHIP program eligibility to new populations, encouraging families to signup for coverage through simplifying enrollment and renewal procedures for Medicaid and CHIP program, and funding outreach grants to help enroll eligible children [2]. Although these policy changes would have potential and hence, invoke more studies examining their impact, few efforts have actually examined the implication of the new policy changes [2]. In this paper, two articles that have actually addressed the impact of CHIP eligibility expansion are covered in the following sections. II. FIRST ARTICLE ASSESSMENT In the first article titled â€Å"Coverage For Low-Income Immigrant Children Increased 24.5 Percent In States That Expanded CHIPRA Eligibility†, Saloner et al., stated the absence of any previous studies examining the effect of CHIPRA for immigrant children. Thus, authors compared changes post CHIPRA passage in terms of coverage and access. The said comparison was aimed at immigrant children who reside in states that expanded eligibility to them against the states that did not expand their eligibility. [3] Goals and Methods This article indicates that CHIPRA policy did not eliminate some barriers that could be a cause for missing health insurance coverage in immigrant children (e.g., language and cultural barriers). However, states were provided with federally funded health insurance as a new option by the policy toward expanding eligibility to immigrant children. Accordingly, authors hypothesized that a coverage and access increase would occur among immigrant children as a result of the policy. The study design was cross-sectional by using the National Survey of Children’s Health (NSCH). The main data sources were the 2003, 2007, and 2011–12 rounds of the National Survey of Children’s Health. Sample selection was based on CHIP eligibility income threshold that would most likely extract eligible children population in the previous year. Two groups were compared against a children and parent in the same income category who are US-born: 1) children and parents who are foreign-born, an d 2) children who are US-born with foreign-born parents. During the study period, children in the comparison group (i.e., US-born child and parents) had higher healthcare coverage and access. Three outcomes related to health insurance coverage had been examined: 1) coverage status at the time of the survey, 2) coverage type (i.e., private plan or public), and 3) coverage gap during past year. Sample characteristics of all children living in states that implemented (or did not) the policy were compared using descriptive analysis. In order to ensure that the policy was the source of differences affecting immigrant children in states, authors controlled for state-level trends of children and parents who are US-born. Isolation between independent outcomes changes and confounding ones occurring during the same time period were possible through difference-in-difference-in-difference method (quasi-experimental). [3] Findings and Conclusions Insurance coverage increase among immigrant children in states that expanded the eligibility was 24.5 percent compared to the same group in states that did not expand the eligibility. This increase was contributed to the public insurance high enrollment. Moreover, decrease of unmet healthcare needs and disparities (among immigrant children and nonimmigrant families) were evident in states that adopted the eligibility expansion. Finally, healthcare coverage and access gaps between immigrant and nonimmigrant children was reduced due to CHIPRA eligibility expansion. [3] Article Assessment Policy Implications This research effort is a contribution highlights the importance of healthcare insurance coverage and access for immigrant children. Usually, immigrant children (foreign-born or US-born with foreign-born parents) have poor preventive care compared to nonimmigrant children. This poor status at the children earlier stages in life would have consequences through adulthood. Additional research effort should examine the remaining financial and cultural care barriers. Moreover, variation in the new policy implementation among states and other groups should be investigated. Finally, a significant factor that needs to be examined is sustainability; the explored healthcare coverage and access improvement in this study was applicable to the two years following CHIPRA and hence, further studies are required to check for any further improvements after those two years. [3] II. SECOND ARTICLE ASSESSMENT In the second article titled â€Å"The Impact Of Recent CHIP Eligibility Expansions On Children’s Insurance Coverage, 2008–12†, Goldstein et al., stated the absence of any in-depth analysis about the impact CHIP expansions to higher-income children on insurance coverage. Hence, they intended to estimate the impact of CHIP eligibility expansion on changes in un-insurance, public insurance, and private insurance. [2] Goals and Methods The data source for this study was from the 2008-2012 American Community Survey (ACS). A difference-indifferences framework study design was used in this study. Authors have analyzed two groups of children: 1) newly eligible children for CHIP (i.e., the treatment group), and 2) similar children who were not eligible for CHIP (i.e., comparison group). The treatment group consisted of all children who were made newly eligible for CHIP by their state’s expansion. Sensitivity analysis was used with different comparison groups to test the consistency of results since difference-indifferences estimates can vary depending on the composition of the comparison group. Authors first analyzed unadjusted changes in the three types of insurance coverage (public, private, and uninsured) by calculating the raw change in each type for the treatment and comparison groups between 2008 and 2012. They then calculated difference-in-differences estimates for each type of insurance coverage. Next, th ey estimated the relative change in the un-insurance rate attributable to the expansions. Finally, they assessed the degree of crowd-out (i.e., the share of gains in public coverage from the expansions that was a result of decreases in private coverage). All estimates were weighted using survey weights that reflected the complex survey design of the ACS. [2] Findings and Conclusions A decrease of 1.1 percentage point in the newly eligible uninsured group was estimated in this study due to the expansion (15% cut in un-insurance rate). An increase of 2.9 percentage points in public coverage was evident with variations in states adoption. Since higher-income children might not have access to affordable coverage, the study findings suggest providing coverage to them through CHIP toward lowering their risk of being uninsured. The study concluded that a significant reductions in un-insurance among newly eligible children was produced by the recent CHIP expansions. [2] Article Assessment Policy Implications Analytical approach includes a couple of limitations. First, authors included the year of the expansion’s passage in their pre-expansion period, which could be a source of bias to their change estimates downward. Second, measurement error could arise from their use of the ACS (ACS does not provide state-specific program names for CHIP or include a verification question for un-insurance, and it may overestimate no group coverage) [2]. Third, it is unknown whether the changes reported in the results of this study could be generalized to the remaining thirty-five states in the case these states chose to expand CHIP eligibility [2]. A policy implication could be realized if CHIP funding is not extended. Authors indicated that in the case of no extension, families with children enrolled in the program could turn instead to a health insurance Marketplace to purchase subsidized coverage. However, many of these families would not be eligible for such subsidized coverage. This is due to the fact that ACA definition for affordability is based on the cost of premiums for employee-only coverage that ignores the cost to the family of covering dependents. For instance, dependent family members for a worker would not be able to receive Marketplace subsidies, even if the cost for full family coverage were unaffordable, since the worker were offered affordable employee-only coverage. Accordingly, some children would end up without either CHIP coverage or access to affordable private insurance. Thus, many children in this study could also lose coverage in the case of not addressing barriers to employer-sponsored family covera ge and Marketplace subsidies. [2] CONCLUSION Generally, CHIP expansion has a positive impact on children insurance coverage. While the first study addressed benefits to immigrant children from the expansion, the second one addressed the reduction of uninsured children through the expansion. Expansion was supported as it would result in maintaining a good health and reducing disparities among this immigrant population [3], and would decrease the risk for having uninsured children [2]. REFERENCES [1] Teitelbaum JB. Essentials of Health Policy and Law. Jones Bartlett Learning; 2012. [2] Goldstein IM, Kostova D, Foltz JL, Kenney GM. The impact of recent CHIP eligibility expansions on childrens insurance coverage, 2008-12. Health Aff (Millwood). 2014;33(10):1861-7. [3] Saloner B, Koyawala N, Kenney GM. Coverage for low-income immigrant children increased 24.5 percent in states that expanded CHIPRA eligibility. Health Aff (Millwood). 2014;33(5):832-9. 1 | Page