Company initiatives (5yr plan) and intellectual properties Research Paper

Company initiatives (5yr plan) and intellectual properties - Research Paper Example In September 2012, Chief Executive Officer of Ford , Alan R. Mulally declared that the company would introduce numerous new models in its vehicle range in order to strengthen its European division, where the company wants to bring its iconic sports car i.e. Mustang (The New York Times Company, 2012). Ford operates under two divisions, firstly, automotive sector and secondly, financial services. The company’s automotive division operates in various locations umder the name of Ford such as North America, South America, Asia Pacific and Europe. On the other hand, within financial services, the company has ‘Ford Motor Credit Company’ where it provides vehicle financing for its customers (The New York Times Company, 2012). . Determining if the Company Has a Definite Planned Initiative Within the Next 5 Years Over the past few years, Ford has implemented ‘One Ford Plan’ which helps to sustain its successful journey along with maintaining a profitable future for the company. Through this plan, the company provides a brand promise to its customers all over the world. ... It has been observed that the automobile industry faces numerous challenges such as economic downturns, fluctuation of fuel prices and government restrictions regarding the reduction of CO2 emission. In order to deal with such challenges Ford has planned to take effective initiatives in the next 5 years by introducing fuel saving technology driven vehicles at affordable prices. Moreover, in 2012, the company has implemented â€Å"Blueprint for Mobility† plan in order to uphold sustainability which helps it to enhance operational efforts in future. This plan is also considered as a kind of initiative which the company aims to follow in the next five years. Ford declared that by 2015, it would follow a plan where the company aims to reduce the amount of water required to make a vehicle by 30%. Another sustained initiative that the company has taken is reducing the quantity of waste materials and unnecessary raw-materials (Ford Motor Company, 2012). According to the annual report of Ford for the year 2011, it had planned regarding bringing in seven new innovative models of vehicles by the year 2015 in various operational locations. Ford also strongly focuses in its long-term plans in terms of improving quality, reliability along with ensuring affordable prices which the company is aiming to uphold in the next five years. Moreover, Ford also takes various initiatives for bringing in its fuel efficiency models with advanced technologies. By 2015, the company plans to invest US$16 billion within US manufacturing units as well as aims to continue quality product development in order to ensure consumer preference (Ford Motor Company, 2011). Identify the Company's 5 Years Planned Initiative In

Irans Economy: SWOT Analysis

Irans Economy: SWOT Analysis Strengths: Location between the Middle East and Central Asia, with access to the Persian Gulf and Caspian Sea Iran is the eighteenth largest country in the world The economy of Iran is the twenty-fifth largest in the world by GDP (nominal) and the eighteenth largest economy in the world by purchasing power parity (PPP) world’s second largest proven oil reserves, after Saudi Arabia, world’s second largest proven gas reserves after Russia It is OPECs (Organization of the Petroleum Exporting Countries) 2nd largest oil exporter and is an energy superpower. Subsidy reform has cut domestic consumption of oil and gas and provides more for export Oil and gas aside, Iran is rich in other resources and has a strong agricultural sector Easy Access to markets of neighboring countries Iran has one of the highest urban growth rates in the world. From 1950 to 2002, the urban proportion of the population increased from 27% to 60% TSE (Tehran Stock Exchange) has been one of the worlds best performing stock exchanges in recent years. The Foreign Investment Promotion and Protection Act (FIPPA) gives some protection to foreign investors and relatively good terms for the repatriation of profits Although stifled in the years since the revolution, Iranians are known for their entrepreneurial skills, which is potentially a strong pull for foreign investors. excellent reverse engineering capabilities and technical innovation A large army including elite units two thirds of Irans population under the age of 25 Young, motivated and active work force Iran is a diverse country, consisting of people of many religious and ethnic backgrounds Iran is home to one of the richest artistic traditions in world history and encompasses many disciplines, including architecture, painting, weaving, pottery, calligraphy, metalworking and stonemasonry. Existing historical tourist attractions for improving regional tourism The culture of Iran is a mix of ancient pre-Islamic culture and Islamic culture Weaknesses: One product economy (economic growth only rely on oil and gas industry) Little international or multinational involvement. International sanctions make investment and financing transactions difficult. International sanctions discourage foreign oil companies from bringing much needed technical knowledge and equipment to maintain oil output levels. International Sanctions are eating into Iran’s oil revenues, increasing the chances of severe social unrest. International sanctions in banking system, means that the sector is underdeveloped and under-competitive After a concerted effort to reduce public debt in recent years there are signs that it is once again rising Iran has only a few allies in the region Foreign firms are unable to own hydrocarbon resources in Iran Unfavorable contract structures limit profitability for foreign investors. Inability of controlling exchange rates Limited financial or operational freedom Lack of infrastructures in different economical parts The beginning of the countrys subsidy reform program has lowered its growth prospects and accelerated inflation. Progress on privatization front remains slow despite some recent encouraging signs Structures of state-run firms are inefficient, which slows down the production process. Strict government control is highly restrictive to innovation Lack of funds in commerce and agriculture section Lack of transportation vehicles traditional production methods due to lack of advanced technologies Bureaucracy constricts entirely state-run industries. Poor research facilities (despite ability to reverse-engineer). Decision making ultimately rests with the Supreme Leader Iran has one of the poorest human rights records in the region Opportunities: There is a possibility of regional dominance in the short term due to the country’s size and influence The gas sector is underdeveloped and there is considerable room to maximize this source of revenue. government subsidized foundations that dominate Iran’s non-oil economy Any normalization of relations between Iran on one hand and the USA and its allies on the other could provide the impetus for a huge reform of the banking sector. The government has granted a number of licenses to new private banks in recent years; these private banks are growing far faster than their state-owned counterparts. A growing population, combined with a shortage of housing, provides opportunities for investment in residential construction. Widespread deployment of enhanced oil recovery (EOR) techniques could significantly boost output. Considerable untapped gas export potential US setbacks in Iraq and Afghanistan have given Iran an opportunity to assert greater strategic influence in the region Iran still has option to resolve nuclear crisis diplomatically Iran retains support in the international community, notably from China and Russia, which both oppose sanctions. Opportunities for export if restrictions are lifted. A growing realization that international assistance may be required to develop industry could see further involvement in the future. Being neighbor with underdeveloped countries of Afghanistan and Pakistan Good climate for agriculture and providing the base for expanding of these products Having young, motivated and active workforce Having border markets provide basis for crossà ¢Ã¢â€š ¬Ã‚ border interactions Existing special economical region and providing the base for economic growth Having major productive benefits in mine and industry sections Having good universities and colleges to improve professional work force in the region Expanding native culture of region and country to other neighboring countries Threats: Lack of privatization will continue to stifle the industry. Concentration on high-profile programs will detract from more essential ground forces research. Ongoing tension over Iran’s nuclear program raises the prospect of further US and UN Security Council sanctions Ethnic tensions are on the rise High youth unemployment. A decline in world oil prices would have a considerable impact on the economy. There is a serious risk of capital flight due to fears of conflict or sanctions. UN and EU sanctions on Iran pose a significant threat to the participation of foreign firms in the oil and gas sector. Non-performing loan ratios are dangerously high; there are serious concerns over the solvency of state-owned banks over the long term. Government-mandated lending to poorer Iranians at low interest rates means that banks have limited control over their lending policies. UN, US and EU sanctions on Iran’s banking and energy sectors are making it difficult for foreign companies to undertake financial transactions with Iranian entities, and risky to invest in the hydrocarbons sector. The risk of internal political instability Long-term fall in domestic oil production Changes in OPEC/national energy policy Strong regional competition Political issues make procurement decisions extremely slow. Slow pace of development. Inefficient workforce acts as a further drain on resources Not having enough infrastructures for expanding different economical sections Safety threats and consequently less investing Religious and tribal networks Immigration of professional workforce Having unsuitable weather like 120 day sand storm Lack of advanced technologies

Hamlet: The Character of Claudius in Shakespeares Hamlet Essay

Hamlet: The Character of Claudius  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Of all the characters in Shakespeare's Hamlet, perhaps the role of Claudius is the most intriguing and crucial. Claudius is the most controversial, the most mysterious and the most talked about character in this play. Many people look at Claudius and only see a villain, but there are additional sides to him that are often overlooked: Claudius the father, the husband, the ruler and the mortal individual. In this play the characters are not super-human beings. They make mistakes, just as Claudius does, but it goes to show that they are only human. Claudius, the father is very recognizable in Scene 2 of Act 1. He states to Hamlet starting at Line 109 "...think of us as of a father: for let the world take note, you are the most immediate to our throne, and with no less nobility of love that that which dearest father bears his son do I impart toward you." Hamlet is "Our chiefest courtier, cousin and our son." (Line 119) Here Claudius is speaking to Hamlet and saying that he is loved and accepted even since he is not Claudius' natural son. Claudius seems to have no trouble speaking to his son Hamlet in front of a crowd. But when the two men are alone, Claudius is at a loss for words and cannot figure out what to say, or when to say it. It could be that the King feels so guilty about murdering King Hamlet that he is unable to speak to Hamlet in private, for fear of his true self emerging. Along the same lines, Claudius is also a great and sovereign leader. When young Fortinbras came to demand the surrender of those lands lost by hi s father to King Hamlet, Claudius handled the matter with such ease and grace. He informed Fortinbras that a letter was going to be sent to the King of Nor... ...d turned-bad turned-even worse characters of all time. His strength to get through all of the circumstances in this play is tremendous. In the end, Claudius was the cause of nine deaths, including himself. Claudius' obsession for control and power ruined one of the greatest kingdoms in history. Works Cited and Consulted: Bradley, A.C. "Shakespeare's Tragic Period--Hamlet." Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear, and Macbeth. Toronto: MacMillan, 1967. 79-174. Oakes, Elizabeth. " Claudius." New Essays on Hamlet. Ed. Mark Thornton Burnett and John Manning. NY: AMS Press, 1994. 103-112. Shakespeare, William. Hamlet. Sven Birkerts, ed., Literature The Evolving Canon, Boston: Allyn & Bacon, 1977. States, Bert O. "Horatio-Our Man in Elsinore: An Essay on Dramatic Logic." South Atlantic Quarterly, Vol. 78, No. 1 (Winter 1979) 46-56

Causes of Mass Failure in English Language

ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  January  2012Causes of rising failure of the students’ in the subject of English at Secondary Level Gulap Shahzada (Corresponding & Principal author) Institute of Education & Research University of Science & Technology, Bannu, Pakistan [email  protected] com Dr. Safdar Rehman Ghazi Institute of Education & Research University of Science & Technology, Bannu, Pakistan [email  protected] com Dr.Umar Ali Khan Director Institute of Education & Research Gomal University DIKhan, Pakistan [email  protected] com Doi: 10. 5901/mjss. 2012. 03. 01. 603 Abstract Purpose of this research was to find out causes of rising failure of the students’ in the subject of English at Secondary Level. This study was descriptive in nature. All the male secondary schools in district Bannu constituted population of this study. From 50 secondary schools 100 English teachers were randomly selected as a sample of the study.A questionnaire for secondary school teachers was de veloped to collect data. To analyze and interpret data, simple percentage was used. Results of the study showed that majority of the respondents approved that teacher of English are not qualified and well trained, teachers of English do not teach English in a proper manner, Audio- Visual aids are not used in English class, The course is not compatible to the present time, teachers of linguistics are not present in our schools, English is given importance in the annual progress of the students in school.It was recommended that Qualified and well trained teachers may be appointed for English, teachers of English may use modern teaching method instead of traditional methods, Audio visual aids may be used such as language lab, gramophone, English course may be made compatible to the present time, Teachers may be encouraged to get linguistics knowledge. Keywords: English language, Audio, Visual aids, Communication, International 1. Introduction The kind of Education, offered to their peo ple by the countries of the world is always related to their progress and advancement.The more the people of societies are Educated, the more they are civilized and well disciplined. It is a fact –universally recognized, that Education is the prime key to moral, cultural, political and socio-economic development of a nation. Islam being a revolutionary faith made it obligatory on every man and woman to acquire knowledge and exerted them undertake long and tedious journey to distant land in search of it. Emphasizing the importance of Education and learning in Islam it is enough to note that the first revelation of the Prophet was â€Å"Read in the name of thy Lord who created†.It is through Education that a person gets an insight to understand and resolve his problems as well as those of his society (Government of Pakistan, 1998).605 ISSN  2039? 2117Mediterranean  Journal  of  Social  SciencesVol  3  (1)  January  2012 Secondary Education is considered to be an important sub sector of the entire Education system. If it provides middle level workers for the economy on one hand, and on the other, it acts as a feeder for the higher level of Education.The quality of Higher Education depends upon the quality of secondary Education which is expected to produce high quality professionals in different fields of Social, Economic and Political life of the country. Thus Secondary level of Education therefore, requires to be organized in such a way that it should prepare young men and women for the pursuit of Higher Education, as well as make them able to adjust with their practical lives meaningfully and productively (Bhatti, 1987).An excellent opportunity is, therefore provided by four years of secondary education to the Educators and Educationists to conceive and launch programs which initiate the learners in to proper forms of behaviour and attitudes, which leads to decent productive and peaceful life in future (Govt of Pakistan, 1998). According to Encyclopedia Britannica (2005), a system of conventional, spoken or written symbols by means of which human beings, as members of a social group and participants in its culture, communicate is called a language.No nation on the globe can make progress in all fields of life, without having proficiency and good command of English. It is a great wonder that quality of instruction in English and results of the Examinations: in the subject of English were the lowest of all the other subjects. The medium by which we communicate our thoughts and feelings to our fellowmen , the tool with which we conduct our business or government, the vehicle in the Science, Philosophy, the poetry of the race have been transmitted is surely worthy of study . It is fact that most of the time and energy is consumed in teaching and learning of English.In spite of all these our students are weak in English. So the government realized the importance of English and has made it compulsory from the ve ry first level. According to Aggarwal (1995 ) command over English is a vehicle of thought and lack of command over it is bound to make thoughts inexpressible, only those who understand any language can express themselves in that language. This is the age of Science and technology, and no country can afford isolation from the social, Educational, Scientific and cultural movements profession like Engineering, Medicines, Agriculture and Industries.After all English is the language of the greatest power of the world. It spread as the language of the colonies of Britain in Africa and Asian countries (Griffer, 2002). The power of English will be increased by globalization, United States, World Bank, IMF etc. will control these jobs, which have started operating increasingly in English. This trend will increase the demand for English Schooling, which will make parents invest in English at the cost of their own languages (Skutnabb, 2000).According to Nicholas (1998), in the teaching of Eng lish, the teachers generally use Translation Method which is an old Method of Teaching; therefore, our students cannot get command over English language, as evident from the fact that there are a large number of students who fail in English at Secondary level. So, in light of the above mentioned facts the knowledge of English language is most important for a nation, but majority of the students fail in English because of lack of language learning Environment, Outdated curriculum, rigid Teaching Methods and incompetent English language Teachers in the Academic and professional Areas.Functional grammar is not taught and practiced, in the classrooms more importance is given to the teaching of English text-Books. For the study of English successfully, the teacher must help the students to acquire four Art skills in the language, namely; speaking, reading, listening and writing (Kolawole, 1998). 2. The Importance of English The importance of the English language is an open secret . We se es in our society that a little child whom we say the best philosopher is also in the struggle of learning the English language.Besides that we have remained the colony of the British Empire, therefore, we have the natural inclination towards the English language. The importance of the English language is naturally very great. English is the language not only of 606 ISSN 2039? 2117 Mediterranean  Journal  of  Social  SciencesVol  3  (1)  January  2012 England but of the extensive dominions and colonies associated in the British Empire, and it is the language of the United States spoken by over 260 million people, it is in the number who speak it the largest of the occidental languages.English speaking people constitute about one tenth of the world’s population English, however, is not the largest language in the world. The more conservative estimates of the population of china would indicate that Chinese is spoken by about 450 million people. But his numerical ascendancy of English among European languages can be seen by a few comparative figures. Russian, next in size to English, is spoken by about 140 millions people, Spanish by 135 millions; German by 90 millions, Portuguese by 63 millions, French by 60 millions; Italian by 50 millions.Thus at the present time English has the advantage in numbers over al other western languages. Bu the importance of a language is not alone a matter of numbers or territory; it depends also on the importance of the people who speak it. The importance of a language is inevitably associated in the mind of the world with the political role played by the nations using it and their fluency in international affairs; with the confidence people feel in financial position and the certainty with which they will meet their obligations i. e. pay their debts to other nations, meet the interest on their bonds, maintain the gold or other basis of their business enterprise and the international scope of their commerce; with the conditions of life under which the great mass of their people live; and with the part played by them in art and literature and music, in science and invention, in exploration and discovery. English is the mother tongue of nations whose combined political influence, economic soundness, commercial activity, social well being and scientific and cultural contributions to civilization give impressive support to its numerical precedence (Albert, 1983).A study was conducted by Sabiha Mansoor of Agha Khan University, Karachi, Pakistan on culture and teaching of English as a second language for Pakistani students in the year 2008. If we have to make, the teaching of English in Pakistan we need to reform and restructure the teaching of English in Pakistan, as this study reveals. Not only would this involve an understanding of the needs of the English Students, but also the place of culture both local and global in their language learning process.We would have to take in to account t he sociolinguistic aspects of English in the Pakistani as well as the international context while redressing and restructure the English literature course. To make the learning of English interesting and useful for the learners, Pakistani English teachers will have to take cognizance of the relationship between language and culture. If local culture is included in to the curriculum, methodology and teaching materials of TESL, it would make, learning easier and more meaningful for Pakistani students. Vocabulary the most obvious influence of language and culture on thought.The researcher pointed out that presently the material used for teaching, Family background is the most important and most weighty factor in determining the academic performance. A study was conducted by Shafiullah Khan of university of science and technology Bannu on the causes of failure in the subject of English at secondary level in district Bannu, in the year, 2007. The major findings of the result related to t his area of study were given as under: 1. Majority of the respondents reported that untrained teachers are one of the causes of student’s failure in SSC. 2.Majority of the teachers agreed that overcrowded class room is the cause of student’s failure in English. 3. Majority of respondents approved that SSC students are overcrowded and it is the cause of failure. 4. Majority of the teachers accepted that old system of examination is the cause of failure. 5. Majority of the respondents approved that English is the difficult subject. Keeping in view the importance of the problem this study was designed to know the causes of the rising failure in the subject of English. 607 ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  January  2012 . Statement of the Problem The problem under the study was to investigate the causes of rising failure of the students in the subject of English at secondary level. 4. Objectives of the Study Follow ing was the main objective of the study. 1. To find out causes of the rising failure of the students in the subject of English among students at secondary level. 2. To give suggestion for the improvement of the situation. 5. Significance of the Study Education plays a vital role in the progress of any country of the world. Those nations who have equipped themselves with better education enjoy their prestigious status amongst the world.Today is the age of English language. English language is being taught as a compulsory subject in Pakistan. Being a foreign language, the teaching and learning English is a problem not only for the students but also for the teachers too. This study will be significant for the following reasons for both the teachers and students and curriculum developers. 1. The study may be helpful in finding the causes of rising failure in English. 2. The study may be helpful for the teachers in order to equip themselves with modern methodology and techniques regardin g the teaching of English 3.The study may be helpful in developing the proper curriculum for English. 6. Delimitation of the Study The study was delimited to all the male English teachers at secondary level in district Bannu. 7. Research Methodology This research was aimed to find out causes of the rising failure of the students in the subject of English at Secondary Level. This study was descriptive in nature. The following methodology was used: 7. 1 Population All the Govt. secondary schools in of district Bannu constituted population of this study. 7. 2 Sample One hundred English teachers of secondary level were selected from 50 secondary schools s a sample using simple random sampling technique. 7. 3 Research Instrument A questionnaire was developed with the help of research expert. It was administered to 30 students as pilot run in order to remove any ambiguity in the statements. 608 ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  Janu ary  2012 7. 4 Data Collection The questionnaires were personally among the 100 teachers who were randomly selected. The researcher personally remained there in order to remove any misunderstanding in the questionnaire. 7. 5.Analysis of Data The data collected were tabulated, analyzed and interpreted in the light of the objectives of the study. Simple percentage was used for analysis of data. 8. Findings 1. 0% teachers are strongly agree, 0% teachers are agree, 0% teachers are somewhat agree. 39% teachers are disagree and 61% teachers are strongly disagree to the statement that â€Å"Teachers of English are qualified and well trained†. 2. 0% teachers are strongly agree, 0% teachers are agree, 0% teachers are somewhat agree, 64% teachers are disagree and 36% teachers are strongly disagree to the statement that â€Å" Teacher of English teaches English in a proper way†. . 45% teachers are strongly agree, 54% teachers are agree, 1% teachers are somewhat agree, 0% teache rs are disagree and 0% teachers are strongly disagree to the statement that â€Å" Teacher of English takes his class regularly†. 4. 52% teachers are strongly agree, 42% teachers are agree, 2% teachers are somewhat agree, 4% teachers are disagree and 0% teachers are strongly disagree to the statement that â€Å" Teachers of English explain difficult words in an easy way†. 5. 6% teachers are strongly agree, 36% teachers are agree, 10% teachers are somewhat agree, 8% teachers are disagree and 0% teachers are strongly disagree to the statement that â€Å" Teachers of English comes with full preparation for his lesson†. 6. 12% teachers are strongly agree, 11% teachers are agree, 2% teachers are somewhat agree, 29% teachers are disagree and 46% teachers are strongly disagree to the statement that â€Å" Audio-Visual aids are used in the teaching of English†. 7. %5 teachers are trongly agree, 5% teachers are agree, 3% teachers are somewhat agree, 37% teachers a re disagree and 50% teachers are strongly disagree to the statement that â€Å" Syllabus of English is lengthy†. 8. 3% teachers are strongly agree, 7% teachers are agree , 14% teachers are somewhat agree, 20% teachers are disagree and 66% teachers are strongly disagree to the statement that â€Å" syllabus of English is difficult†. 9. 3% teachers are strongly agree, 6% teachers are agree, 0% teachers are somewhat agree, 40% teachers are disagree and 50% teachers are strongly disagree to the statement that â€Å" The course is compatible to the present time†. 0. 27% teachers are strongly agree, 13% teachers are agree, 5% teachers are somewhat agree, 20% teachers are disagree and 35% teachers are strongly disagree to the statement that â€Å" There are suitable number of English periods in timetable†. 11. 19% teachers are strongly agree, 31% teachers are agree, 20% teachers are somewhat agree, 10% teachers are disagree and 20% teachers are strongly disagree to the statement that â€Å" The length of time of an English period is suitable†. 12. 3% teachers are strongly agree, 34% teachers are agree, 8% teachers are somewhat agree, 10% teachers are strongly agree and 5% teachers are strongly disagree to the statement that â€Å" Tests are taken regularly in an English class†. 609 ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  January  2012 13. 12% teachers are agree, 8% teachers are strongly agree, 0% teachers are somewhat agree, 43% teachers are disagree and 37% teachers are strongly disagree to the statement that â€Å" teachers of linguistic are present for teaching English†. 4. 40 % teachers are strongly agree, 35% teachers are agree, 10% teachers are somewhat agree, 8% teachers are disagree and 7% teachers are strongly disagree to the statement that â€Å" Headmaster asks about performance from our teacher†. 15. 36% teachers are strongly agree, 28% teachers ar e agree, 6 % teachers are somewhat agree, 20% teachers are disagree and 10% teachers are strongly disagree to the statement that â€Å" Head master takes interest in our English Lesson†. 16. 30% teachers are strongly gree, 21% teachers are agree, 8% teachers are somewhat agree21% teachers are disagree and 20% teachers are agree to the statement that â€Å" duration of the period is reasonable†. 17. 30% teachers are strongly agree, 37% teachers are agree, 7% teachers are somewhat agree, 20% teachers are disagree and 6% teachers strongly disagree to the statement that â€Å" Monthly tests are given at school†. 18. 38% teachers are strongly agree, 40% teachers are agree, 5% teachers are somewhat agree, 10% teachers are disagree and 10% teachers are disagree to the statement that â€Å" period of English lesson begins in time†. 19. 3% teachers are strongly agree, 33% teachers are agree, 4% teachers are somewhat agree, 10% teachers are disagree and 10% teacher s are strongly disagree to the statement that â€Å" English is given importance in the annual progress of the student in school†. 20. 30% teachers are strongly agree, 15% teachers are agree, 30% teachers are somewhat agree, 10% teachers are disagree and 15% teachers strongly disagree to the statement that â€Å" The method of setting English paper is correct†. 9. Conclusions 1. 2. 3. 4. 5. 6. 7. 8. Teacher of English are not qualified and well trained. Teachers of English don not teach English in a proper manner.They are teaching through traditional (grammar translation) method. Teachers of English take their classes regularly. Teachers of English come to class with preparation. Audio- Visual aids are not used in English class. The course is not compatible to the present time. Teachers of linguistics are not present in our schools. English is given importance in the annual progress of the students in school. 10. Recommendations 1. 2. 3. 4. 5. Qualified and well traine d teachers may be appointed for English. Teachers who have command over pronunciation, functional grammar and vocabulary.Teachers of English may use modern teaching method instead of traditional methods. Direct method of teaching English may be used because it is a natural method of teaching a language. Audio visual aids may be used such as language lab; cassette player, computer and English talking dictionary are very helpful in teaching a language. English course may be made compatible to the present time. Native literature should be included in the curriculum instead of foreign, in order to arouse interest of the students. Teachers may be encouraged to get linguistics knowledge. They may be trained in phonology and phonetics. 10 ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  January  2012 References Aggarwal J. C. 1995. Essentials of Examination System, Vikas Publishing House (pvt) Ltd Bhatti, M. A. 1987. Secondary Education in Pakist an: Perspective Planning. National Education Council, Islamabad. Pakistan. pp. 223242. Brutt- Griffler, J. (2002). Word English. A study of its development. Clevedon, England. Multilingual Matters. Government of Pakistan. 1998. National Education Policy ,Ministry of Education , Islamabad,Pakistan. pp. 45-47. Khan, Shafiullah (2007).Failure in the Subject of English at SSC Level . A Master Thesis ,University of Science and Technology ,Bannu. Sabiha Mansoor (2008) Culture and teaching of English as a second language for Pakistani students, Agha Khan University Karachi, Pakistan. Skutnabb-Kangas, Tove (2000). Linguistic Genocide in Education – or Worldwide Diversity and Human Rights? Mahwah, N. J. : Lawrence Erlbaum (also 2008, Delhi: Orient Longman). Kolawole (1997). ‘Essentials of Language Learning and Language Teaching’. In E. T. O. Bamisaiye (Ed. ). Studies in Language and Linguistics. Ibadan: Montem Publishers. Nicholas , H. (1982).A History of Foreign World in English , 48 Governors Street , London , UK. Encyclopedia Britannica. 2005, vol 13. Delhi, India . pp. 12-16. Causes of rising failure of the students in the subject of English (N0=100) Strongly agree =SA, Agree =A, somewhat agree =SWA, Disagree =DA, strongly disagree= SDA SA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Teacher of English is qualified and well trained. Teacher of English teaches English in a proper manner. Teacher of English teaches his class regularly. Teacher of English explains difficult words in an easy way. Teacher of English comes with l preparation for his lesson.Audio-visual aids are used in the teaching of English. Syllabus of English is lengthy. Syllabus English is difficult. The course is compatible to the present time. There is suitable number of English periods in timetable. The time of an English period is suitable. Monthly test are taken regularly in an English class. Teachers of linguistic are present for teaching English. head master asks abo ut our performance from our English teacher The Head master takes interests in our English class duration of the periods is reasonable The 1st quarter, 3rd quarter and annual examination are given in School. he periods begin in time. English is given importance in the annual progress of the students in school. The method of setting the English papers is correct. 0% 0% 45% 52% 46% 12% 5% 3% 3% 27% 19% 43% 12% 40% 36% 30% 30% 38% 43% 30% A 0% 0% 54% 42% 36% 11% 5% 7% 6% 13% 31% 34% 8% 35% 28% 21% 37% 40% 33% 15% SWA 0% 0% 1% 2% 10% 2% 3% 14% 0% 5% 20% 8% 0% 10% 6% 8% 7% 5% 4% 30% DA 39% 64% 0% 4% 8% 29% 37% 20% 40% 20% 10% 10% 43% 8% 20% 21% 20% 10% 10% 10% SDA 61% 36% 0% 0% 0% 46% 50% 66% 50% 35% 20% 5% 37% 7% 10% 20% 6% 7% 10% 15% 611

Different cultures have different truths Essay

â€Å"Different cultures have different truths.† â€Å"A truth is that which can be accepted universally.† What are the implications for knowledge of agreeing with these opposite statements?  Ã¢â‚¬Å"Ye shall know the truth, and the truth shall set yet free.† A powerful, simple statement, taken from the bible. The eternal struggle of mankind, however, has been to find the truth, and this has proven rather difficult. Is there, as suggested in this quote, only one truth? Or are there different truths, dependant on cultural background or society? Unfortunately, the question as it is phrased is flawed. Both statements are false, so any knowledge gained from either one is also false. Truth is not determined by how many people accept something, whether those people all belong to a single culture, or to the whole world. Truth is determined by reality, and â€Å"truth† is the quality of any statement that correctly describes any aspect of reality. If a thing is true, it does not matter if nobody accepts it, it is still true. If a thing is false, it does not matter if everybody accepts it, it is still false. Everyone in the 12th century accepted that the Crusades were for a good cause, although with historical insight we can see that they were not. Another problem with this question is that there is a difference between accepting something and believing in it. People often accept things they are told because authority tells them, or because they do not know enough to find a better answer. Many people are also willing to accept answers because they make them feel good, not because they have any basis in fact. It seems impossible to agree with both of these statements, since they are both false. If, however, we do agree with these two statements, we find that they are mutually exclusive. If we look at them logically, statement A excludes statement B and vice-versa. This means that either one of them is false, or they are both right in certain situations and wrong in others. To answer this question, we must also ask ourselves â€Å"What is truth?† If we define truth as a reality, as something that is always correct no matter what, and as something that can be accepted as fact, than the first statement is cannot be agreed with. If different cultures have different truths on the same subject, than there is no truth. Just because my culture says that the world was created by God in seven days, that does not mean it is the truth. It is what we believe, but that does not make it true. Contrarily, scientists say that we evolved from lesser beings, and that the world was created through a ‘big bang’ which created the universe. This is what they believe to be the truth: it does not mean it is. If nothing can be agreed upon, and there are differing opinions, than there is no truth. The opposite statement, that truth is something that everyone agrees with, is more valid, at least in my opinion. Everyone can agree on some things, and would consider them truths: the world is round, people should be born with two eyes, the Second World War started in 1939. That there is a group agreement on these issues, from both those who are expert on these topics and amateurs, means that we can most likely accept them as being of reality. However, this method also has drawbacks: just because everyone agrees with something does not necessarily make it true. For hundreds of years everyone agreed that the world was flat, although it is not, and with photographs to show it, it has been proven beyond a reasonable doubt. Each statement’s value also depends on what area of knowledge we are considering: for logic-based disciplines, like the Natural Sciences and Mathematics, there should be no differences in what is considered truth. Algebra does not change no matter what country you go to, and neither does the rotation of the earth. Although there may be religious or cultural differences concerning these truths, such as in Kansas where they banned evolution from textbooks, this does not change that the facts are still the same if you talk to people who are knowledgeable about the subject. For disciplines that are based more on perception, emotion, and language it can be much more difficult to come to a conclusion: these cannot be proven with figures and objective data. What is learned in an Ethics class is more a matter of cultural influences. People in Nigeria may believe that they have the right to stone a woman to death for adultery, while in Europe we would consider this a most improper thing to do. In Japan, it is considered rude to look a superior in the eye whist talking to them, but in America it would be considered rude to not face them. Because of these differences, it is most certainly not true to state that â€Å"Looking someone in the eye is rude.†, although that is the truth of the culture. As I said earlier, truth cannot be changed. What would be correct is to state that â€Å"In Japan, looking someone in the eye is rude.† This is true everywhere to everyone. These two statements also come from opposite schools of philosophy: those that believe in subjective truth and objective truth.  To agree with both of these statements is impossible, since they both contradict each other. Agreeing with either of them, however, is also wrong. Even if no one knows the absolute truth about something yet, that does not mean that the present answers are a suitable replacement. Truth does not change, no matter who accepts it.