The Stranger By Albert Camus - 1807 Words

Albert Camus’ novel, The Stranger, follows the story of a young man living in Algeria and his apathetic relation to the world and his life. In the book, the main character and narrator, Meursault goes through his life focusing more on the physical aspects of the world instead of the emotional part of social life. In relation to his own feelings (if he has any), he usually gives bleak descriptions of anything involving social interactions and seems confused by others’ emotions, while giving more elaborate imagery of the physical, such as the experience of his body, the environment, and the weather. Out of the physical elements that Meursault seems to attend to, the sun plays a critical role in the novel by affecting his actions and behavior. Throughout the book the sun acts as not only as a prompt for his actions, but also as a symbol of the universe’s indifference towards humans and the earth, while also acting as a reflection of Meursault’s similar attitu des towards the world around him. His relationship to the sun and the heat it creates is first seen at the very beginning of the book with his mother’s funeral. During the day of his mother’s funeral, Meursault pays more attention to the nature and weather, he enjoys the nice scenery and pleasant elements even though it is supposedly a sad occasion. As the funeral procession goes on, he appears to express no sadness or grief over his mother, and instead finds the harsh heat of the sun bothersome and unbearable. TheShow MoreRelatedThe Stranger By Albert Camus1391 Words   |  6 PagesThe Stranger â€Å"The Stranger,† written by the Algerian writer Albert Camus, is a novel about Meursault, a character who’s different and even threatening views on life take him to pay the highest price a person can pay: his life. This was Camus’ first novel written in the early 1940’s, in France, and it reflects the authors belief that there is no meaning in life and it is absurd for humans to try to find it places like religion. The main themes of the novel are irrationality of the universe and theRead MoreThe Stranger By Albert Camus1495 Words   |  6 Pages Albert Camus said, â€Å"Basically, at the very bottom of life, which seduces us all, there is only absurdity, and more absurdity. And maybe that s what gives us our joy for living, because the only thing that can defeat absurdity is lucidity.† In other terms, Camus is indicating that absurdity affects us all even if it’s hidden all the way on the bottom, but it’s the joy that comes from absurdity that makes us take risks and live freely without any thought or focus. Camus also specifies that the onlyRead MoreThe Stranger By Albert Camus1411 Words   |  6 PagesThe novel The Stranger, written by Albert Camus, encompasses contemporary philosophies of existentialism and absurdism. Existentialist and absurdist philosophies entail principles regarding that one’s identity is not based on nature or culture, but rather by sole existence. The role of minor characters in The Stranger helps to present Camus’s purpose to convey absurdist and existentialist principles. The characters of Salamano and Marie are utilized in order to contrast the author’s ideas about contemporaryRead MoreThe Stranger by Albert Camus720 Words   |  3 PagesAlbert Camus’ portrayal of the emotional being of the main character in The Stranger is an indirect display of his own personal distress. The use of symbolism and irony presented throughout this novel is comparable with the quest for such that death itself would be nonetheless happy. Camus’ irrational concept is based off the exclusion of any logical reasoning behind the events in the text. Meursault’s first impression given to the reader is that of ignorance and a nonchalant behavior to indifferenceRead MoreThe Stranger By Albert Camus1345 Words   |  6 PagesAbsurdism is a philosophy based on the belief that the universe is irrational and meaningless and that the search for order brings the individual into conflict with the universe. Albert Camus’s novel The Stranger is often termed an absurdist novel because it contains the elements of Camus’s philosophical notion of absurdity. Mersault, the protagonist, is an absurd hero that is emotionally detached and indifferent form society. Neither the external world in which Meursault lives nor the internal worldRead MoreThe Stranger By Albert Camus Essay1591 Words   |  7 PagesThe Stranger was written by the French author Albert Camus, and was first published in 1942 in its indigenous French. It’s described as being the most widely-read French novel of the twentieth century, and has sold milli ons of copies in Britain and the United States alone. It’s known by two titles; the other being The Outsider. The backstory to this is very interesting but, more importantly, the subtle difference in meaning between titles suggests certain resultant translative idiosyncrasies whenRead MoreThe Stranger By Albert Camus1628 Words   |  7 PagesAlbert Camus’s novel â€Å"The Stranger† revolves around a young man estranged from society. This man, Monsieur Meursault, lives the majority of his life fulfilling his own physical needs and social obligations, but has little emotional connection to the world around him. Throughout the book Meursault attends his mother’s funeral, begins a serious relationship with his former co-worker Marie, kills a man without motive, goes through trial, and is sentenced for execution. His lack of emotional responseRead MoreThe Stranger by Albert Camus1115 Words   |  4 PagesIn the novel, The Stranger, by Albert Camus, the point lessness of life and existence is exposed through the illustration of Camus’s absurdist world view. The novel tells the story of an emotionally detached, amoral young man named Meursault. Meursault shows us how important it is to start thinking and analyzing the events that happen in our lives. He does this by developing the theme of conflicts within society. Albert Camus’s novel The Stranger portrays Meursault, the main character, as a staticRead MoreThe Stranger By Albert Camus1365 Words   |  6 PagesThroughout The Stranger, Albert Camus uses routinesituations to demonstrate how the protagonist, Meursault is not just another ordinary individual. Camus depicts Meursault as an independent being, disinterested in his surroundings, contrasting him with the majority of his peers. Meursault traverses the entire novel, exhibiting little to no emotion. Instead, he displayscharacteristics synonymous to someone suffering from psychopathy. Regardless of the situation, Meursa ult refrainsfrom assigning meaningRead MoreThe Stranger By Albert Camus Essay1844 Words   |  8 Pagesof the novel, The Stranger, written by Albert Camus, multiple debatable topics have risen. Does Meursault have a heart? Is he an existentialist? Why does he seem to not be phased by his mother dying? This novel is definitely on the more controversial side, which is somewhat strange because although it seems like a novel about almost nothing, everything seems to have a much deeper meaning than it puts off. However, one topic that seems to be overlooked is the fact that The Stranger relates highly to

Symbolism and Irony in The Tell-Tale Heart Essay - 2249 Words

Symbolism and Irony in The Tell-Tale Heart In Edgar Allan Poes short story The Tell-Tale Heart, the author combines vivid symbolism with subtle irony. Although the story runs only four pages, within those few pages many examples of symbolism and irony abound. In short, the symbolism and irony lead to an enormously improved story as compared to a story with the same plot but with these two elements missing. The Tell-Tale Heart consists of a monologue in which the murderer of an old man protests his insanity rather than his guilt: You fancy me mad. Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded . . . (Poe 121). By the narrator insisting so emphatically that he is†¦show more content†¦. . (121). The disease in this case is obviously a severe case of emotions, nervousness among them. Thus, even in the story the narrator realizes that he is overcome by emotions, and as such he must confess the repulsive murder of an unarmed old man. William Bittner mentions how Poe fancies the agony of conscience that leads the murderer to confess (180). It is neither the police nor a witness that dooms the narrator; it is the narrator himself who instigates his own demise. How ironic, and terrifying, it is that a madman who has no need for reason finds it impossible to carry on without justice. In the same sense, The Tell-Tale Heart is a study of terror. Poe formulates the story so that the madman narrator paints a vivid and remarkable picture of the fright of his victim: Presently I heard a slight groan, and I knew it was the groan of mortal terror. It was not a groan of pain or of grief--oh, no!--it was the low stifled sound that arises from the bottom of the soul when overcharged with awe. I knew the sound well. Many a night . . . the terrors distracted me. (122) This leads Arthur Hobson Quinn to surmise that the intense picture of terror was so graphic because the narrator himself suffered causeless terrors in the night. Quinn further infers that the narrator has a deep sympathy for the old man, even though the narrator is scheming to kill the old man (394). The study of terror is Poes style throughout the shortShow MoreRelatedRole of Realism in Edagar Allan Poe ´s The Tell Tale Heart and The Cask of Amortillado1014 Words   |  5 Pagesâ€Å"The Tell Tale Heart† and â€Å"The Cask of Amontillado† written by Edgar Allan Poe are dark short stories relevant to murder, revenge, and mystery. Poe writes both stories in a Gothic style in order to deal with ideas of realism. One may ask were the murders and punishments justifiable in either short story? One may also ask did Poe accurately depict realism in each story? Realism, defined as a technique in literature that accurately represents everyday life, is questioned in Poe’s works: â€Å"The Tell TaleRead MoreThe Tell Tale Heart By Edgar Allan Poe819 Words   |  4 Pagesthe Tell-Tale Heart, Edgar Allan Poe uses irony, imagery, and symbolism to show that a guilty conscience can greatly alter ones perceptions. Throughout the short story published in 1843 Poe successfu lly shows to what extent a guilty conscience and heart can do to someone. While trying to prove his sanity the narrator dives into the abyss of insanity itself. The narrator commits a heinous murder and is then driven to insanity by the ticking of the dead mans heart. Irony, imagery, and symbolism showRead MoreThe Tell Tale Heart By Edgar Allen Poe1703 Words   |  7 PagesIn â€Å"The Tell Tale Heart†, by Edgar Allen Poe, the narrator both experiences guilt from killing the old man in which he cared for and also the constant plea of proving his sanity. The narrator one day decides that he should kill the old man in which he cares for, due to the fact that he had an evil eye. Though insane and bizarre, the narrator thinks that he is not crazy; he just has heightened senses that allow him to hear things that no human could ever hear. The telling of the story from whateverRead MoreThe Cask Of Amontillado By Edgar Allan Poe707 Words   |  3 Pagesthe carnival season, Montreso r meets with Fortunato and decides to implement his plan carefully through irony. Poe s story describes the murderer s mind which has lived as a memory of Fortunato s death for fifty years. Poe uses different types of irony and symbolism in the conversations between Montresor and Fortunato which are discussed in the following paragraphs. First, Poe uses dramatic irony in the story. For example, Montresor expresses concern about Fortunato s and says, Come, I said, withRead MoreThe Tell-Tale Heart - Critical Analysis1277 Words   |  6 PagesImagine the sight of an old mans eye, vulturous, pale blue, with a film covering it. Could this drive ones self so insane that one would murder a man because of it? This is the event that occurs in Edgar Allen Poes vivid tale The Tell-Tale Heart, from the book Designs For Reading: Short Stories. br brEvery night at precisely midnight, the narrator, who remains nameless and sexless, but for the sake of this essay I will refer to as he, ventured into the old mans room without making a soundRead MoreThe Casket Of Amontillado . Edgar Allan Poe’S â€Å"The Cask1680 Words   |  7 PagesThe Casket of Amontillado Edgar Allan Poe’s â€Å"The Cask of Amontillado† is a short story illustrating how pride leads to the downfall of two men. At the story’s heart is the tale of Montresor, the protagonist, getting revenge on a former friend, Fortunato. Poe’s characterization of Montresor shows a sinister, proud man, obsessed not only with his revenge but also not getting punished himself. â€Å"It must be a perfect revenge, one in which Fortunato will know fully what is happening to him and in whichRead MoreThe Tell Tale Heart And The Birth Mark Only A Couple Of Months Apart1428 Words   |  6 PagesContemporaries Edgar Alan Poe and Nathaniel Hawthorne published their respective short stories The Tell-Tale Heart and The Birth-Mark only a couple of months apart. The Tell-Tale Heart is the personal account of a young man’s descent into madness as he becomes increasingly fixated on the eye of an older man, presumably his father. Similarly, The Birth-Mark narrates the story of a young couple, Aylmer and Georgiana, and how the latter’s birthmark becomes the obsession of the former. Poe and Hawthorne’sRead MoreAnalysis of The Tell Tale Heart by Edgar Allen Poe Essay942 Words   |  4 PagesImagine the sight of an old mans eye, vultures, pale blue, with a film covering it. (Farooq). Could this make one’s self so insane that one would murder a man because of it? This is the event that occurs in Edgar Allen Poes The Tell-Tale Heart. Every night at midnight, the narrator, ventured into the old mans room without making a sound, to observe the very eye at which made his blood run cold. The old man did not suspect a thing. During the day the narrator continued to go about his dailyRead MoreGothic Literature: A Rose For Emily, The Tell Tale Heart, and Daddy976 Words   |  4 PagesIn William Faulkner’s, â€Å"A Rose for Emily, Edgar Allan Poe’s â€Å"The Tell Tale Heart,† and Sylvia Plath’s â€Å"Daddy†, are endowed with many features that contribute to their gothic form and success. Faulkner’s,† A Rose for Emily† is characterized by a powerful imagery, plot and setting which are interwoven to create a gothic feeling. The story unfolds in Jefferson, the living fragments of a land that is plagued with civil war. Among the remains of Jefferson is Emily’s house which appears to be the summaryRead MoreThe Tell Tale Heart Analysis1071 Words   |  5 PagesName: Kabita Budhathoki Class: English 1302-63501 Professor: Derec Moore Date: 10/5/2017 The Tell - Tale Heart The Tell-Tale Heart is a short story written by Edgar Allan Poe which reflects the story of an unnamed narrator about his internal conflict and obsession. This story demonstrates the imagination power of a person and how imagination can affect an individual’s life. Here in this story, the narrator commits a murder of an old man with whom he used to live with an unclear

Nigerian Economy Macroeconomic Analysis Free Essays

sisNigeria – Country Report 2012 61310039 Indian School of Business 7/6/2012 Contents Economic Overview3 Gross Domestic Product (GDP)3 GDP Composition4 Inflation4 Shadow Economy5 Trade Overview5 Foreign Debt7 Labor Market Human Capital7 Population and Income Inequality8 Unemployment9 Currency10 Money Supply and Monetary Control10 Fiscal policy12 Exchange rates12 Interest Rates13 Foreign Direct Investment14 Globalization and Comparative Advantage14 Conclusion15 References16 Economic Overview Nigeria’s economy is estimated to be worth about $262bn, making it one of the largest economies in Africa. The estimates and analysis of various indicators is discussed in the later sections. The country has fared better than many other countries during the global economic downturn, but systemic problems in infrastructure and the labor market mean that its position in the Economist Intelligence Unit’s global rankings remains towards the bottom during the forecast period, at 75th out of 82 countries. We will write a custom essay sample on Nigerian Economy: Macroeconomic Analysis or any similar topic only for you Order Now Efforts to create a significantly more attractive business environment are likely to produce only modest results owing to the slow pace of more fundamental reforms. Nigeria has taken steps to simplify trade by working on its tariff structure. However, there is still a protectionist sentiment in the country. Cross border smuggling is still a major concern and is liable to remain an important feature of the Nigerian economy. The capacity and efficiency of Nigerian ports (Trade) have improved following the implementation of an ambitious concessioning program that transferred management of terminals to private operators. However, although the reforms have improved port operations and ship turnaround times, there remains the problem of corruption in the customs service, which can complicate and delay the clearance of goods. Gross Domestic Product (GDP) The latest GDP projection data as brought out by World Bank is $ 268. 5 billion (2013 F) and the country population is projected at 175 million translating into a GDP/Capita to 2,213. The Real GDP Growth for Nigeria has been at 6. 8 %. However, considering the disparity in the country’s infrastructure viz-a-viz other Asian developing nations the growth rate is not enough for substantial improvement. Nominal GDP| 2007| 2008| 2009| 2010| 2011| 2012(F)| 2013(F)| US$ bn| 166. 5| 208. 1| 169. 4| 196. 3| 244. 2| 262. 4| 268. 5| N bn| 20,941| 24,665| 25,225| 29,498| 37,590| 42,877| 46,720| Real GDP growth %| 6. | 6| 7| 7. 8| 7. 4| 6. 4| 6. 9| Source: Economic Intelligence Unit| GDP Composition In Nigeria, the Investment component of the GDP as compared to the private consumption and government is very low, hovering at 17 % approximately. A developing market is required to invest around 40 to 50% of GDP in capital investment for successive number of years. However that is not seen wit h Nigeria. Hence, the prospect of Nigeria as an investment destination appears to be grim in the near future. | 2007| 2008| 2009| 2010| 2011| 2012 F| 2013 F| Private consumption| 6. 6| -34. 3| 6. 4| -26. 7| 11. 8| 9. | 10. 4| Government consumption| 90. 8| 4. 4| -8. 1| 17. 8| 12| 8. 5| 8| Gross fixed investment| 24. 5| -6. 8| 9. 1| -3. 6| 6. 5| 6| 6. 5| Exports of goods services| -11. 7| 43. 4| -30| 11. 4| 11. 9| 10. 4| 12. 4| Source: Economic Intelligence Unit| The graph below gives the GDP contribution – Industry wise for Nigeria. Crude is one of the major contributors to the GDP. Hence, and rate fluctuations in the price of crude oil have added volatility in the Nigerian GDP. Inflation Despite monetary tightening carried out by the CBN in 2011, the forecast for inflation remains negative. Inflation is expected to increase to 12. 7% in 2012. Fiscal laxity by the states is one of the main reasons for this. In addition, the payment of the newly instituted minimum wages and the injection of funds into the bailed out banks, inflationary pressure is bound to continue for the rest of the year. It is expected moderate only in 2014 as a result of moderation in commodity prices. The April 2012 inflation data as obtained shows a Month-on-month inflation to be (0. 13%), Year-on-Year (12. 9%), 12-Month Avg. Chg. (11. 1%). The inflation rate is exceedingly high and is detrimental towards investment in the country. The Consumer Price Index and Nigerian Inflation rate is shown below. Source: Economic Intelligence Unit Shadow Economy The untaxed and unregulated revenues – by some estimates – account for between 40% and 45% of gross domestic product (GDP). Nigerians make most of their living, as street hawkers, minibus drivers, money changers or market traders. In spite of the abysmal performance of the country’s economy, poor infrastructure and unfriendly business environment Nigeria has huge potentials to be tapped because of its huge deposits of Natural Resources nd population that can be gainfully employed. The black economy accounts for a large part of the Nigerian economy. Trade Overview Nigeria has considerable natural resources such as oils, and the revenue from oil exports forms a major chunk of the Government fund. Nigeria has recently started a sovereign wealth fund and the excess returns from oil exports viz-a-viz projected returns is directed to this sovereign fun d. This fund is building up at a slower pace as the revenue is being directed towards meeting government excess spending to meet the countries capital requirement. The country has been putting efforts to tighten the fiscal policy and the same has been reflected in their medium-term expenditure framework. The country has projected a year-on-year budget deficit of 1% of GDP. However, from the recent trends it appears that Nigeria will be able to sustain a year-on-year budget deficit of 2% given the prices of oil remain stable even though the current European turmoil and a slowdown in china can push oil prices down and lead to further increase in Nigeria’s Fiscal deficit. Nigeria intends borrowing from the international capital market for meeting its capital expenditure requirement in the near future. The total value of Nigeria’s exports in the first quarter of 2012 is at about USD 30 billion, the exports to India has reached USD 4. 2 billion, compared to USD 3. 7 billion credited to the US in the period under review. Nigeria’s export to India is mostly crude oil and cashew nuts while India exports pharmaceutical goods, machinery, electronics and rice. The US was trailed by the Netherlands with USD 2. billion, followed by Spain with USD 2. 4 billion and Brazil which recorded USD 2 billion. Nigeria is a member of the WTO and does not impose permanent import restrictions however it has a huge banned list of import goods which coupled with ad valorem tariffs have given rise to increase in smuggled goods. As such the restrictions do not seem to have benefited the local industries. There are specially designated export processing zones which provide benefits from tax, duties, foreign exchange restrictions and import-export restrictions. The Nigerian Export Credit Guarantee and insurance corporation (Nexim) provides insurance under the government’s export guarantee scheme. This has helped exporters in raising funds at subsidized rates for refinancing. Nigeria figures 133rd on the Doing Business in Index among 183 world economies and 15th among the 46 sub Saharan African economies. The trade balance of Nigeria for period 2007 to 2011 and forecasted data for 2012 and 2013 is given below. | 2007| 2008| 2009| 2010| 2011| 2012(F)| 2013(F)| Trade balance| 37,748| 45,885| 25,342| 20,237| 34,528| 34,131| 28,778| Goods: exports fob| 66,040| 85,729| 56,121| 73,698| 103,847| 114,068| 111,836| Goods: imports fob| -28,291| -39,844| -30,779| -53,461| -69,319| -79,937| -83,058| Services balance| -16,902| -22,113| -16,479| -19,231| -24,761| -24,278| -25,914| Income balance| -11,747| -15,059| -14,404| -18,623| -22,905| -20,913| -24,624| Current transfers balance| 18,545| 19,366| 18,694| 20,092| 25,004| 27,387| 28,562| Current-account balance| 27,643| 28,079| 13,153| 2,476| 11,867| 16,327| 6,802| Source: Economic Intelligence Unit| Nigeria and its neighboring African nations have imposed strong continental Trade Barriers which is depriving the continent of new sources of economic growth, new jobs and leading to a sharp fall in poverty and other factors. However, many African countries are losing several billions of dollars in potential trade earnings every year, because of high trade barriers with neighboring countries. It is easier for Africa to trade with the rest of the world than with itself. The Policy progress in the nation has been restricted due to political instability and tussle between the presidency and senior economic team. Policies towards changes in exploiting the proceeds from fuel exports are always the concern restricting policy improvements. The country has huge limitation in the power sector and the government has initiated privatization program focused mainly on the power sector, However the progress has been slow as a result of private-sector reluctance, the various vested interests involved and strong union opposition. This is limiting foreign investments in Nigeria. Nigeria urgently requires Tax reform for attracting investments in the country and this policy reform is high on the political agenda. However due to conflicting interests and the fragile nature of the Nigerian administration reforms are expected to be slow. Foreign Debt Due to the economic slowdown public sector revenue and expenditure has contracted in the past 3 years. As a result of the budget deficit, infrastructure is facing acute shortage which is mostly financed by internal public borrowing while also seeking access to external funding. The Nigerian government has set on the path of prudent reforms to reduce total spending while improving funding for capital requirements for efficient spending that will translate to long term economic growth. The government also launched a Euro denominated bond in 2011 and expects to return to the international debt capital markets again in the next few years. Labor Market Human Capital The education system of Nigeria is in a poor state unable to meet the educational requirement of the country. There are currently only 46 tertiary institutions in Nigeria providing education covering all functional areas. Out of the 42m Nigerian children who ought to be in primary school, less than 24m are in school. Out of the 33. 9m children of secondary school age, only 6. 4m are in secondary schools. The pass rate for JAMB examinations is about 20% – indicates poor quality of secondary school graduates. The educational system has not been tailored to meet developmental needs of the nation. Any foreign investment has to transfer both funds and human capital to the country. There are no improvements visible in the near vicinity. The Nigerian Labor market is marred with constraints and there appears little prospect in the near future of resolving many of the key constraints to improving the labor market in Nigeria. Most of the talented Nigerians prefer to move out of the country and the country is suffering from a ‘brain drain’. Nigeria has a large number of very capable professional and highly skilled workers in a range of sectors. Unfortunately for the country, large numbers, particularly in the medical profession, live and work overseas, and the restoration of civilian rule in 1999 has failed to bring an end to the brain drain’. Although labor law reform in 2005 weakened the capacity of the unions to organize political or sympathy strikes, the labor movement remains powerful, capable of organizing paralyzing national strikes. Value of indexa| | Global rankb| | Regional rankc| | 2006-10| 2011-15| 2006-10| 2011-15| 2006-10| 2011-15| 4. 4| 4. 6| 80| 80| 16| 15| a Out of 10. b  Out of 82 countries. c  Out of 17 countries: Algeria, Bahrain, Egypt, Iran, Israel, Jordan, Kuwait, Libya, Morocco, Qatar, Saudi Arabia, Tunisia, UAE, Angola, Kenya, Nigeria and South Africa. Source: Economic Intelligence Unit| Population and Income Inequality The population in Nigeria is growing at a very fast pace, but given the poor state of the countries health care and educational system, this is only constraining the already dismal state of the country the growth rate is presented below, the high rate of population growth and the deteriorating state of infrastructure is not conducive enough for enticing foreign investment. Population (Million)| 2006| 2010| 2015| Total| 140. 4| 152. 2| 166. 7| Period averages (%)|   | 2006-10| 2011-15| Population growth|   | 2. 1| 1. 8| Labor force growth|   | 2. 4| 1. 9| Source: Economic Intelligence Unit| Poverty in Nigeria remains significant despite high economic growth. Nigeria retains a high level of poverty, with 63% living on below $1 daily, implying a decline in equity. There have been attempts at poverty alleviation, but the inequality has been rising. Income inequality worsened from 0. 43 to 0. 49 between 2004 and 2009. This is correlated with differential access to infrastructure and amenities. In particular, there are more rural poor than urban poor. This primarily results from the composition of Nigeria’s economy. Oil exports contribute significantly to government revenues and about 15% of GDP, despite employing only a fraction of the population. Agriculture, however, contributes to about 45% of GDP, and employs close to 90% of the rural population. This incongruence is compounded by the fact that oil revenue is poorly distributed among the population, with higher government spending in urban areas than rurally. High unemployment rates have rendered personal incomes even more divergent. The graph below gives a comparison of the population below poverty line in relation to the total  Nigerian population. Data Source: Economic Intelligence Unit Unemployment According to the ‘2011 Annual Socio-Economic Report’ released by the Nigerian Bureau of Statistics, the total number of unemployed people have increased from approximately 7 million in 2006 to 16 million in 2011. In 2011, approximately 2. 1 million people were newly unemployed. The report has also predicted the new entrants into the unemployed pool to be around 8. 5 million in 2015. The increase is also interestingly explained by the tendency of Nigerian university graduates to stay away from labor intensive work. They are now ready to wait for a white collar job thus resulting in the entry of new university graduates into the unemployment pool. The total number of employed labor force has remained fairly constant from 2006 to 2011 at around 51 million. However, 10 million new people have been added to the labor force during 2006-2011. The increase in labor force could be explained by the steady increase in the number of universities, polytechnics and colleges of education. While the enrollment in universities and polytechnics has decreased from around 460,000 in 2006 to 340,000 to 2011, enrollment in colleges of education has increased during the same period. Whereas the enrollment in state and federal institutions has decreased during 2006-2011, enrollment in private institutions has increased steadily. According to the report, the increase in unemployment rate has been kept in check by Nigerian government’s employment policies. The unemployment rate in rural areas was 25. 6% and 17. 1% in urban areas. The total national unemployment rate was 23. 9% in 2011. Total unemployment rate amongst males was 23. 5% in 2011 while the same rate amongst females was 24. 3%. The report explains that married women who previously stayed out of the labor force have now started entering the market for jobs due to a raise in claim for financial independence. More women are also now forced to enter the labor market because of the need to supplement the income of males in families. The unemployment rate has been consistently growing in Nigeria due to lack of industries, political stability and a myriad of other reasons. Unemployment is leading to crime and shadow economy which is further hindering investments in the country. Data Source: Economic Intelligence Unit Currency The Legal Tender followed in Nigeria is the Naira (sign:  ? ;  code:  NGN). The Central Bank of Nigeria referred as CBN is the sole authority responsible for issuing and maintaining the volume of the currency in the Nigerian economy. The currency was adopted by Nigeria on 1st Jan 1973 replacing the pound that was being followed since the colonial days. Money Supply and Monetary Control The Central Bank of Nigeria (CBN) is the central bank of Nigeria. Since the global financial crisis of 2008-09, maintaining adequate liquidity and averting a total collapse of the banking system has been the main focus of the CBN. The CBN uses the Monetary Policy Rate (MPR) to anchor short term money market rates and other interest rates in the economy. Open market operations conducted through the Treasury Bills auction is the major instrument of monetary policy. The CBN also uses discount window operations (including standing lending and deposit facilities, repo and reverse repo operations) and Cash Reserve Ratio (CRR) in monetary management. The banking crisis of 2009 and the subsequent reform initiated in the banking sector has complicated the monetary policy. The central bank also ensures that there is sufficient lending in key sectors such as agriculture. Since 1977, Nigeria has had an Agric Credit Guarantee Scheme (ACGS) under the management of the central bank. The Central Bank of Nigeria (CBN) is responsible for maintaining a balance between its objective of managing inflation and the government’s aim of reducing the cost of borrowing by the private sector to encourage investment in productive activities. The CBN is currently pursuing the former objective, having increased its prime interest rate six times during 2011: the Central Bank is attempting to counter what it sees as high inflationary expectations embedded in the system. As the forecast period progresses and the inflation outlook improves, the focus of the CBN will return to easing monetary policy and boosting lending to productive sectors. Nevertheless, this has been complicated by the banking crisis of 2009 and the subsequent reform program put in place by the Central Bank, which is likely to mean that risk aversion among the banks persists into the first part of the forecast period at least. Below is the summary of the key Monetary Indicators for Nigeria. Monetary indicators| 2007a| 2008a| 2009a| 2010a| 2011a| 2012b| 2013b| 2014b| 2015b| 2016b| | Exchange rate N:US$ (av)| 125. 8| 118. 5| 148. 9| 150. 3| 153. 9| 160. 7| 174. 0| 172. 0| 174. 0| 176. 0| Exchange rate N:US$ (year-end)| 118. 0| 132. 6| 149. 6| 150. 7| 158. 3| 170. 8| 173. 0| 173. 0| 175. 0| 177. 0| Exchange rate N:â‚ ¬ (av)| 172. 44| 174. 33| 207. 46| 199. 42| 214. 19| 209. 71| 224. 46| 217. 58| 215. 33| 221. 76| Exchange rate N:â‚ ¬ (year-end)| 173. 66| 184. 49| 215. 49| 201. 31| 210. 42| 221. 23| 222. 31| 215. 39| 219. 63| 223. 02| Real effective exchange rate, CPI-based (av)| 38. 05| 42. 32| 38. 59| 42. 11| 42. 74c| 46. 39| 46. 44| 50. 42| 53. 60| 56. 5| Purchasing power parity N:US$ (av)| 71. 31| 80. 30| 88. 60| 99. 68| 115. 8c| 120. 9| 121. 0| 123. 9| 129. 2| 136. 3| Money supply (M2) growth (%)| 58. 1| 53. 6| 20. 6| 3. 7| -0. 5| 8. 7| 20. 5| 19. 6| 17. 5| 18. 5| Domestic credit growth (%)| 358. 3| 55. 9| 41. 1| 14. 1| 28. 1| 7. 9| 21. 5| 20. 7| 18. 2| 17. 7| Commercial banks’ prime rate (av; %)| 16. 9| 15. 5| 18. 4| 17. 6| 16. 0| 16. 0| 14. 0| 1 3. 0| 13. 5| 13. 8| Deposit rate (av; %)| 10. 3| 12. 0| 13. 3| 6. 5| 5. 7| 6. 0| 5. 8| 5. 8| 5. 8| 5. 5| Money-market rate (av; %)| 6. 9| 8. 2| 3. 8| 3. 8| 8. 5c| 8. 8| 7. 0| 6. 5| 6. | 6. 0| a  Actual. b  Economist Intelligence Unit forecasts. c  Economist Intelligence Unit estimates. Source: EIU| Fiscal policy While Nigeria’s fiscal policy during the last half of the decade has been favoring expansive expenditure in the productive sectors, there is growing pressure to introduce tough, unpopular market reforms to tighten the fiscal policy. However it will be difficult to do so considering the different interest groups that the government needs to placate and wider legislature that favors greater government expenditure to counter the crippling infrastructure deficit. Even as investment in infrastructure remains critical, how the government manages to bring down the share of recurrent expenditures while improving the quality of capital expenditure is the key challenge. Another challenge for the government will be how it manages its dependence on oil prices, the key component of its revenue. A return to recession in Europe or a less than expected growth in China could bring down the oil prices. Exchange rates The Central Bank of Nigeria (CBN) has been responsible for managing the exchange rate and this was being done by auctioning of foreign currencies. The CBN sets the exchange rate. However, Nigeria’s currency fluctuations is correlated to fluctuations in the oil prices. In 2007, the Naira saw significant appreciation viz-a-viz the dollar due to increase in Global crude prices. Nigeria’s central Bank intends making the Naira exchange rates floating and policy decisions are being formulated towards this objective. The CBN also intends to make the exchange rate independent to the extent possible and aims at intervening only to meet defined policy objectives. The country has seen a huge depreciation of the Naira in the past 3 Decades, presently owing to the stable and strong crude prices the currency is considerably stable but is forecasted to slip further if the Global Economic crisis continues to deter. Source: http://www. exchangerates. org. uk/ Interest Rates The CBN kept its benchmark interest rate at 12%. The CBN will find it hard to balance its objective of managing inflation and the government’s aim of reducing the cost of borrowing by the private sector to boost investment. Nigeria has seen a slowdown in economic growth in its economy as a result of slackening in global economic activities. As the tight liquidity condition persists, short term interest rates have been rising for the past couple of years. Another cause of concern for the CBN was the slowdown in interbank lending, which prompted the CBN to guarantee placements in the interbank market. This also helped bring down the interest rates in the short term money markets, such as the interbank call rates. The above table indicates the Monetary Aggregates and Interest Rates as obtained in 2010. Foreign Direct Investment Although the government will continue to welcome foreign direct investment (FDI), the level of FDI outside the oil and gas sector will remain low in relation to the potential size of the market. This reflects the complexities of the local business environment, together with the bureaucracy, corruption, low productivity, poor infrastructure and low income levels that restrict the potential market. The salient feature of the policy is enumerated. Full foreign ownership is allowed in all sectors apart from banking, although the Central Bank of Nigeria (CBN) has been more relaxed on the issue since the 2009 crisis in the sector and the subsequent need to recapitalize the affected banks. A new bill proposes to outlaw discretionary awards of oil and gas contracts, and stipulates that licenses must be given through â€Å"open, transparent and competitive† bidding processes. Nevertheless, a number of Asian investors, from China, India and South Korea in particular, who have shown keen interest in entering Nigeria on the basis that they concurrently develop local infrastructure, may still find themselves the preferred bidder on new acreage. There is also likely to be a continued bias towards policy favoring local business, as evidenced by the recent local content bill for the oil industry that gives indigenous firms priority in the awarding of oil concessions and requires foreign companies to employ more local staff. As a result, and with other countries set to improve more rapidly, Nigeria will slip in the global rankings from 67th to 71st out of 82  countries, and from 12th to 13th in the Middle East and Africa region. Value of indexa| | Global rankb| | Regional rankc| | 2006-10| 2011-15| 2006-10| 2011-15| 2006-10| 2011-15| 5. 1| 4. 6| 67| 71| 12| 13| a Out of 10. b  Out of 82 countries. c  Out of 17 countries: Algeria, Bahrain, Egypt, Iran, Israel, Jordan, Kuwait, Libya, Morocco, Qatar, Saudi Arabia, Tunisia, UAE, Angola, Kenya, Nigeria and South Africa. Source: Economic Intelligence Unit| Foreign direct investment, net inflows (% of GDP) in Nigeria was 2. 99 as of 2010. Its highest value over the past 40 years was 8. 28 in 1994, while its lowest value was -1. 15 in 1980. The below outlines the Annual inflows of FDI along with its percentage composition of the gross fixed investment. (US$ m)| 2006| 2007| 2008| 2009| 2010| 2011| 2012| 2013| 2014| 2015| Annual inflows of FDI| 4,854| 6,035| 5,487| 5,787| 3,000| 3,500| 6,000| 7,500| 7,250| 7,250| % of gross fixed investment| 40. 4| 39. 7| 32. 1| 35. 3| 13. 7| 14. | 20. 5| 20. 9| 16. 8| 14. 2| Source: Economic Intelligence Unit| Globalization and Comparative Advantage Nigeria has not benefited considerably from globalization due to mono-cultural export, inability to attract increased foreign investments and huge indebtedness. And the way forward for Nigeria is to focus towards diversification of exports, debt reduction and expand developmental cooperation. Nigeria got connected to the res t of the world with the arrival of British in the Year 1539 and by the 1800’s Nigeria was under complete control of the British Empire. And since then Nigeria’s trade has been heavily dependent on British trade. Nigeria has been a country rich in natural resources and traded these resources for weapons and tools. This asymmetric trade is the reason for the wide variance in the distribution of the nation’s wealth. The country received its independence in 1960 and during that time the Farm products was its major export. Post-independence, farm products constituted the major portion of Nigeria’s Trade. The six major agricultural products then were cocoa, rubber, palm oil, groundnut, cotton and palm kernel. And this constituted 69. 4% of its total GDP for the year 1963/64. The other contributor to exports was oil. However, during that period oil was priced low at $3. 8 per barrel and thus was not much lucrative. The 1970’s saw Nigeria’s fortune turn with the jump in fuel price by almost 4 times. Nigeria had high grade petroleum reserves and these reserves were easier to extract. The petroleum price rose to $14. 7 per barrel by January 1974 and rates continued to soar reaching a high of $38. 77 per barrel in 1981. Within the same period, total revenue from oil rose correspondingly. By 1978, oil contributed 89. 1% of Nigeria’s export and in the same year contribution from agriculture plummeted to 6. 8% of exports. The overdependence of the country’s economy on oil exports has seriously hindered the development in other spheres. Globalization poses a multitude of challenges on Nigeria. The countries very poorly on education, health, agriculture and industrial development and therefore it is imperative that Nigeria focuses on these area to fundamentally transform the nation. The country requires focusing on technological development and science and Technology are required to be central theme of their Developmental Strategy. The Country also requires focusing on basic Infrastructure such as power supply and telecommunications and these must exist regularly and uninterruptedly. Also, industrialization, including manufacturing and fabrication must be brought in at the center place. There is a need to revitalize agriculture by utilizing the technologies in the field and shifting to mechanized farming. Conclusion There is an element of risk of doing business in Nigeria even though the debt of the country is in a manageable state. A prolonged European crisis and a slowdown in China will lead to dip in oil prices and Nigeria will face difficulties in meeting its deficit requirements. The currency of Nigeria-Naira is currently seen stable and after depreciating by an average of 6. 3% per year in 2012-13 to N174:US$1, the naira is expected to moderate more gently in subsequent years, to N176:US$1 in 2016, though the currency has seen a continuous downslide when data is compared for the last three decades. After the Banking crisis of 2009, the banking sector is skeptical on lending to private sector, however the confidence is returning. The political risk of the country is seen as high due to factions in the government and the rise in Islamist fundamentalism. Piracy is also a major phenomenon in the Gulf of Guinea which makes Nigeria’s coastline a risky shipping port. Nigeria declared a state of emergency in January 2012 in the northern parts due to a recent spate of terror attacks; however no civil war or major instability is expected in the short run. The government has been accused of largely ignoring public grievances like unemployment, poverty, inequality in wealth and corruption. Unless the government steps up to address these issues and establish credibility there is risk of escalation. The President Mr. Good luck Jonathan has recently commissioned investigations into allegations of corruptions in the oil subsidies and replaced the Chief of the Police for failing to root out infiltration by the insurgents into the government offices. However the effectiveness of these measures will depend on their enforcement. The future of the Nigerian economy therefore depends on stabilizing governance and enabling the parliament to unlock major reforms in the Oil and Gas sector. References 1. Economic Intelligence Unit – (http://country. eiu. com/Nigeria) 2. CBN Monetary Survey 3. Exchange Rates – (http://www. exchangerates. org. uk/) 4. Shadow Economy Reference – (http://news. bbc. co. uk/) 5. Currency Reference – (http://www. cenbank. org/) How to cite Nigerian Economy: Macroeconomic Analysis, Essay examples

Intention to Create Legal Relations

Question: Discuss about theIntention to Create Legal Relations. Answer: Introduction Agreements are not unique. In every place where there is more than one person, they must make an agreement. Among other elements of a contract, contract law require looks whether the parties had the intention to create a legal relation when they were making their agreements. For a thorough analysis, this paper will use a case study of Caro and Max to look at the application of intention to create legal relations.' Carol and Max Case The main issue in this question is under intention to create legal obligations in a contract. English law requires that there must be an intention for the parties to be legally bound by their agreement. The law of contract uses tests that the courts apply to determine whether the parties intended to be bound by their promises legally. One of the tests is the courts take an objective approach[1] This test looks at what the individuals said and did, plus what transpired after the agreement. Lord Clarke said[2] Whether there is a binding contract between the parties and, if so, upon what terms depends upon what they have agreed. It depends not upon their subjective state of mind, but upon a consideration of what was communicated between them by words or conduct, and whether that leads objectively to a conclusion that they intended to create legal relations and had agreed upon all the terms which they regarded or the law requires as essential for the formation of legally binding relations. The reason why courts use this approach is that the parties disputes come after finalizing their agreements. The objective approach is not much difference with what courts call a reasonable mans perspective.[3] Objective approach relies on two distinctions; agreements originating from a domestic or social setting, and agreements coming from commercial context.[4] Where agreement seems to have been made within social and domestic settings, the presumption is that the parties never meant to create a legally binding agreement.[5] For example, in the case Jones v Padavatton, the court found that the agreement was not enforceable.[6] In most cases, family agreements like father and son or husband a wife follow this course. However, sometimes this presumption extends to agreements between friends or workmates. A good example is the case of Hadley v Kemp, the court stated that an oral agreement needed to be spoken with the intention to bind the parties legally, but since the parties had bee n acquaintances back from their school days, their relationship was distancing from that of business.[7] So there was no cost sharing of the profits. However, at some point, the court can quash this assumption. This case happens when the parties designate a clear indication of an intention to be bound. The court considers three things. One is the manifested intentions, the content of the agreement and lastly, the facts encompassing the case. For instance; where commercial matters encompass the agreement. In Simpkins v. Pays the court found the agreement binding.[8] This case concerned a Lodger suing a Woman and her granddaughter after she refused to share the prize yet they had played together. A similar decision was held for Archbishop Ermogenous.[9] The considered the issue of PAYE deductions and salary, these were used to give an insight that there was employment and therefore the parties intended to have a legal binding agreement. Where the agreement arises from a commercial environment, the presumption is that the parties intended to create a legal relationship[10]. A helpful example is the case of Esso Petroleum Ltd v Commissioners of Customs and Excise.[11] This case developed after Esso started a sales promotion program whereby they offered garage owners a free World Cup coin for every four gallons of petrol. The Customs and Excise were concerned with their operation and wanted to claim the purchase tax on the sale of the coins. The House of Lords concluded that Esso had adopted the method as a way to gain more sales, meaning there was an intention to create a legal enforcement and were supposed to pay tax. Likewise, in comparison with to the case of Caro and Max, it can be argued that their agreement is legally binding. Taking the example of Esso Petroleum, Max wanted to increase his sales, so the agreement was all about business matters.[12] Additionally, Miller and Jentz suggested that when looking for objective facts, there is a need to look at the words of the parties while negotiating the agreement, the action that took place after the negotiation, and the circumstances both prevailing and surrounding the transactions in question.[13] This notion, makes the intention for an enforceable agreement very clear. First of all, even though they met in a social place and the root of their friendship comes from a social network (LinkedIn), the primary intention that drove Max to know Carol was for business and not other matters. A reasonable man knowing that Max looked for Carol because of Maxs business hardships would not think that the meeting was about anything except business. So with this reasoning, the meeting was encompassed by financial circumstances. Secondly, by analyzing what happened after the meeting particularly the act of Max sending Carol $1200, this makes a proof that the negotiation was a commercial matter. Thirdly, the court can apply the reasoning of Devlin J.[14] If Max would not have sent the money if the agreement between him and Carol was not enforceable. Element for an Enforceable Agreement Between Max and Carol This issue is a matter of testing whether the agreement between Max and Carol contained all the elements of a legitimate or binding agreement. To start, an enforceable agreement should encompass an offer made by the offeror, andd the offeree replying with acceptance. An offer constitutes three elements. Common law dictates that an offerer must manifest its intention to enter into an agreement.[15] In short, the offeror must also put a degree of seriousness and objective purpose to an effective offer. The intention is determined by that fact that from a reasonable mans perspective, he would see that the offerors action suggested an offer. For this reason, any offer resulting from anger, duress, or excitement will create a void agreement.[16] A comparison of this case the judgement held in the Supreme Court of California, The mental assent of the parties is not requisite for the formation of a contract. If the words or other acts of one of the parties have but one reasonable meaning, his undisclosed intention is immaterial except when an unreasonable meaning which he attaches to his manifestations is known to the other party.[17] This case arose from a contract of sale of a farm signed by the parties after having some distilled spirit. Zehmer later disputed the contract claiming that the intention to sell was a joke but the court ordered a specific performance since there was a valid agreement. So like this case, Carol would not have been joking by presenting the work outline and requesting via an email written confirmation. Another requirement of an offer that should also be in Max should include is the definiteness of the terms. A clear outline of this states that an offer is an act or a statement that proposes definite terms and permits the other party to create a contract by accepting those terms. [18] After an offer has been made, it would need to be accepted by the offeree as presented by the offeror so that it can become an agreement. And like an offer, acceptance should demonstrate a manifestation of the willingness to be bound by the agreement.[19] In addition, the law of contract states that acceptance must be unequivocal and it should be communicated to the offeror. Like as seen above, Carol accepted the offer when she called Max the day after their meeting when she called to tell Max that she has accepted the offer. Denning LJ ruled on acceptance through a phone or telex.[20] This decision set a guidance regarding on the acceptance of a contracts where parties are at a distance. As a summary, it simply states that where means telecommunication are used in indication acceptance, and the methods of acceptance are instantaneous, acceptance is then deemed communicated as soon as the offeror receives the communication from the offeree. That is to say, Carol accepted Max offer the moment she called him and communicated of her acceptance. Acceptance of a contract can also occur through the conducts of the parties. If Max misinterpreted the email (wanting also to have a written record of this arrangement with Max, Carol emails him on Thursday evening) and paid her the $1200, and Carol didnt take action to return the money, it can be said that Carol accepted the contract by estoppel. Another requirement of an agreement is considerations. The rules of consideration were set by Patteson J as, Consideration must be of value and involve benefit or detriment[21] This issue arose shortly after the detat of Thomas. Before dying, he shown the interest to have his wife to use the house, the executor of the will made an agreement with the wife that the wife would pay 1/year for the husbands desire. Later the wife refused to pay and the executor commenced suit. The judge held that the deceased desire was not satisfactory consideration. Conclusion An enforceable agreement does not only rely on an offer, acceptance, and consideration. The law also requires the parties intention to create a legally binding contract. However, people should be very careful while dealing with friends and family relative. There is a high chance that the court will regard an unwritten agreement not binding the dispute comes from friends or family relative. Biography Stone, Richard, James Devenney, and Ralph Cunnington. 2011. Text, Cases And Materials On Contract Law. 2nd ed. London: Routeldge. O'Sullivan, J. and Hilliard, J. 2016. The law of contract. 7th ed. Oxford University Press. Mason, J. 2016. Construction Law. 1st ed. Routledge Miller, R. and Jentz, G. 2010. Business law today. 9th ed. Mason, Ohio [u.a.]: South-Western Cengage Learning. Meiners, R.E., Ringleb A.H., Frances L., Edwards F.E.,2016. Legal environment of business. 13th ed. [. Mason, Ohio [u.a.]: Cengage Learning. Cases Coward v Motor Insurers Bureau. 1962 1 All ER 531 Entores Ltd v Miles Far East Corporation. 1955 EWCA Civ 3 Entorres v Miles Far East. 1955 2 QB 327 Court of Appeal HadleyvKemp.1999 EMLR 589 Hartog v Colin Shields. 1939 3 All ER 566. Jones v Padavatton. 1968 EWCA Civ 4 Lucy v. Zehmer, 196 Va. 493, 84 S.E.2d 516 (1954). Parker v Clark. 1960 1 WLR 286. RTS Flexible Systems Limited v Molkerei Alois Muller GmbH. 2010 UKSC 14 Scientific Elec. Co., Inc. v. ADG Park Constr. Group, LLC, 2013 N.Y. Slip Op 31251 (Sup. Ct. 2013). Simpkins v Pays. 1955 1 WLR 975 Queen's Bench Division Thomas v Thomas (1842) 2 QB 851

Religious Essays - Religion And Politics, Freedom Of Religion

Religious Equality In US America has been named the "melting pot" of the world. It houses many different cultures, nationalities, ideas and religions. There are Christians, Jews, Catholics, Buddhists, Mormons, Hindus, Spiritualists, Jehovah's Witnesses, Islamics, plus many more. America is unique in that all these religions are represented in a nation that is only 200 years old. And America has upheld, throughout history, that the freedom and equality of religion is extremely important in order for this nation to function as a free nation. The foundations of America were set as a result of England's persecution; more specifically, England's religious persecution. The colonists wanted to create a nation that allowed people to be free. They desired to speak what they wanted to speak, do what they wanted to do, and practice what they wanted to practice... without the government watching their every move. Thus came religious freedom. The First Amendment to the Constitution states that "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof," meaning that an American citizen would be able to practice his or her religion without any intervention or persecution from the government, be it Islam, Judism, Mormonism or Catholicism. Yet, with religious freedom, comes important questions concerning its existence. Is religious equality just as important as all the other freedoms... such as the freedom of speech, the freedom of press, the freedom to assemble, and others as well? The answer here is yes. If this nation truly stands for freedom, the American government cannot say that its citizens have the right to speak freely, write freely, or assemble freely, but then maintain an established national religion. That would be contradictory, and would not make America any better off than England, which it had separated from just years beforehand. Certainly, all the freedoms are equal. On the other hand, unlike the other freedoms mentioned, religious freedom addresses a different type of need. It addresses the concept of personal fulfillment, or perhaps, self-realization. Religion attempts to give answers to basic questions: From where did the world come? What is the meaning of human life? Why do people die and what happens afterward? Why is there evil? How should people behave? As a word religion is difficult to define, but as a human experience it seems to be universal. The 20th-century German-born American theologian, Paul Tillich, gave a simple and basic definition of the word: "Religion is ultimate concern." This means that religion includes that to which people are most devoted or that from which they expect to get the most satisfaction in life. Consequently, religion provides adequate answers to the basic afore mentioned questions. Religion is, undoubtedly, a very important part of life. The second question regarding freedom of religion discusses which aspect of religion should be considered equal: the structure or substantive content of religion, or the individual conscience of that religion. Because of the diversity and impact that religion has in the lives of Americans, the individual conscience should be treated as equal, not the structure or substantive content of the various religions. No two religions are alike, just as no two people are alike. The government cannot make all religions equal in regards to their individual structure and/or practices because the individual practices are what make each religion unique; appealing to the individual conscience. If all religions had to be equal in practice, we would have Buddhists saying "Hail Mary's," or Christians bowing to Allah. Perhaps Catholics would wear orange robes and have shaved heads, and Hare Krishna's could sing music out of the Protestant Psalter Hymnal. This would defeat the whole purpose of allowing freedom of religion in the first place. Religion must be able to differ in structure and substantive content. People must be able to practice their own religion in the way they want to... and this cannot happen if all religions in America are made equal in structure and practice. The individual conscience in a certain religion, however, must be treated the same as any other religion. A Christian conscience must be treated the same as that of a Buddhist conscience. A Catholic conscience must be treated the same as that of a Mormon conscience, and so on. One cannot discriminate against a religion if all religions are indeed seen as equal in regards to the individual conscience. It would be like discriminating against someone because they do not like coffee with their breakfast. If one decides that they would rather have orange juice with their bacon and eggs, that is up to them. It is their choice. And

IVYT 111 Essays - Cognition, Experimental Psychology, Human Behavior

IVYT 111 Essays - Cognition, Experimental Psychology, Human Behavior IVYT 111 10/14/2016 Thinking about work "I like work: It fascinate me. I can sit and look at it for hours" (Jerome K. Jerome). Work is an activity which involves mental or physical effort in order to achieve a purpose. It is also an important aspect of human life for survival. We work for so many reason s , some work to earn more money, some for the joy of it. However, the reason of involving in work arises out of the numerous needs of human beings. In order to meet up with our demand, we undertake different types of work. To work does not necessarily mean making money, it also involv es what you make out of it. It fascinates me to work because it provides a lot of benefits and also keeps the brain active at all time. Moreover, work keeps your soul, mind and body busy throughout the working period. It comes with so many rewards for example insurance, some company supports their staff in paying tuition in school and other but the most important of all is how you are enjoying your work. I have been working for some time now and I can sincerely say that the most rewarding part of my job is that it opened my eyes on certain health issues making it easier to pursue my dream carrier. It gladdens my heart to work each time knowing fully well that everyday come with a knowledge . Working is a wonderful thing to do, but being a supervisor is something that seem impossible. However, being a supervisor is an upliftment from your employer but it come s with a lot of advantages and disa dvantage. The advantages of supervising other people i s that you will be provided with appropriate learning opportunities to develop your skills which is a plus because you are acquiring more knowledge and at the same time be ing paid for it. It also motivates you to work hard. It comes with higher pay, get to be a leader, gain lots of experience, respect will be accorded to you and it give you the opportunity to impact on decision making in the company. Furthermore, the disadvantages of being a supervisor is overwhelming as it makes you to have more goals and responsibilities as you are to be questioned for any work not properly done. It will also expose you to working extra hours, answer to the top authorities, deal with more people and being responsible for people under you as you can hire or fire people. The aspect of hiring and firing people comes with a lot of hatred, enemity and bad names but as a supervisor you have to endure to be able to do an excellent job. In as much as it is important to work to gain a living, it is also necessary to work in order to keep yourself busy as they say" An idle mind is a devil's workshop " living bible(TLB) proverb 16:27- 29. This simply mean that people should be kept busy or something happens. Working keeps the mind busy, develops the brain and also brings happiness. It is a good thing to have a stable work because it helps you to concentrate and give in your best. It is also rewarding , it helps to develop your skills and organizing yourself. The stability of your work brings about a stable income and it creates an avenue for promotion. It is interesting to work because the reward always come at your old age when you can no longer work or do anything. working helps in perfection, success and achieving your goals academically, financially and otherwise.

Confrontation Of The Past Essay Example | Topics and Well Written Essays - 750 words - 3

Confrontation Of The Past - Essay Example Elaine Risley is a middle-aged artist who goes back to the city of her childhood because she had to attend a show there.Morrie Schwartz is reunited with his former student Mitch who he recalls despite having not seen him for more than 16 years. The reunion gives Morrie Schwartz a chance to pass on his wisdom to the world through Mitch because he was in the final days of his life. Elaine Risley fled her childhood city because of the fact that she wanted to leave behind the painful memories that she had while growing up there. Much of the pain came from the fact her friends Cordelia, Carol, and grace results to humiliating her in the name of improving her. This leads to a period of depression. The friends would walk around pointing out at her weaknesses and failures, resulting in a state of very low self-esteem. As a result of the experience that Elaine had with Cordelia, she begins to doubt her abilities even when she was not supposed to. Despite the fact that Cordelia was just a part of her past, she could still have the memories of her criticism and mockery in her thought. In fact, she thought that by fleeing her home city she will be able to forget all the wrong things that had happened to her during her childhood(Atwood 67). This does not happen and she ignores every chance she has for going back to Toronto because of the fear that she would be remembered for the kind of life that she had while growing up. During the 16 years that Mitch and Morrie were separated many things change in the character of Mitch. He leaves behind the moral values which Morrie remembers him to uphold. Mitch is enticed by the popular culture is more drawn to individualism. Mitch does picture ever going back to the moral self he once used to be. Mitch does not have the kind of experience that he had with Morrie (Albom 72). The kind of people that he interacts with is just cold and does not give much attention to moral values, but to the gains that they get from everything they do.

Walmart Research Paper Example | Topics and Well Written Essays - 1000 words

Walmart - Research Paper Example Mission and the Vision Statement The mission statement of Wal-Mart is ‘we save people money so that they get live better lives’ (Wal-Mart 2011 Annual Report, 2012) There is no specific vision statement for Wal-Mart, however the following quote by Wal-Mart serves as an example of the company’s vision: ‘The secret of successful retailing is to give your customers what they want. And really, if you think about it from your point of view as a customer, you want everything: a wide assortment of good-quality merchandise; the lowest possible prices; guaranteed satisfaction with what you buy; friendly, knowledgeable service; convenient hours; free parking; a pleasant shopping experience’ (Walton, 1990) Competitive Advantage of Wal-Mart Wal-Mart has always portrayed itself as the low price provider. It offers its consumers brand products at discounted rates. It is able to enjoy this advantage because it buys its products in bulk quantities and keeps its profit margin quite low. The aim is to increase sales so that profits will be achieved through increased sales. The company has also expanded extensively within and outside the United States. The objective for the company has been to open up big Wal-Mart stores in almost every corner of the country. This would allow people to have better access to these stores. Also these stores offer almost everything; from food items to electronic goods. The expansion strategy for international countries is also quite developed for Wal-Mart. When Wal-Mart enters into a foreign market, it does so by buying out the existing competitor. In this way, Wal-Mart gets several advantages. It is able to kill one competitor and establish a store in a prime location. Also the company benefits from the assets and human resource of the previous store. Government Regulation Industry for Wal-Mart The company is regulation through local laws in which the company operates. Since the company operates in different countries, it has to comply with the respective laws of the country. The company is facing issues with regard to its labor relations. The company does not allow its workers to develop unions. Also these workers are filing lawsuits against the company on the basis of working conditions, benefits offered and discrimination. Regulations affect the company by requiring the company to comply with existing laws and to ensure that the workers are treated fairly (Gereffi and Christian, 2009). SWOTT Analysis Strengths The biggest strength for Wal-Mart is the competitive prices that they offer. The company has presence in over 15 countries in the world and has opened up multiple stores in these countries. This large scale of operation allows the company to gain economies of scal e along with developing a strong position against the competitors. The retail industry is all about offering the best prices and the widest range and Wal-Mart is able to do this. This is perhaps the biggest strength for the company. The company also has developed a good IT base. It was the first retail store to adopt the bar code system. Since Wal-Mart is proactive in adopting new technology, it enjoys

Foundation of Business report about the Hairdressing firm called Essay

Foundation of Business report about the Hairdressing firm called Friends - Essay Example the role of David, this paper will make recommendations on how to optimize its overall functioning particularly in marketing, human resources, finances and operations. Friends, with their two hair salons, needs to focus on major marketing programs to revamp their declining fortunes. â€Å"Marketing provides the bridge between an opportunity and a purchase.† (Stapleton and Thomas). It should start with repositioning its hair salon business for the new generation market. With their aging and greying customer base, the potential to sell their services is minimized. â€Å"Retaining existing clients is a key to running your hair salon successfully but attracting new customers should be the aim of Friends hair dressing salon.† (bodycareblog.com) New age customers, the youth and the mid-aged market with their growing grooming consciousness, are the most lucrative market to tap into. The company needs to device appropriate and relevant marketing programs to capitalize on this high potential market. The remarketing should start with services they offer; then along with hairstyling they can offer some complementing beauty salon services. They should transform into a holistic hair styling and beauty care service, offering all hair and beauty service under one roof, which provides the real value for their money and conveniences for the customers. There are various marketing strategies that can be used to pull a large number of customers to the salon. Friends should increase the Ad spend, as it’s very critical to communicate their new positioning to the youth market. Also with competition closing in, the advertisements should be intensified. Advertising through magazines, direct mailing and the most important of all is time-investment. The most effective advertising options are magazines, brochures, or billboards with colorful, creative and attention grabbing content (bodycareblog.com). The company can distribute brochures in residential colonies, posh apartment, colleges,

Assessment And Classroom Based Assessment English Language Essay

Assessment And Classroom Based Assessment English Language Essay The aim of this chapter is to look at relevant research studies in relation to assessment in the classroom context, and to explore the role of classroom assessment in more details, with a specific focus on formative language assessment. It appears that the teachers classroom assessment practices and strategies may directly impact learners learning, and this includes young learners.(Oksana:not only with young learnersà ¢Ã¢â€š ¬Ã‚ ¦..so what should I put here) Classroom teachers are in the front line of helping learners learning and assessing their performance in the classroom. Thus, the literature review is mainly concerned with the role of classroom assessment and the relationship between classroom assessment practices and learning. The following section clarifies some terminology and explores the links between assessment and learning with young language learners in the EFL context through a review of literature on experiences of assessment with primary-age learners. 2.2 Definitions of assessment and classroom-based assessment In this section, the definition of the term assessment is provided and the definition of classroom-based assessment (CBA) is discussed to provide more details of the relationship between assessment and learning in classrooms. In the educational context, the term assessment is often associated with testing for most of the teachers, learners and other stakeholders. However, testing is only one element of assessment and it actually encompasses a wider range of factors from tests to dynamic and collaborative activities and tasks. Therefore, it is necessary to clarify the difference between assessment and testing before looking at the definition of classroom-based assessment(Oksana: insert page numberà ¢Ã¢â€š ¬Ã‚ ¦what?). 2.2.1 The distinction between assessment and testing Ioannou-Georgior and Sophie (2003: 4) provide a broader interpretation of assessment; they describe assessment as a general term which includes all methods used to gather information about childrens knowledge, ability, understanding, attitudes and motivation. Assessment can be carried out through a number of instruments (for example, test, self-assessment), and can be formal or informal. This definition suggests that teachers may use both formal and informal methods to collect information in relation to learners performance, such as their ability and attitudes, as an evidence of learning. Ioannou-Georgior and Sophie (ibid) point out that assessment refers to all kinds of methods, whether they are formal or informal, with the aim of collecting evidences of learners learning.(Oksana: similar to above, suggestion: remove it) The studies of Rea-Dickins(2000), Lambert and Lines (2000) go further to suggest that assessment is a constant ongoing process rather than a onetime thing. Rea-Dickins (2000) illustrates assessment as the general process of monitoring of keeping track of the learners progress. (p. 376). She highlights that such process is a continuous method to monitor the learners performance. Lambert and Lines (2000) also show the similar view of point, they define assessment as the process of gathering, interpreting, recording and using information about pupils responses to educational tasks (p. 4) From their viewpoint, assessment is related to what teachers do during the process of teaching and learning, including gathering, diagnosing, recording and using information about pupils performance and feedback. As can be seen, assessment is a part of both teachers and learners life within classroom and is integrated to the process of teaching and learning. It is also used to monitor and respond to lea rners regular work, such as learning activities, tasks and tests. On the other hand, testing refers to a procedure that is used to measure learners ability by teachers and examiners (Rea-Dickins, 2000). According to Ioannou-Georgior and Sophie (2003), testing is a procedure with a certain objective and is used by teachers to assess learners performance in order to understand whether the learner has achieved this objective or not. They also point out that testing used tasks or exercises and assigns marks or grades based on quantitative results (p. 4) This seems to suggest that testing is one of the tools that used by teachers to assess their learners ability and is a way to demonstrate what learners have learnt. It also implies that testing is a onetime thing rather than an ongoing process. As can be seen, testing is a procedure with a certain objective and is used to collect quantitative results, in terms of marks or grades. It is used to measure what the learners have learnt and to check whether they have met their goal or not; meanwhile, assessme nt refers to all methods of collecting both quantitative and qualitative data in relation to learners performance and is a continuous process. (Oksana: Yes, but it is classroom based assessment specifically that does thisà ¢Ã¢â€š ¬Ã‚ ¦..what?)In fact, through clarifying the boundaries between testing and assessment may help us to get insight into the meaning and definition of classroom-based assessment. 2.2.2 Definition of Classroom-Based Assessment Classroom-based assessment is defined by Airasian as the process of collecting, synthesizing and interpreting information to aid in classroom decision making (2005, p. 2). He highlights the work that teachers need to take during the process of assessment in the classroom context, with the aim of supporting teachers in decision making, such as deciding what forms of assessment are most appropriate for gaining information about learners learning and measuring achievement. In classrooms, teachers collect data in relation to learners needs, strength, and weakness and try to interpret the information on the basis of teachers own beliefs, capacities and knowledge. They then provide help to learners and may be able to support individual learning needs. Such ongoing processes, including assigning grades, providing feedback and learning opportunities, and modifying the teaching and learning, are aiming to renew, keep track and record learners performance in the classroom. By doing so, teacher s may be able to enhance learners learning and help them to close the gap between their current status and their target level (Sadler 1989). Further, Mckay describes that classroom assessment or teacher assessment refers to assessment carried out by teachers in the classroom (2006, p. 140). He then notes that classroom assessment may be formative, for instance, when the purpose is to provide feedback to help learners improve learning, or it may be summative, when the purpose is to record and report pupils achievement and attainment (Rea-Dickins 2000). As can be seen, the purposes for classroom assessment may lead to using assessment information formatively or summatively by teachers. For example, they may need to use formative assessment to identify learner needs and use summative assessment to provide learners achievement to school authorities in the end of a school year. In fact, there are a variety of purposes for teachers to use classroom assessment. Rea-Dickins suggests three objectives of using classroom assessment: teaching, nurturing learning, and measuring learning (2000). In other words, teachers may use classro om assessment to modify their teaching methods and materials, provide appropriate help to learners and meet the bureaucratic demands. Classroom assessment plays a significant role in collecting information about learners learning and can also be used to support teachers teaching and learning (Rea-Dickins, 2001). It is a continuous and integrated process which can be planned in advance as well as be unplanned, such as observing learners language performance during the course of teaching and assessment activities. The roles of teachers may have an impact on learners learning in the classroom, whether as facilitators to develop learners language development or as assessors to measure learners language learning, (Rea-Dickins, 2008). Teachers may use both formative and summative assessment as pedagogic tools to scaffold learners, adjust their teaching, and assign grades for learners in the classroom. It is important for teachers to develop classroom assessment skills and strategies, and bring about positive change in classrooms. The aims of adopting classroom assessment strategies are to support learners learning and te achers teaching, and to meet the ultimate achievement of the curriculum goals. Rea-Dickins (2001) provides a model of classroom assessment which illustrates teachers roles in four stages in the classroom assessment process (see Figure 2.1). It also reveals the fact that teachers may need to play a mediating role in order to deal with various demands from improving learning and modifying teaching. For instance, in stage 1, the Planning stage, teachers may be interpreters to explain the learning goals and assessment criteria with learners and evaluators to identify learners needs and levels. They may become supporter in stage 2 in order to scaffold learners and provide feedback to them. As for stage 3, teachers may also need to be interpreters to interpret the learning evidence and improvers to refine the assessment process; meanwhile, they may need to be reports to report and record the learning progress to administrative authorities. Stage 1: Planning Identifying the purpose for the assessment?(why?) Choosing the assessment activity(how) Preparing the learners for the assessment Who chooses/decides for each of the above Stage 4: Recording Dissemination Recording reporting progress toward NC Formal review for LEA or internal school purposes Strategies for dissemination of formal review of learners Stage 2: Implementation Introducing the assessment(why, what, how) Scaffolding, during assessment activity Learner self- peer monitoring Feedback to learners(immediate) Stage 3: Monitoring Recording evidence of achievement Interpreting evidence obtained from an assessment Revising teaching and learning plans Sharing findings with other teachers Feedback to learners (delayed) Figure 2.1 Process and strategies in classroom assessment  [1]   However, teachers may not be able to predict the complex interaction between these two assessment purposes before actually implementing the assessment active. For instance, teacher-planned summative assessment may also provide formative assessment opportunities for students during the teaching process. Rea-Dickins (2006) points out that the boundary and interaction between formative and summative purposes of assessment cannot be identified in any watertight way in advance, as they will unfold and be enacted through the classroom discourse (p. 183). As can be seen, teachers need to be flexible with their classroom assessment practices and be able to use both formative and summative assessment as pedagogic tools to scaffold learners, adjust their teaching, and assign grades for learners in the classroom. Thus, it is important for teachers to understand the functions of both formative and summative assessments and how to use them to modify their teaching, enhance pupil achievement, and report to school authorities, parents and other stakeholders. 2.3 The Functions of Classroom Assessment: Formative and Summative Assessment On the basis of the definition of classroom assessment (2.2), classroom assessment may be used as a variety of instruments by teachers to collect data in relation to learners needs, ability, knowledge, understanding and performance in the classroom. This seems to imply the primary role teachers play in classroom assessment process and the importance of linking formative and summative assessment to effectively enhance learners learning and report it to other stakeholders, including parents, other teachers, learners themselves, and school authorities. In this section, the functions of classroom assessment, in terms of formative and summative assessment, will be discussed, particularly with assessment for learning, through a review of the literature in relation to the role of both formative and summative assessment in classrooms. 2.3.1 The Role of Formative and Summative Assessment Classroom teachers are in the front line of assisting learners to develop their ability and enhance their learning, thus, it is crucial for teachers to recognize the different functions and characteristics between formative and summative assessments and to integrate them into everyday teaching and learning. Harlen and James (1997) share the different roles of formative and summative assessment in classroom assessment. They urge the need to distinguish the differences between formative and summative assessment, in terms of the functions and characteristics, and then connect and wave them together. To reveal the complexities of the differences between formative and summative, some research reports have provided a variety of interpretations to help teachers to clarify the concept of formative and summative assessment. According to the report of Task Group on Assessment and Testing, known as TGAT, it defines formative and summative assessment through clarifying the different purposes and timing between them. For formative assessment, teachers may use it to understand the the positive achievements of a pupil (DES/WO, 1988, para. 23) (Oksana: This is quite an old reference, is there anything newer/more recent on this point?)and then plan their teaching in order to help the pupil to reach to the next step. It highlights the dynamic process of teaching and learning in the classroom and more importantly, it points out the future direction through using the results of assessment. Formative assessment is a continuous process of adjusting teachers teaching and learners learning; meanwhile, summative assessment is used for systematic recording of learners overall achievement. In other words, teachers may use summative assessment to note learners performance, such as recording the grade or scores of teacher made and standardized tests, after a certain period of time. In 2001, Clarke expressed similar views in providing a clear illustration for formative and summative assessment: If we think of our children as plantsà ¢Ã¢â€š ¬Ã‚ ¦summative assessment of the plants is the process of simply measuring them. The measurements might be interesting to compare and analyse, but, in themselves, they do not affect the growth of the plants. Formative assessment, on the other hand, is the garden equivalent of feeding and watering the plants directly affecting their growth (p2). As can be seen, the main function of formative assessment is to nurture pupils and improve learning, which is a continuous process of interaction between teachers and learners. For instance, in classrooms, teachers provide guidance for learners toward improvement through formative assessment feedback during the processes of teaching and learning. As for summative assessment, it takes place after the teaching and learning. Teachers may grade or make judgments in relation to learners learning in order to inform and report to other stakeholders. In the classroom, teachers use formative assessment to help learners learning as well as modify their own teaching methods and materials. They also use summative assessment to assign grades and report attainment at the end of a school year for administrative purposes (Bachman Palmer 1996). As such, formative assessment requires the ability of the teacher to diagnose learners performance, in terms of what causes him or her to get struck, and to help learner to understand what to learn, how they learn, and how well they have learned. 2.3.2 Formative Classroom Assessment: assessment for learning More recently, the focus of the classroom assessment studies has shifted from forms of test to the interactions between assessment and classroom learning. This shift also highlights the importance of the improvement of learning through formative teacher assessment. Black and Wiliam (1998) review a variety of past research studies in relation to classroom formative assessment. They point out that several empirical studies show evidence to support the claim that improving formative assessment do raise standards and help pupils learning, particularly with low ability pupils. They also present evidence in relation to how teachers use formative assessment practices and strategies to enhance pupils learning in the field of general education. A broader explanation of formative assessment is provided by Black and Wiliam, they illustrate that all those activities undertaken by teachers, and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged (1998, p.7). Their interpretation not only points out that formative assessment activities can be used by both teachers and learners but also indicates how teachers and students use feedback to adjust the teaching and learning. From this perspective, formative assessment is embedded in teaching and learning and can be used to prompt learner learning. Key formative assessment strategies, such as effective teacher feedback, teacher scaffolding, self- and peer- assessment, and raising learners self-esteem and motivation, may be integrated and embedded within teacher-learner(s) interactions(Rea-Dickins 2006). As can be seen, the activities that conduct by teachers, such as observation, teacher made tests, take-home tasks, and learners, including self- and peer- assessment, would provide information to help both teachers and learners improve themselves. Further, Brindley (2001) points out formative assessment should undertake by teachers during the learning process, by doing so, teachers can use the results to improve instruction (p. 137). In addition, Sadler (1989) connects formative assessment with feedback and believes that feedback to teachers and to learners are separate. He suggests that the aim of using feedback for teachers is to diagnose learners performance and modify their teaching in order to help learners to enhance their abilities; meanwhile, for learners, the purpose of using feedback is to monitor their performance and understand their own learning weaknesses and strengths. Further, Tunstall and Gipps (1996, p.393) identify two types of feedback used by teachers in classrooms: evaluative and descriptive feedback respectively. They suggest that the former seems to be more close to affective and conative (effort-based) aspects of learning with a performance goal, whereas the latter places the emphasis on the cognitive development with a mastery goal. Teachers act as facilitators in providing descriptive types of feedback, such as making suggestions and questioning as part of discussion, rather than directing (p. 401). As can be seen, there is a greater links between descriptive feedback and formative assessment. However, Torrance and Pryor (1998) point out that teacher feedback may have a negative influence on learners, for instance, when the teacher tries to correct learners mistakes which may lead to the impression of learners producing wrong answers. It may even be seen as criticism by the pupils and discourage learners self-esteem. Further, teacher feedback with praise may result in encouraging competition among learners instead of increasing learners motivation. Thus, it is important for teachers to recognize the influences and impact of formative assessment feedback on learner motivation and self-esteem. To sum up, classroom assessment is used by teachers to collect data in relation to the process and attainment of learners with aim of responding to individual needs and curricular demands. Formative assessment is crucial in enhancing learner learning and closing the gap between learners actual level and potential level. The following section explored assessment of young language learners in a foreign classroom context through review of past research studies in relation to classroom assessment in practice. 2.4Research on Assessment of Young Learners in the EFL Classrooms In this section, the relevant research studies of classroom assessment of young language learners are explored, followed by introducing a unique Taiwanese educational context, in terms of learning English in private ESL schools, as the classroom assessment context in this research. 2.4.1 Classroom Assessment of Young Language Learners Rea-Dickins (2000) points out that since the 1990s research studies in relation to assessment for foreign language learners has been more in evidence (e.g., Low et al., 1993; McKay et al., 1994; Edelenbos and Johnstone,1996; Breen et al., 1997; Leung and Teasdale, 1997). Language Testing proposes a special issue that is focusing on assessment for young language learners, who ages 5 to about 12, in the school system. The key idea of these reports in this issue is related to a variety of purposes for assessment for young language learners within an early years language learning curriculum which results in raising the awareness of wider issues in relation to assessment of young language learners, such as how the validity of classroom-based assessment is achieved. Teadeale and Leung (2000) draw the attention to the validity of implement alternative assessment and monitoring learners learning performance through teacher assessment. Rea-Dickins and Gardner (2000) also look at the same issue in relation to the implementation of formative classroom assessment, in terms of keeping track of learners language development, in the English as a Second Language (ESL) context. Their findings suggest the potential variables which may influence the validity of teacher assessment during the assessment procedure. This is followed by Gattullo who explores the way to implement formative assessment in the Italian primary foreign language classroom, where English is taught since grade 3 (age 8). She investigates different formative assessment processes through analyzing classroom assessment discourses and she also observes the everyday interactions between teachers and learners. The results suggest that instead of using formative assessment actions which may be m ore beneficial for learning, including observing process, examining product and metacognitive questioning; teachers use more common actions, such as questioning, correcting and judging. Continuing the theme of formative assessment of primary learners in the EFL context, Zangl (2000) provides the methods of assessment to gain information in relation to primary-age learners language skills. She argues that teachers may be able to draw a developmental picture for individual learners, including their general interactional skills and specific language skills, through ongoing assessment throughout primary school. Hasselgren (2000) looks at the innovative ways to develop materials, such as tests, teacher assessment, and learners self-assessment, which can improve both teachers and learners assessment skills in Norwegian primary schools. In the context of Norway, one significant difference is that there is no tradition of testing for young language learners due to local policy. This contributes to high-demand assessment methods, particularly in materials development and task design, and to the implementation of formative assessment, in terms of assessment for learning. Both teachers and learners are encouraged to develop their ability to assess. As can be seen, the national policy is one of important variables that influences teachers attitude towards integrating classroom-based assessment into their everyday language teaching. It is also crucial to take variables, such as learners prior cultural knowledge, teachers knowledge and ability in assessment, and the English curriculum, into account when assessing primary-age learners of English as a foreign language. Teachers should choose and design the appropriate assessment material for Young language learners. The material should be well adapted to learners cognitive and linguistic skills and to their interests. The work of Hasselgren suggests that classroom assessment may be influenced by a variety of factors, particularly by the national policy. These external elements, such as the government policy and English curriculum, may have direct impact on the implementation of assessment, teachers attitude towards classroom assessment and their classroom assessment practices in the EFL context. A brief history of primary school English education in Taiwan is explored in the next section to gain insight into a special English classroom in Taiwan. 2.4.2 ESL Program in Taiwan English teaching and learning for young learners has become increasingly important in Asian countries, such as Taiwan, China, Japan and Korea, where learners study English as a Foreign Language (EFL) over the past few decades. At this point it is useful to clarify some terminology before introducing the English educational context in Taiwan. The term English as a Second Language (ESL) used in countries, , such as Canada, North America and Australia, which refers to learners who are using English as the medium of instruction in school contexts but who are not English first language (L1) speakers (Rea-Dickins, 2000, p. 115). On the other hand, the term English as Foreign Language (EFL) refers to when English is taught to non-native English speakers in non- English speaking areas, such as Europe, Asia, and Africa. In 1997, the Ministry of Education (MOE) in Taiwan decided to implement curricular and instructional reforms in elementary and junior high school education. One of the most significant changes is that English courses are officially introduced in grade 3 (age 9) with two 40-minute lessons per week (Ministry of Education, Republic of China, 2010). Since then, learning English has become a popular movement for young learners from the ages of 5 to 12 across the country. Butler (2004) points out that some Asian countries, such as Korea, Taiwan, and Japan, have introduced English language instruction at the elementary school level, with special focus on oral communication skills. Although the officially suggested starting age is 9, most parents want their children to learn English as soon as possible. The assumption of the younger the better in foreign language acquisition is supported by many Taiwanese parents, who believe an early start will help their children to achieve greater profici ency. These factors above contribute to the significant growth in the number of cram schools and private language schools across the country over the last decade. Cram school also known as abuxiban in Taiwan are very common and popular in competitive Asian countries, particularly in Taiwan and Japan. The aim of these schools is to help pupils to enhance their achievement scores (Harnisch, 1994; Oneil Fukumura, 1992; Stevenson Stigler, 1992). In 1999, a report from China Central News, on 6 April 1999, stated that at least more than one quarter of elementary pupils attend private language institutions after school to learn English. Tsai and Kuo (2008) report that there are more than 5,000 cram schools in Taiwan. Most English cram schools offer additional after-school teaching to enhance pupils English ability. In particular, numerous so-called ESL schools aim to help Taiwanese learners to learn English as a Second Language (ESL) through using American elementary textbooks and teaching all subjects, including handwriting, computer, music, social science, reading, math, science, grammar, phonics and writing, in English. They also offer an ESL p rogram to kindergarten children of 3 years old up to students in grade 6 (age 12). In general, kindergarten pupils and grade 1 to 2 learners receive an average of 4 to 5 lessons a day, each 30 minutes long. As for grade 3 to 6 learners, they receive approximately 2 to 3 lessons a day due to their longer elementary school hours. Such ESL schools provide a unique educational context to investigate these ESL English teachers perceptions of classroom assessment and their own classroom assessment practices.