Rush Essay

Rush Essay However, the fact may be completely totally different. Quality assurance specialists be sure that papers written by our professional writers are one hundred% unique. By Developing seventy five+ on-line instruments for college kids, writers and web optimization consultants, PREPOSTSEO is among the top free tools websites. Have you ever asked them how they manage to do every single task and nonetheless be capable of move, communicate and have enjoyable? Don't you suppose that it is a bit strange when a scholar is ready for any task and still has lots of time to live a healthy life, meet with pals and even work half-time? Apparently, these persons are academics' favorite college students admired for excellent writing expertise and tutorial talents. We all know that even the most expert person can't hold the log rolling and desires some break every so often. From the opposite hand, everyone knows that modern educational system doesn't permit you to take such breaks. We guess that just about each scholar obtained analysis paper help online, and we are also positive that they do not remorse it. Nowadays, the Internet is stuffed with companies offering low-cost research paper writing assistance, but only a small part of them could be thought of as dependable and reliable companies. You may have no idea in regards to the criteria which affect the price of every paper. Techsparks has been often known as the most effective thesis Institute for grasp’s and doctorate students. Students who are on the lookout for thesis help can contact us on the given quantity or can send us an e mail with their necessities. We assure that college students will get an excellent thesis work from us. However, they have to be patient as to put in writing a great thesis for grasp or Ph.D, it takes efforts and time more than anticipated. The writer clearly understood the task and accomplished this. There have been some difficulties whereas using the positioning. Several times the writers did the duty at the wrong time, however in general everything is fine. If you have to do paper work, but you don't have sufficient time, then Pepersowl will all the time help. Finding certified help that may help you to with analysis is completely one of the best decision. These certified writers may give you writing assist with custom research papers of high-high quality and plagiarism-free. ” The same applies to varsity and college papers that are also incredibly reasonably priced -$12 and $18, respectively. So, you must know that by contacting us, you've already secured high grades. We will give you with our pro writers and greatest online writing assist service. Our companies aren't restricted to thesis writing however to thesis editing and proofreading as properly. Editing and proofreading will enhance the general high quality of the thesis and dissertation. That is why we wish to let you understand extra about them so that you can save some money. You want research paper writing help because you really feel annoyed getting plenty of duties daily. We make use of solely skilled thesis information with university levels. Our consultants are experienced and have full data regarding the involved subject. Our skilled thesis writers present assistance in all fields like Matlab, DIP and NS2. requesting many times, and at last i had mtech presentation today the place i received vary dangerous reviews in regards to the project. Every paper is checked with plagiarism checkers. Take our help, and you can sit again and relax as we help in writing analysis papers and other examine related topic.

Rush Essay

Rush Essay However, the fact may be completely totally different. Quality assurance specialists be sure that papers written by our professional writers are one hundred% unique. By Developing seventy five+ on-line instruments for college kids, writers and web optimization consultants, PREPOSTSEO is among the top free tools websites. Have you ever asked them how they manage to do every single task and nonetheless be capable of move, communicate and have enjoyable? Don't you suppose that it is a bit strange when a scholar is ready for any task and still has lots of time to live a healthy life, meet with pals and even work half-time? Apparently, these persons are academics' favorite college students admired for excellent writing expertise and tutorial talents. We all know that even the most expert person can't hold the log rolling and desires some break every so often. From the opposite hand, everyone knows that modern educational system doesn't permit you to take such breaks. We guess that just about each scholar obtained analysis paper help online, and we are also positive that they do not remorse it. Nowadays, the Internet is stuffed with companies offering low-cost research paper writing assistance, but only a small part of them could be thought of as dependable and reliable companies. You may have no idea in regards to the criteria which affect the price of every paper. Techsparks has been often known as the most effective thesis Institute for grasp’s and doctorate students. Students who are on the lookout for thesis help can contact us on the given quantity or can send us an e mail with their necessities. We assure that college students will get an excellent thesis work from us. However, they have to be patient as to put in writing a great thesis for grasp or Ph.D, it takes efforts and time more than anticipated. The writer clearly understood the task and accomplished this. There have been some difficulties whereas using the positioning. Several times the writers did the duty at the wrong time, however in general everything is fine. If you have to do paper work, but you don't have sufficient time, then Pepersowl will all the time help. Finding certified help that may help you to with analysis is completely one of the best decision. These certified writers may give you writing assist with custom research papers of high-high quality and plagiarism-free. ” The same applies to varsity and college papers that are also incredibly reasonably priced -$12 and $18, respectively. So, you must know that by contacting us, you've already secured high grades. We will give you with our pro writers and greatest online writing assist service. Our companies aren't restricted to thesis writing however to thesis editing and proofreading as properly. Editing and proofreading will enhance the general high quality of the thesis and dissertation. That is why we wish to let you understand extra about them so that you can save some money. You want research paper writing help because you really feel annoyed getting plenty of duties daily. We make use of solely skilled thesis information with university levels. Our consultants are experienced and have full data regarding the involved subject. Our skilled thesis writers present assistance in all fields like Matlab, DIP and NS2. requesting many times, and at last i had mtech presentation today the place i received vary dangerous reviews in regards to the project. Every paper is checked with plagiarism checkers. Take our help, and you can sit again and relax as we help in writing analysis papers and other examine related topic.

Chernobyl Accident Case Study - 4950 Words

Chernobyl Accident (Case Study Sample) Content: Chernobyl AccidentName:Institution: Introduction According to the world nuclear association, a German scientist named Martin Klaproth, discovered uranium in the year 1789. However, it was not until 1895 that Wilhelm Rontgen started working with uranium in ionizing chambers. Over the period of 1895 and 1945, much of the nuclear technology was developed, with some of the resultant technologies and applications filtering to today. Majority of the countries across the globe now use the technology to produce much of their electricity. This has been a viable option as most of the petroleum reserves are now getting depleted and nuclear energy acts as the alternative energy source. However, even with these developments in energy technology, on the 26 April 1986, the world woke up to dreadful catastrophes that took place at Chernobyl nuclear plant near the city of Prypiat in Ukraine. The accidents resulted from a flaw in the designs of the reactors and operated by poorly skill ed staffs. Rated as one of the most catastrophic accidents, it claimed two staffs on that days at the firm and later more than 28 over several weeks that followed. Over more than 20 years that followed, the people that were exposed to the radiation from the plant have developed thyroid cancer among other complications other than dying. However in 2011 the Chernobyl site was declared by the Ukrainian government a tourist site following resettlement of the people that lived around the site and restoration of the area.Technological and Engineering Failures That Led To the Disaster The nuclear power station was known as V.I. Lenin, and consisted of four reactors, which were of the type commonly referred to as the RBMK-1000. These were huge reactors as they were capable of producing around 1000 megawatts of electric power and 3200 megawatts of thermal power. While the designs of the rectors used after the accident have been modified a little to fit in within the safety standards, a lot h as not changed. Currently it is estimated that half of the power that is produced from nuclear sources in Russia and what was previously Soviet Union comes from reactors with the same design as the one that blew up in the early morning of April 26th 1986. This translates to more than 5% of the total power production capacity in the region. As such the influence of these reactors is felt to date. Much of the changes that have been made to the reactors include the lengthening of the rods. At the same time the number of the rods has also been increased to reduce the amount of compromise on the reactivity at the cores. This means that that the reactors now have some form improved ability to control and easily monitor the systems. Other than the rods the systems have been improved through boosting the capabilities of the cooling pumps to handle the level of reactivity and the thermal energy generated at any given time. Previously the cooling systems were complicated and they failed in th e events leading to the accident. To deliver more power, the fuel has also been enriched further, by increasing the amount of Uranium 235 within the fuel that can actually fission. Using these improvements, the engineers have been in apposition to limit the type of responses from the system. Ideally, the systems are now less reactive to the kind of mistakes that took place on the night of the accident. In an example the changes to the fuel through further enrichment using Uranium 235, to the tune of about 2.4% has increased safety of the system. The safety of the system has increased in the sense that, power bursts like the one that caused the explosion at Chernobyl are now limited. This is because; power surges do not take place in the presence of the water/steam bubbles as previously experienced. Much of the reason as to why the accident took place has been attributed to the human error element, as most of the staff at the plant did not follow the proper guidelines as most of them were poorly trained on the severity of the system. However, there are some very crucial technological and engineering flaws in the design of the reactors that also complicated the human errors and possibly fired the disaster even further (Engineeringfailures.org, 2011).One of the flaws that have been noted in the design of the reactors at the time was the fact that, the neutron fields were too sensitive to the control rods movement. Ideally, in the design of the reactors, there are quite a big number of the absorbers which are basically introduced in the reactor due to the fact that there is a lot of surplus reactivity. This means that the large numbers of absorbers are brought in as a way of compensating the high level of reactivity in the reactor. Moving some of the absorbers especially in the peripheral zones could easily have led to criticality locally (Lallanilla, 2013). At the same time there were more than 15 channels that were actually loaded with fuel; however there were n o absorbers in the zone. With these kinds of features it is very hard to control the direction of the reactions. By reducing the number of absorbing rods within the core this increases the steam void coefficient. Due to the large reactivity bouts created, the stability of the power generation is destabilized, with the power stability going down to three minutes. With this kind of spikes in power and poor control, the event of an explosion is practically unavoidable. This is further spiked by the fact that the people in control do not have much of the know how to keep the reactors within their limits without increasing the risk of destabilizing the system. By the early 70s, engineers understood how to control the steam void coefficient by increasing the number of additional absorbing rods within the core. However, if there were going to be permanently positioned within the core, there was a need to feed the system with much higher enriched fuels. Before the 70s the RBMK reactors used fuel that was enriched up to 1.8%, however now they had to enrich the fuels up to 2%. However, later on the reactors still the problem related to steam void increases. This meant that the engineers had to enrich the fuels even further, which led to the introduction of enriched fuels up to 2.4%. These developments came in later after the accidents to make sure that the engineers had more control of the reactivity (Engineeringfailures.org, 2011). One other technological failure which aggravated the situation at Chernobyl, was the design used for the various absorbers; that is the ER, SAR and the MR absorbers. According to the design of the absorbers, the displacers on the RBMK are around 4.5 meters in length. When the absorbers are drawn to their top most position well above the core of the reactor, the displacers come to the mid sections of the cores of the reactor. The cores in the RBMK reactors are about 7 meters in height which explains the mid level rise of the displacers as the y bring up the absorbers. Water columns in these reactors tend to form above and below the displacers at a height of about 1.25 meters. As such, during the lowering of the absorbers by the displacers back into the core, the water columns are displaced as well from the bottom of the core. The aspect of lowering the absorbers back into the core creates some for of spiked reactivity. This basically due to the fact that the displacers are made of graphite, at it tends to absorb neutrons at a much slower pace that the water in columns at the base of the cores. However this flaw in design only takes it effects when the absorbers are lowered back to the core after having been raised to the top most position of the reactor (Engineeringfailures.org, 2011). The cooling systems of the reactors were also found to be very complicated. At the same time the speed of lowering the emergency rod into the core was also flawed. Given the reactivity spikes that may take place from time to time, there ar e emergency and control rods that help with stabilizing the system. In this case, the time it took the rods to reach the core and regulate the power spikes was too long if they had been raised to the top most position. Given that the rods would lower in to the cores at the rate of 0.4 meters per second, relative to the height of the rods, it would take roughly 20 second for the rods to be fully inserted into the cores. This is awfully a lot of time wasted by a mechanism that is supposed to bring control to power spikes that only take second to spiral out of control. For a system that had these many flaws, it did not help that the cooling system is also complicated. This is so, considering that the staffs at the plant were also compromised by the fact that some of them did not have right skill level, other that the fact that those that were skilled also contributed to the disaster, as they had such high levels of negligence. At the same time the coolant used in the cooling system can change its physical state within the core which can be catastrophic.Sequence of Failures (Test)On the 25th of April in 1986, the crew was planning to shut down the reactor 4 for maintenance. At the time the crew also decided to test if the slowing turbine had enough capabilities to still produce power for the circulating pumps of the cooling system. This power was to assist to drive the pumps until the diesel power system kicked in, if the power at the station went out. Largely the cause of the accident rests on the miscommunication of the staffs that were coordinating the test and those at the ground carrying out the tests. There were quite a number of safety measures that were by-passed before the total failure of the system which brought about disastrous results.As part of the program the emergency core cooling system was to be shut down at 1400hr. Even though much of the processes that followed were not affected greatly by this shut down, it goes on to the laxity...

Philosophy Oedipus and Aristotle - 1255 Words

Through Aristotle’s specific definition of a tragic hero, it can be concluded that Oedipus is a tragic hero. Oedipus The King was written by a well-known tragic dramatist named Sophocles. This story is considered to be one of the greatest tragedies of all time. In fact, the Marjorie Barstow of the Classical Weekly says that it â€Å"fulfills the function of a tragedy, and arouses fear and pity in the highest degree† (Barstow). It is also very controversial because of the relationship that Oedipus has with his mother, although it was unknown at the time that they were related. The qualifications of a tragic hero, according to Aristotle, include coming from a royal family and falling from power due to actions that only the protagonist can take†¦show more content†¦After Oedpius and Jocasta are married, Oedipus makes it his goal to find out who killed the former king. His determination to find the murderer actually shows part of his good character. It portrays him as a caring and loving king, as he was so vigorously looking for the killer because it was what was best for the people and for his family. This loving character helps the audience pity him, overlooking some of the bigger flaws in his character. However, this act also exemplifies one of Oedpus’ biggest character flaws. Being a very prideful man, Oedipus fails to even consider that he himself was the one to kill the former king. This concept is called hubris, or excessive pride. It is fair to say that Oedipus’ greatest act of hubris is when he tries so hard to deny his fate. His prophecy was that he was destined to murder his father and marry his mother. By trying to deny his fate, he ironically fulfills it. He is so determined not to that he will not even consider the possibility that he was the murderer of the former king. This character flaw is another example of how Oedipus is a tragic hero according to Aristotle’s definition. His excessive pride is a charac ter flaw that cannot be overlooked and causes him to deny having any part of the murder. Aristotle described how the protagonist of the story must have a fall from power. This ties into the term hamartia. Oedipus’ hamartia and his tragic flaw are often confused to have theShow MoreRelatedIs Oedipus Rex A High Minded Man?782 Words   |  3 Pages11  October,  2014   Does  Oedipus  fit  the  qualities  of  a  high ­minded  man?      In   Greek   society   entertainment,   like   the   theatre,   was   an   enormous   part   of   many   lives.   Theatre   represented   a   culture   and   values   found   in   Greek   society.   Theatre   was   also   a   way   for   many   different   of   people   to   enjoy   similar   things,   despite   being   from   different   classes.   ​ Oedipus   Rex   was   one   of   the   major   plays   shown   in   Greek   society.   Sophocles’   Oedipus   Rex   ​ tells   the   hardship  Read More tragoed Oedipus the King (Oedipus Rex) as Ideal Tragic Hero1245 Words   |  5 PagesOedipus Rex as the Ideal Tragic Hero If we give ourselves up to a full sympathy with the hero, there is no question that the Oedipus Rex fulfills the function of a tragedy, and arouses fear and pity in the highest degree. But the modern reader, coming to the classic drama not entirely for the purpose of enjoyment, will not always surrender himself to the emotional effect. He is apt to worry about Greek fatalism and the justice of the downfall of Oedipus, and, finding no satisfactory solutionRead MoreOedipus The King, A Tragic Hero Story Of Fate1495 Words   |  6 Pages OEDIPUS THE KING, A TRAGIC HERO STORY OF FATE Pamela A. Long L26269572 ENGL 102 Professor Givens March 2, 2015 Turabian Sophocles is one of the great ancient Greek tragedians in the history of drama. In the play â€Å"Oedipus the King,† Oedipus is an excellent example of fate happening to a tragic hero. In addition, this play has all the elements of tragedy; human weakness, powerless, suffering, and one not having control of his own destiny. As a result, â€Å"Oedipus the King†Read MoreOpedipus, a tragic hero Essay example1708 Words   |  7 PagesOutline Thesis Statement: Oedipus is the embodiment of Aristotle’s characterization of a tragic hero through his ability to preserve his virtue and wisdom, despite his flaws and predicament. Introduction I. Sophocles’ Oedipus: A Tragic Hero A. Definition of a tragic hero B. Oedipus Character as it relates II. Tragedy A. Language of Tragedy B. Tragedy as it affects the audience III. Plot A. Aristotle’s idea of a tragic plot B. Significance of the plot IV. Virtue and Morality Read MoreTragic Hero1598 Words   |  7 PagesHero From Wikipedia, the free encyclopedia A tragic hero is a protagonist with a tragic flaw, also known as fatal flaw, which eventually leads to his demise. The concept of the tragic hero was created in ancient Greek tragedy and defined by Aristotle. Usually, the realization of fatal flaw results in catharsis or epiphany. The tragic flaw is sometimes referred to as an Achilles heel after the single fatal flaw of the Greek warrior Achilles. [citation needed] Aristotelian tragic hero InRead MoreOedipus The King Analysis1235 Words   |  5 Pageslegacy memorable plays still live along generations today. One of his most famous plays that tends to be memorable to most people is Oedipus the king because Oedipus is an obvlious ignorant king who tries to blame everyone in his circle and soon realizes hes the killer, and runs away from all of the chaos. In the short article, written by Bernard Knox it relates to Oedipus the king because of how civilization is like in the city of Thebes and how there is conflicts within and outside the kingdom. AlsoRead More The Philosophy and Psychology of Sophocles’s Antigone and The Eumenides in Aeschylus’ Oresteia2178 Words   |  9 PagesThe Philosophy and Psychology of Sophocles’s Antigone and The Eumenides in Aeschylus’ Oresteia There is a consensus among readers of the poetry or plays written in the fifth century that the plays succeed with inspiring profound movement on the audience. The methods or reasons for the reader to be moved by a text are often disputed. Specific to tragic works the concepts of philosophy and psychology are critical elements to understand the cause of the stirred emotions of individuals whoRead MoreAncient Greek Theater1235 Words   |  5 PagesCheese’s, or not letting you hang out with that dreamy hunk Bryan on Saturday. For Oedipus, killing his parents was not something petty he threatened when he got too worked up, but rather his fate. This suspenseful and masterful plot, conceived by the legendary playwright Sophocles, was one of the many groundbreaking works to come out of fifth century BC Greece. Works of ancient Greek theater, particularly Oedipus the King, embodied the spirit of innovation that fifth century BC Athens was knownRead MoreOedipus As A Tragic He ro1939 Words   |  8 PagesThesis Statement: Sophocles’ Oedipus is a perfect example of Aristotle’s definition of a tragic hero through the main characters prosperity to an emotional downfall caused by a tragic flaw. I. Oedipus is a Tragic Hero a. Definition of a tragic hero as defined by Aristotle i. Aristotelian tragic hero is defined (Aristotle 1961, p. 1453a). b. Oedipus falling into Aristotle’s tragic hero definition i. Aristotle directs us to Oedipus the King as a tragic hero (Bruening 1997, pp. 14-15). II. How TragedyRead MorePhilosophy Is The Love Of Wisdom919 Words   |  4 PagesAs said in the Arts and Culture: An Introduction to the Humanities textbook, philosophy is the â€Å"love of wisdom.† Philosophy shows us the different forms of nature and how you see the world through logic and reasoning instead of faith and emotion. Philosophy was used to justify questions about the meaning of life, form, and human nature. The first to practice philosophy were the Greeks. â€Å"The Greeks believed that what distinguished human beings was their ability to reason, and thus the philosopher

Cultural Diversity And International Marketing Strategies...

The world is made of nations and people who share different values, customs, languages and geographic territories. These diversities, also known as culture, have proven to be the norm that binds or separates them. Carlson and Blodgett (1997) explain culture as different ways, sets of manners and customs that are unique to a society or a group of people. Cultural issues encompass the elements of norms, traditions, materialistic and spiritual of a group of people (Czinkota Ronkainen, 2013). Understanding culture is possible only through human activities and how they act as individuals or members of a group (Coulter, 2010). As businesses enter international market, cultural diversity plays a major role in formulating international marketing strategies. They need to consider differences in national cultures, subcultures and how individuals in such cultures interact with each other and outsiders. This is due to the fact that culture is the main factor that contribute to today’s ma jor conflict aside of material resources and negotiable interests (Avruch, 2002). The diverse cultures tendencies always give rise to ethical issues as one cultural belief may not be the norm or acceptable behaviors for another. The failure to take cultural differences between countries into account has been the cause of many business failures (Ricks, 1993). The purpose of this paper is to showcase instances where cultural issues that were misunderstood proved to be blunders forShow MoreRelatedAnalysis : Managing Across Borders1132 Words   |  5 Pagespattern of the strategies (Mazanec et al. 2015). For that reason, organizations often try to develop effective strategies to utilize cultural diversity for capturing different perspectives to a particular decision. Specifically, globalization has made proper management of cultural diversity is necessary within organizational structure. In this study, the focus will be on different perspectives of cultural diversity in order to provid e an in-depth analysis regarding effective cross-cultural communicationRead MoreMarketing Strategy Of The Apple Company Essay959 Words   |  4 PagesIntroduction Marketing is the driver behind the sales of products in either local or international market. Marketing refers to a form of communication between a firm or seller and their customers, with a goal to sell their products to the customers. The key aspect of marketing is communication. Different companies have different marketing strategies. Good marketing strategies lead to successful sales. It is through the marketing strategies employed by a firm that enables it to outdo their competitorsRead MoreMarketing Across Culture Success or Dilemma1130 Words   |  5 PagesTable of contents Marketing across culture: 3 Reasons of this dilemma 3 Proposed solution: 5 Pluralism: 6 Cultural analysis before marketing: 6 Change management strategy: 7 Marketing across culture: Marketing across culture is one of the biggest issues which multinational companies have been confronting nowadays. Since marketing is an important factor for the propagation of a particular product or company, marketing plan should also be effective simultaneously. Every organizationRead MoreMarketing and Easy Ref994 Words   |  4 Pages1—Introduction to Global Marketing TRUE/FALSE 1. When practicing international marketing, a company becomes more involved in local marketing environments than it does in export marketing. ANS: T PTS: 1 DIF: Easy REF: p. 7 NAT: Analytic 2. Regional and political integration favor a pan-regional marketing strategy. ANS: T PTS: 1 DIF: Easy REF: p. 7-8 NAT: Analytic | Diversity 3. The formation of NAFTA encourages more multinational companies to adopt multidomestic strategies. ANS: F PTS:Read MoreGlobal Advertising Essay1724 Words   |  7 PagesThe term ‘global’ brings implications of a sense of ‘togetherness’, global advertising therefore suggests marketing to the world as a sole unit. The pioneer of global marketing was Theodore Levitt, ‘he insisted that companies should start thinking themselves as global rather than multinational’ (Barnet, 1994: 168). ‘The global corporation treats the entire world as if it were a single entity and sells the same things in the same way everywhere’ (Leiss, Kline, Hally, 1997: 171). However this generatesRead MoreA Study On Hilton Hotel1157 Words   |  5 Pagesorganizational structure is simple, with managers and supervisors from a different department, including admin, marketing, finance, human resource, concierge, food and beverages, housekeeping and etc. They also have team members and employees from Asia, and Africa and other nationalities worldwide. The common problem and issues that they have found among new employees are language and cultural differences that are creating barriers when it comes to cooperation. There is also occasional disrespect ofRead MoreThe Impact Of Culture On International Marketing Communication1486 Words   |  6 PagesSUMMARY Cultural factors have long been known to impact the communication and success capability of competition in conducting worldwide business. The objective of this report is to recognize the importance of cultural factors occurring in marketing communications. Therefore, it discusses the following: †¢ Key issues in cross-cultural marketing communication which shows identifying the cultural factors to support marketing communication in the proposed markets and pre-requisites for cross-cultural communicationRead MoreCase Study : International Human Resource Management Essay1448 Words   |  6 Pages In this company have different technologies for marketing strategies. Judgment is needed to identify the growth of the company so they look after the PBIT. In the time of 1990s they provide expansion opportunities Malaysian company pedi-cepat planned export offices in India, Singapore and Japan bit it fails. After the crisis, they expanded to Europe and the Middle East. Expand to Oceana for the better growth. This report focused the international human resource management to the padi- cepat companyRead MoreThe Diversity Of Business Ethics907 Words   |  4 PagesDiversity in Business Ethics Today businesses are faced with challenges, one in particular is diversification. Diversification according to John Jefferson and his associates (2009) is a form of growth, and the marketing strategy of a company, which seeks to increase profitability through greater sales volume obtained from new products and new markets. Interesting Jefferson (2009) also, states, diversification can occur either at the business unit or corporate level. Which bring s me to my point onRead MoreK-Marts Global Expansion: Case Analysis1182 Words   |  5 Pagesand Target Corporation. In addition to the home country, K-Mart also operates a number of independent retail and discount stores in Australia and New Zealand. Other international locations of the company include Canada, Europe, and Mexico. However, due to some financial difficulties, it had to retrench its operations in many international locations. K-Mart is headquartered in Hoffman Estates, Illinois, United States. It has done a number of acqui sitions and mergers during the last couple of decades

Literature Review for Instructional Pedagogy - MyAssignmenthelp

Question: Discuss about theLiterature Review for Instructional Pedagogy. Answer: Instructional pedagogy is a process through which tutors teaches its students. It contains various types, which also produces different results with the different types of pedagogy. Some of the well-known types are such as joint productive activity, contextualization, language development, challenging activities and instructional conversation (Tolerance.org, 2017). These all the different form of pedagogy gives a sound control to the teachers on their students. However, this is also an undeniable fact that different type pedagogy is partially practiced in the contemporary school curriculum. The main purpose of this literature is to review the issues that are surrounded to the existing pedagogy of the contemporary education. Contemporary schools depend highly on the leadership quality, which they try to achieve through any means. For this purpose, they feel that some teachers in the schools are better group, which could really help the principals in their purpose. These teachers are responsible for designing the courses as per the mutual understanding of the group. This paper studies the relationships in between the principles and the teachers. To the principals their teachers are like their partners who provide their helping hand in incepting the leadership quality in the schools. Teachers are believed to be as a mediator in between the principals and the students. It acts like a common thread in between them. It tries to communicate with the students and delivers the message of principals in the form of instructions or in the firm of curriculum. Two kinds of characteristics have been revealed in the leadership qualities of the principals in the past. Instructional leadership is one of such kinds, which believes in giving instructions to the teachers regarding their certain purpose. It can be because of their personal interest or because of the interest of the school well being. The other kind of leadership is the transformational leadership, which believes in motivating their teachers. This is very effective indeed, as motivated teachers would therefore put forward some enjoying and engaged discussions with the students. Transformational leaders are also very close to the purpose of the school, which is to nurture the students with utmost cares of knowledge and fun. They try to assure that every single possibility is dislodged. This is why they also put some strict instructions on the teachers. They also instruct teachers for considering the required changes in their instructions (Beetham Sharpe, 2013). Both the instructional and the transformational pedagogy have their own importance; however, both have different productivity rates. The transformational kinds of leadership of principals are more suited to the betterment of educational standard. Moreover, the transformational leaders take a deep into the curriculum designing. They instruct the teachers accordingly to change their instructions if they are not appropriate to their tasks. This kind of leadership helps its teachers on developing motivational skills, which is also reflected on their instruction quality. Moreover, principals in such cases gets involve in partnership relation with the teachers, which is important for continually analyzing the importance of restructuring of study curriculum. Despite of all the leadership styles, the contemporary education is facing some challenges, which is hard to dislodge from the academics. The highly incrementing changing dimension of education has put ample pressures on the teachers as well as on the principals to redesign their curriculum according to the demands. The inception of some new curriculum in schools especially in the primary education has put enormous pressures on the students. The pressure is also reflected on their performance. The high burden of wide ranges of books in the primary education is also physically not appropriate to the students. They have to carry a wide range of books, which affects their physical betterment. Apart from that, they have also high pressures of homework, which is limiting their growth to some extent. Students of contemporary age have now pressures on their shoulders from their early days in schools. They are getting mentally tortured from the effects of high-end loads of homework. They hav e now less time to play, which is also very much required for having a free flow growth of their career. Fun and play are an important part of the kids life, which helps them grow and live without any anxiety. They are not matured and they are not supposed to think about the pressures. However, the existing curriculum system is enabling the fact to happen. Teachers also have no clues as they are bound to live under such system. The changed faces of educational curriculum have affected both the teachers and the students. Teachers now have less time for having some fun session at the different schools. The work pressures have become wider (Loughran, 2013). There are some reasons behind the changed curriculum, which are influencing the behaviour of both the teachers and the students. The highly changing world and the needs to be advanced in technologies have probably encouraged the inception of some new subjects in the course module. This is just in response to the created urgency. The rising trends to have a dominating power in the world of economy have all encouraged the different nations towards a technically more advanced nation. They want to achieve the top most position in the technological advancement. This is because of such reason that they are focussing high on the institutional knowledge. They have understood that technological advancement can easily be brought in by laying the foundation of the same at the institutional curriculum. Nevertheless, this is the one platform, which can incept the advanced thoughts in students. However, in search of this, they are putting ample pressures on the school students. They are expected m uch at their earliest of age. At one point, they are getting in contact to the all the kinds of technically advanced curriculum. However, on other hand, they are being put into high pressures of wider study curriculum. This is very challenging as this now depends entirely on the absorbing power of the individual. The soaring demands of the teachers and the system and the relatively less responsiveness from the students because of the high pressures of curriculum have brought some complexity in the contemporary curriculum. One of the major issues, which the contemporary curriculum is facing, is the limitation of knowledge in some schoolteachers. Teaching has now become a better option to resolve the financial gap. The contemporary world is now finding their utmost financial solutions in the teaching jobs. This is an undeniable fact that culture of teaching has been largely replaced by business means. This is not such a major problem but some people are misusing the given benefits. They are just trying to commence formalities while during their teaching. They are teaching History just for the sake to teach the subject; however, they are not going deeper into the subject may be because of any reason. This is indeed doubling the pressures on the school students, which is the result of the added pressures on them in the form of a wider curriculum and the relatively lower approach in teachers towards the teaching. They are knowledgeable; however, they are not utilising it because they have much values to th e monetary benefits only. The literature on the contemporary teaching styles and the available school curriculum designs have largely been suffered by the less availability of quality and dedicational teachers and the elevated study curriculum. The curriculum design is not in control but the availability of quality teachers is quite viable. The school management needs to take some serious considerations for healing the existing issues in the contemporary teaching styles (Yang, 2014). Contemporary curriculum complexities are largely in response to the rising demands of technological advancements, which the particular nation is expecting from the institutional centres. The changing behaviours of teachers are also because of the changing nature of teaching, which is largely been replaced by some business means. Teaching has now become a good source of profession, which is providing high earning opportunities to its bearer. Both the curriculum changes and the style of teaching are going into opposite directions. The highly incrementing pressures on the school students require some effective remedial actions, which requires the governance of principals and the administration as well. The administration should instruct their HRM to recruit only such teachers who are both qualified and have interest in the teaching field. However, it is very hard to diagnose at the time of interview to observe the level of interest in the interviewee regarding the profession. It is inde ed relatively easier for the management to take strong decision up against any such practices. The principals should give strict instructions to such teachers regarding their job and responsibilities. They should also regularly monitor the progress of the teachers and their respective batches. This would provide utmost control to the management over their staffs. This would definitely help them find such teachers who have less dedication to their responsibilities. However, this would also put some extra costs, which they expense on such hired teachers. References Beetham, H., Sharpe, R. (2013).Rethinking pedagogy for a digital age: Designing for 21st century learning. routledge. Loughran, J. (2013).Developing a pedagogy of teacher education: Understanding teaching learning about teaching. Routledge. Tolerance.org. (2017). Five Standards of Effective Pedagogy | Teaching Tolerance - Diversity, Equity and Justice. [online] Available at: https://www.tolerance.org/supplement/five-standards-effective-pedagogy [Accessed 31 May 2017]. Yang, Y. (2014). Principals transformational leadership in school improvement.International Journal of Educational Management,28(3), 279-288.

The Role of Local Culture and Context in English Language Teaching Essay Example

The Role of Local Culture and Context in English Language Teaching Essay The Role of Local Culture and Context in English Language Teaching -Mabindra Regmi The Relation between Language and Culture The structuralists portrayed language as an entity that could be segmented and through learning these segments, the totality would also be learnt. This method has been tested, challenged and in many cases discarded in the world of linguistics. The conception, propagation and inevitable discontinuation of ever new methods has prompted Sowden to express â€Å"there has indeed been methodological fatigue, leading many to the pragmatic conclusion that informed eclecticism offers the best approach for the future. (Sowden, 2007, p. 304). Perhaps, eclecticism is the right trend while implementing ELT methods. One of the factors that should be considered, however, is that there seems to be a deep connection between language and culture unlike the belief of the structuralists. The concept of language teaching now is that of concentration in what the learners learn or w ant to learn rather that what is to be taught. As the classrooms get more learner-centered, it can be assumed that the attitude and the initiatives from the learners’ side will be more prominent. Since a person is shaped by ones culture and local setting, we can assume that the importance of cultural context in language teaching will grow as learning becomes more learner centered. It is in conjunction with this shift of emphasis away from teaching and towards learning, that there has appeared a growing awareness of the role played by culture in the classroom. (Sowden C, 2007, p. 304) It is not only the learners that come with their own culture in the classroom, the teachers also bring their own culture. This is particularly true if the language teacher is not from the locality. We will write a custom essay sample on The Role of Local Culture and Context in English Language Teaching specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Role of Local Culture and Context in English Language Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Role of Local Culture and Context in English Language Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Sowden warns the teacher â€Å"to be aware not only of the cultures of their students and their environment, but also of the cultures that they themselves bring to the classroom† (Sowden, 2007, p. 305). Thus, it can be seen, however inconclusive, that culture of both the teacher and learner plays an important role in the language learning environment and they have to be addressed for effective learning to take place. This intricate mutual relationship between language and culture may be the key to unlock the language teaching methodologies of the future. Whenever we talk about anguage and its use, it is important to figure out the relation between language and culture. There are few things we need to ask ourselves in this regard. Can language exist independent of culture? Is learning a new language (English) definitive of learning the culture of native speakers of English? Who are the native speakers of English? Will the culture of the native speakers be appropriate in the set ting of the language learner? Can language exist independent of culture? A language cannot exist in vacuum. It has to express some objective function when utterances are made or some text is written. When we do make use of language, the production made is generally about what we know or what we have experienced. What we know and experience mostly confines within the local setting that we have grown up and where we are residing. Thus, local context becomes inseparable from the use of language. Is learning a new language (English) definitive of learning the culture of native speakers of English? When we learn a new language, we need to adopt the culture of the target language to a certain extent because the cultural aspect comes amalgamated with the target language. But what about the learners? The learners have their own set of cultural experiences and objectives of using a language. They have their own cultural amalgamation which has to be addressed during target language learning process to make it meaningful and relevant to the learners. We can assume that integration of local culture and context is inevitable while learning a target language. Who are the native speakers of English? The distinction that makes a native speaker is generally very vague and often misleading. It might be important to look into the terminology if we are to explain what English is. A dictionary definition might say that native is belonging to a certain geographic location. In the case of English we must consider the fact that it is spoken in many parts of the world and more and more people are adopting it as the first language of communication. In this setting we must consider the appropriateness of calling certain speakers native and others not. Furthermore, even within the native speakers we find many varieties as in the British English, American English, Australian English, or South African English. If the English language is to be made a ruly global one, one must leave the notion of ‘native speakers’ behind. Will the culture of the native speakers be appropriate in the setting of the language learner? The culture and context of the learner and the native user of English may differ very contrastively. The traditional native speakers of English have their own cultural and contextual setting and it creeps into the language that they use. It should not be surprising thus, that the English used in non-native setting has the purpose of academia without much cultural interference. But can English have the same purpose if it were to only transfer the cultural and contextual nature of the target language? In order to make English learning a holistic experience, it is important that culture and local context are integrated so the learner has a more comprehensive grasp of the language. Different Views Regarding the Role of Culture in Language Class Different people have expressed their opinions regarding the role of culture in language class. Phyak, P has collected four such opinions from various personnel in his article integrating local culture in the EFL context of Nepal: An ignored agenda? The first view expressed by Byram and Flemming (Byram, 1997; Byram and Fleming, 1998) states that the target language culture should be taught in ELT in order to help learners to acculturate into the culture of English countries. The second view expressed by Karchu, Nelson and Canagaraja (Kachru, 1986; Kachru and Nelson, 1996; Canagarajah, 1999) opines that there is no need of teaching target culture especially in the contexts where different institutionalised varieties of English are in practice. Similarly, the third view by Kramsch and Sullivan (Kramsch and Sullivan, 1996) states plainly that ‘local culture’ in TEFL should be taught. Finally, the fourth view by Alptekin, Jenkins and Seidlhofer (Alptekin, 2005; Jenkins, 2005; Seidlhofer, 2001) says that since English is a lingua franca, it should be taught in a culture-free context. In the same article Phyak gives a fifth opinion regarding the use of culture in language class by assimilating the highlights of the above opinions where he advises the teachers to use both target and native cultures with priority to local culture (Phyak, P). Whatever the views of applied linguists all over the world, we cannot disregard two core realities. The first is that while learning a second language, the influence of the culture of that language is inevitable. The second fact is that the learner of second language comes equipped with the culture of the first language. If no association is made between the culture of the first language and the learning of the second one, the learning will not be as effective. Therefore, inclusion of local culture and context should be more prominent in the initial phases and gradually gear more towards the target culture so that the integration is seamless in the end and language skill transition is more comprehensive. English as an International Language Hegemony of English language is a global phenomenon and the onset of modern technology, the computer; and as the choice language of the academia will further strengthen it. Eventually, the spread of English will probably be the root cause for disappearance of majority of world languages. Having said that, one must accommodate the fact that the use of English in international communication is increasing, and thus, it is gaining momentum as being an international language. The rise of English as an international language has created many concerns among the laymen, experts, anglophiles and chauvinists alike. The concerns can be divided into two factions. The first leads us towards convergence of all world languages into one giant English language. Because of the advent of printing, and more recently, media; languages, specifically English; are being standardized so that there is uniformity in the manner we write and speak. Many believe this to be a positive step towards world unification. There may be advantages to uniformity, but the question is; does it outweigh the disadvantages that it might bring in the form of ‘language death’ as expressed by David Crystal or loss of identity? The other faction is made up of personnel who are asking this very question. The prominence of English might be an indicator of decline of other languages. When a language is lost, it is not only the means of communication that is lost with it. There are contextual and cultural associations with languages, and in addition; it also forms the corpora of accumulated knowledge of a community. All this will also be lost with the dying language. Moreover, there is a strong affinity of the language with the identity of a person or a community. Although English may provide with alternate identity, as shall be discussed later in this paper, the primary form of identity shall be lost, especially if the learning of English is subtractive in terms of the first language. Discrepancies aside, internationalization of English is inevitable. The question now remains is how we are going to bring about policies for other languages that are in existence. In order to understand why English is fast becoming a global language, we must try and analyze why is it important for us to learn English. There are many reasons why an individual would want to learn English. i. English may be a factor for obtaining better employment opportunities. ii. English is the medium of communication for business, recreation and competitive tournaments. iii. English is almost mandatory for learners pursuing higher academic achievements and publishing of one’s findings. iv. The knowledge of English may provide higher social standing or identity in many cases. We can see that English language empowers a person both in terms of social and material power. Thus we can see the attraction towards learning English. The choices that the language communities have is either to have subtractive learning of English and forget one’s own linguistic heritage, as is happening mostly in developing countries like Nepal; or to make the learning process additive by retaining one’s own language intact. It can be assumed that the later alternative is more acceptable. The reason for the long windedness of the explanation above brings us back to the core discussion of this paper: local context and culture in teaching or learning English. Now as we have made a huge circle from the inevitable internationalization of English to the better alternate of additive learning of English; it is time to ponder over how we are going to teach English language. English Language, Local Culture and Social Identity If we want to have mastery over English language, then I believe we must find a way to make the language practical to its learners. Just reading the literature of the language or using the language in stereotype British or American cultural setting will not hold much significance to the learner of English as a foreign language. What needs to be done is to bring about association between the language being learnt and the experience of the learners. This will provide platform for practicality of the language being learnt. In order to understand why local context and local culture must be integrated into teaching of English language, we must also be familiar with how culture and local context plays a role in language learning. Culture and Language Reflect each other The common notion regarding the purpose of language learning has been related to communication. Because of the researches done in sociolinguistics and discourse, we should consider the fact that language is not only ‘understanding’ what the other person is expressing but it is also necessary that we understand the text at a discourse level where cultural and individual background conveys deeper meaning to the language items used. Language is not only communicating with words but we have deep rooted cultural and contextual schemata and frames which are reflected in the language that we use. Thus it is important to analyze the meaning of discourse at cultural and contextual level. The reason that we should consider the Frame and Schema theories of discourse analysis when talking about the language is that if we are not able to express or comprehend the schema created through cultural setting, only understanding the text in communication will not be able to justify the meaning that should have been understood. Only through associating and integrating the language that we are trying to learn (English) into social and cultural setting shall we be able to exploit the nuances of the expression made in a language. Englebert believes that there is a cultural variation between the learner and the language and that the â€Å"teacher hosting foreign students must come to terms with the fact that those students are immersed in a culture with which they are not familiar, and that they bring with them not only their limited knowledge of the language, but a myriad of assumptions based on generations of cultural indoctrination†. (Englebert, 2004). These assumptions based on â€Å"cultural indoctrination† are at the core of schema of the learner. Not only the culture of the target language but even the prescribed packaged methodology might create confusion in teaching English as a foreign language. In her study among the Asian students studying in New Zealand, Li found that â€Å"the interactive teaching methods adopted by New Zealand teachers are culturally incompatible with Asian students’ learning conceptualizations. The findings suggest that some teachers’ adoption of the communicative or interactive teaching approach led to Asian students’ negative learning experience in New Zealand† (Li, 2004). This shows that the cultural background and the mindset of the learner should be considered while teaching English. Subsequently, it also indicates the integration of local context and culture of the learner for smoother and more effective teaching learning experience. If the learner of English is only familiar with her own experience based on her own cultural and local setting, trying to incorporate a different language with a different setting will make it literally ‘foreign’. The ‘foreignness’ can be significantly eliminated if local context and culture of the learner is being used in the target language. Thus integrating the cultural and contextual setting in language learning will be important. English Language and Social Identity Bonny Norton has explained that in the current social situation, English language helps create a more powerful identity for the individuals because of the advantages associated with the proficiency of English Language (Norton, 2007). She further explains that construction of identity through learning English are complex and dynamic. The five examples that she has taken in her article all give different perspectives people have for English language based on their cultural and contextual backgrounds. If individuals from different social and ethnical backgrounds have different concepts about how English should be taught and learnt, then we can assume that it is the experience of the learner that is influencing such perspectives. An individual is the product of the local culture and context, so we cannot ignore the importance of inclusion of local context and culture in English pedagogy. Norton recommends that we should not overlook the focus on individual account while teaching English. She further explains that the researches on language teaching and identity is fragmented and it has to be made more organized, and if English belongs to the people who speak it, expansion of English in this Global era is better (Norton, 2007). Inclusion of Local Context and Culture in ELT in Nepal Along with the gathering momentum of inclusion of local culture and context in language teaching across the world, an initiative has been started in Nepal where linguists and social activists are advocating for inclusion of local context and culture, namely, ethnic languages in mainstream education. Alongside with this initiative there are many linguists and teachers of English language who are advocating for inclusion of local context and culture in English Language Teaching. The problem that the Nepali society is facing is how to bring about the implementation of such content and context in English language. Looking at the coursebooks and educational materials, it is evident that the English teaching is heavily influenced by the culture of target language users. Although some content and stories seem that they have local context, but the exercises that follow again reflect to the target language culture. On the other hand, the teachers are also imparted trainings and education aligning with the target language culture. In this ambience, it will be difficult to implement inclusive local content and culture while teaching of English. In order to overcome this impasse, some measures can be taken so that there is a momentum towards progressive implementation of the discussed issue. First, the language policy makers and the educators of the country need to come together to make a master plan on how to develop materials, train teachers and set objectives on inclusion of local culture and context in ELT. Only when a concrete set of objectives and a clear vision of the implementational procedures have been codified, the initiative can move forward. Second, there has to be a mass drive for collection of local content in the form of stories, poems, articles and the like which also reflects local culture. The content corpus has to be exhaustive so that all the major aspects that need to be covered are covered. Agencies like Nepal English Language Teachers’ Association, NELTA, can be instrumental in taking the necessary initiatives. It is wise to include people from different academic, professional, age group, ethnic, gender, and geographical backgrounds to make the corpus comprehensive and complete. Third, the gathered content has to be carefully cataloged, edited and selected for practical use. There may be many ways by which the content can be used. The content can be an integrated one where a little of everything is included, or it might also be ethnic or locality specific where different communities make use of different relevant parts of the corpus. The fourth, which might also be the most important, is to enable the teacher of English to believe that local content and context is not only necessary but is the most effective way of teaching or learning a language. The teacher should also have autonomy to develop content from her own locality adjusting to the need of the learners there. Perhaps the most difficult part of this endeavor will be to discard the prevalent target culture based content in favor of local culture based one. But once the importance is felt and the initiative commenced, language learning process will take a meaningful and applicable turn. The learners then will not be learning English in vacuum but they can associate their own life experiences to the language being learnt. Finally, a monitoring and evaluation mechanism should be developed in order to judge how successful the implementation of the initiative has been. The monitoring and evaluating body can also make necessary changes in the whole process as the problems arise. Association and Comprehension through Local Context in ELT If there is association between the local context and culture, and English Language teaching; the learners might benefit in many different ways. As Lengkanawati states â€Å"we can conclude that the choice and the intensity of using language learning strategies is influenced by many factors, one of which is the students’ cultural background† (Lengkanawati, 2004), the association of local culture and English language teaching might help the learner build better learning strategies. It will lead the learner to grasp deeper meaning of the target language and use it efficiently and productively. Moreover, the differences that lie within the variations of English will make the learner appreciate that context and culture are essential for language learning. All this will lead to a global culture where one retains her native culture while learning that of the target language and thus of the whole world. We have discussed previously about the nature of association between language and culture. In addition, we also discussed about the emergence of English as an international language and the advantages of learning it. Then we went on to how local context and culture can be integrated into teaching English in Nepal. Now, we shall focus on advantages there might be in integrating local context and culture while teaching English in three different stages. The association of local context and culture can be done in three levels: using local context and culture while learning English, Using the context and culture of the target language, and integrating the two cultures to create multicultural or global comprehension. 1. Using the local cultural and contextual setting while learning English. Using local context and culture will enable the learners to grasp the deeper meaning of English because they can associate the cultural and contextual meaning that they are familiar with. In Barfield and Uzarski’s findings, â€Å"the classroom observation showed that students in pair and group works were more interactive when they had to discuss on their local cultures than when they had to discuss on different stories or texts which they were not familiar with. † Contextualization will further enable the learner to be proficient in the language at a faster pace. The learner will understand how a different language is not very different from one’s own. This methodology needs to be applied on the learners at least at the beginning. The learners must be given ample opportunities to interact in the target language. This is only possible if the content that is being used is related to local context or culture. If target language culture is given as a topic of interaction, the learners may have nothing to contribute and will be less willing to proceed further. 2. Using the culture and context of the target language The users of the target language are varied. There is no single context or culture that defines a language like English. Therefore, it will be difficult to identify the target culture when we talk of English. This also indicates that even within the same language there is influence of local context and culture. This will make the learner understand that the language is not entirely free from the culture and context of a community. For example, we can take metro English that the Londoners’ use. It is very different from the traditional Standard or BBC English that we learn in Nepal or the other parts of the world. Sometimes there is a discrepancy in lexical meanings and pronunciation too. A pavement for the British might be sidewalk for the Americans. A mate is a friend in Australia and spouse in England. The fact that even among the native speakers of English in different countries the linguistic items have different meanings will enable the learners to realize that culture or local context is the key factor in using and understanding a language. It will also give an insight that language is culture and context specific and not medium specific. To clarify this statement we can safely assume that the people coming from same cultural and contextual setting will share more meanings than people from cross-culture sharing the same language. This demarcation will be of vital importance because the learner will be able to comprehend that to understand a person is not only understanding the language but understanding the local context and culture as well. It will further inspire the learners of English to be familiar with different cultural settings of the people that use the language. This kind of interpretation of language should be carried out at intermediate and advanced levels where the learners have been made familiar of the inclusion of their own cultural and local contexts while learning English. 3. The emergence of a Global culture When more and more people start becoming familiar with the local culture and context of more and more places, then a common, integrated culture will emerge. This is the Global phenomenon that has been extensively discussed in every sphere of modern human civilization. This global concept of the language and cross-cultural integration should be the ultimate outcome of language learning. When we are able to identify issues of global importance and contribute to it in a local way, then we will be adherent to the post-modernist maxim of â€Å"think globally, act locally†. This is a concept that might be difficult to understand for many learners. There is also a paradox of going local to harbor a global outlook. This in turn complicates the nature of language that we use in the modern world. The learners of languages, and specifically of dominant language like English, should consider the integration of local context and language. Considering the complexity of the process and inputs, learners of the tertiary level of English should be taught at this comprehensive level. Assimilation of Various Cultures for Global Interpretation Barfield and Uzarski have a very interesting notion regarding language integration when they opine that even if an indigenous language is lost, which is happening at an alarming rate all over the world, through integration it can be preserved within another language like English. Interestingly, despite the loss or future loss of an indigenous language, the â€Å"roots† of that indigenous culture can be preserved through the learning of another language, such as English. (Barfield and Uzarski, 2009) This is one notion that can be construed as positive aspect of assimilation of local culture into a Global one. Even though we might have strong opinions regarding local languages and cultures that we have inherited, and feel strongly towards dominance and ultimate displacement that a language like English will do to other local languages, the only way to actually save a part of the culture and local form of language might be through English. In order to achieve this, it would be important to integrate local context and culture in teaching languages like English. On the other hand, because English is fast becoming the lingua franca of the world, there should also be a global ownership of the language. If we consider only one of the cultures of the native speakers then the globalization of the language will not be possible. In order to truly make a language like English a global one, and for all the cultures to feel that they are also a part of this global phenomenon, integration of local culture and context is important. So, at the end, every individual language community can feel the ownership of global English through integration and assimilation. Contrastively, the cultural and local contexts of societies that use English language are varied and it would be impossible to integrate everything about all the cultures. To make it comprehensible in the global arena, we should find out commonalities that exist in all the cultures and localities across the world and try to establish a common contextual and cultural condition for the language to evolve into a Global Language. Such understanding and cohesion will provide â€Å"the abilities to perform effectively and appropriately with members of another language-culture background on their terms† (Barfield and Uzarski, 2009). Conclusion This article has assumed certain developments in English language based on current global trends. It has assumed that English is fast becoming a global language and it will become more so in the future. It has also assumed that the local languages will decline and decay in the face of English as their adversary. Considering these base assumptions, the article has provided insight into understanding the importance of English language and equal importance of using local context and culture while teaching English. In conclusion, we can reaffirm the essence of the whole discussion in the following manner: first, we need to understand that we use English as a method of communication and this language is fast becoming a global anguage. Because we use it in our communication, the language cannot be excluded from the local context and culture because they are what we are likely to be communicating about. There may be differences in opinions regarding how or if local context and culture should be used in teaching English, but it is essential that we integrate local context and culture. Se cond, use of local context and culture in teaching English will depend on the nature of the local setting. Same system may not be applicable in all communities. Therefore, how the integration is to be done should be tailored to suit the needs of a particular community or a country. In case of Nepal, this can initiate with development of content corpus based on multilingual communities existing in the country and making a broad plan on what and how to integrate the content thus collected and selected. Third, the use of local context and culture can be done following a procedural format where local context and culture can be given more priority in the earlier stages of learning English language. Slowly, learning of the culture and context of the target language is to be achieved for more comprehensive understanding. When integration is done among various communities and language groups, then English will emerge as a true global language with global ownership. Finally, we should also consider the possibility that many present languages of the world might one day die. And the only possibility of its context and culture to be passed on may be through integration into a dominant language like English. All these expositions make the use of local context and culture in English Language Teaching a necessity.