Monsanto Corporate Social Responsibility free essay sample

Monsanto Sustainable Responsible Business: A study of the performances of Monsanto In todayaâ‚ ¬Ã¢â€ž ¢s modern business world, commerce implements operation, drive and manner notions with endorsement and adoption of corporate social responsibility as a matter of course (David Henderson 2004). The stakeholder groups, for instance, governments, communities, suppliers, employees, customers and stockholders persistently claim administrators to dedicate capitals to corporate social responsibility (McWilliams and Siegel 2001, 117). Despite the fact, strategic corporate social responsibility is far more selective on being a standing corporation rate citizen and also addressing the social issues that the corporate creates (Micheal E. Porter and Mark R. Kramer 2006). Monsanto, along with its subsidiaries, is a company runs business in two sections which are Seeds and Genomics, and Agricultural Productivity to offer famers agricultural products in United States and internationally (Monsanto Co. 2011). Undoubtedly, corporate social responsibility is a must for such corporate organization. This paper targets to examine the social performances of the company in particular of its genetic engineering. We will write a custom essay sample on Monsanto: Corporate Social Responsibility or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It also seeks to give an idea about the balanced argument into advantage and disadvantages which the genetically modified foods has on the new era stakeholders. Failings of Monsantoaâ‚ ¬Ã¢â€ž ¢s Genetic Engineering Genetic engineering is an artificial breeding technique by modifying the genetic codes of organisms (Patrick Dixon 2011). Part of the society is proud of this advanced technology; however, as regards to its negative impacts, it gives rise to numerous scandals. Farid E. Ahmed (2002, 215) also alleged that, consumer distrust occasioning from former foods and environmental anxieties, apparent monitoring omission and uncertainty in government administrations, all influences which driven arguments about the environmental and public health safety issues, e. g. latent gene flow to other organisms, the devastation of farming multiplicity, allergenicity, antibiotic conflict and gastrointestinal harms, these few ins and outs have caused the genetic engineered foods yet to be fully accepted by all Gods creatures. Monsanto is one of the companies who use such highly developed system in their products. It supplies most of the genetic engineered seeds on this earth (Roundup Ready Crops 2011). The major weakness of this procedure on foods is the damaging effects that it brings to human body (Genetically Modified Food Pros and Cons 2011). The American Academy of Environmental Medicine has gone through analyses about genetically modified foods and the results show that it causes infertility, immune problems, accelerated aging, and changes in the cellular structure of main organs (Kaitlyn Moore 2001). More to the point, the antibiotic resistant genes integrated in genetically altered foods is the greatly suspected reason behind the new virus which causes the animal concerned in the studies ended up malformed, sterile, and deceased (Kaitlyn Moore 2001). Donald L. BarlettA  andA  James B. Steele (2008) spelled out that the food chain in United States is already conquered by Monsantoaâ‚ ¬Ã¢â€ž ¢s genetic engineered seeds. In such circumstance, Monsanto has put the health of United States society in a danger position. Authentically, not only the Americans are standing on the hazard spot, but all the people around the world who suffer from it. What is more, Monsanto and its subsidiaries, AsgrowA ®A  andA  DeKalbA ® own 400 extra separate plant technology patents at present in accordance with U. S. Department of Agricultureaâ‚ ¬Ã¢â€ž ¢s Economic Research Service (E. Freeman 2008). As mentioned earlier, the food chain in America has been dominated by Monsanto Company with its genetic modified seeds. Chirstopher Leonard (2009) also held that 80 percent of all corn and 98 percent of all soybeans grown in United States are being placing in Monsantoaâ‚ ¬Ã¢â€ž ¢s patented genes. Moreover, with the said by James Beuerlein, a soy bean specialist at Ohio State University, compare to the organic soybean seeds which cost 30 to 35 dollars an acre, Monsantoaâ‚ ¬Ã¢â€ž ¢s genetic engineered seeds can cost as much as 75 dollars (Andrew Pollack 2009). Without a doubt, with this monopoly competition, Monsanto can increase charge devoid of dread and this will make possible the familiesaâ‚ ¬Ã¢â€ž ¢ diet expense goes high (Monsanto 2011). The seed monopoly not only carries out awful upshot to people but also the farmers. Monsanto is treating the farmers in United States with the use of legal actions cruelly (Monsanto 2011). One of the case was the Nelson Farm endured litigate by Monsanto as planted the genetic engineered seeds from last season which violated the companyaâ‚ ¬Ã¢â€ž ¢s patent (Robert Schubert 2001). Next to that, the wind will hold Monsantoaâ‚ ¬Ã¢â€ž ¢s patented seeds to the neighbouring farms. Those farms that do not use Monsantoaâ‚ ¬Ã¢â€ž ¢s seeds but have been discovered to have genetically altered crops will be undergoing a lawsuit with Monsanto (Monsanto 2011). Of course without the companyaâ‚ ¬Ã¢â€ž ¢s copyright, the farmers will not have to be vexed on the high cost of farming. Fortes of Monsantoaâ‚ ¬Ã¢â€ž ¢s Genetic Engineering The genetic engineering has brought humiliations to the corporation and terrible affects to the stakeholders; on the other hand, there are actually some benefits the sophisticated technology conveyed to the stakeholders by the company. The core advantage can be the speed of crops production. Along with some investigators, with genetic engineering technology, the necessary growth time of new commercial varieties of agricultural yields has been tremendously lessen the natural 10 to 15 years breeding cycles to only 2 to 3 years (Paoletti and Pimentel 2009, 665). Additionally, the Chief Executive Officer of Monsanto, Hugh Grant, believes that the worldaâ‚ ¬Ã¢â€ž ¢s population will be dramatically increased as time goes on (M. Sutherland 2010). He also stated that Monsanto has been working hardly to yield more harvests by using lesser resources (M. Sutherland 2010). Furthermore, the expansion on arable land, water, energy, and biological resources to afford a sufficient delivery of foods for human can be hardly to keep pace of the population growth over a long term (Pimentel et al. 1996). Indeed, genetically altered foods will reduce the timeliness of food production. African America Environmentalist Association also thinks that the threats brought by genetic engineered foods are much better than starvation to most of the people (Genetically Modified Food 2011). Certainly, Monsanto helps the people to fight world hunger. As pointed out in advance that farmers have been stranded by Monsantoaâ‚ ¬Ã¢â€ž ¢s genetic engineering; nevertheless, the farmers gain positive impacts too. The farmersaâ‚ ¬Ã¢â€ž ¢ harvest production enhanced by the contemporary technology is one of the good illustrations. Alternatively, Monsanto has implemented a project called SHARE on February 20, 2009 with the partnership with a special interest group, Indian Society of Agribusiness Professionals (ISAP), to assist in the life enhancement of farmers in India (Project SHARE to Help Improve Farmersaâ‚ ¬Ã¢â€ž ¢ Lives in India 2009). aâ‚ ¬? Our partnership with Monsanto on Project SHARE will develop a sustainable model that provides small and marginal farmers access to technology, better inputs, agronomic practices, and market linkages to improve farm productivity, thereby making farming a viable proposition,aâ‚ ¬? said by Chief Executive Officer of ISAP, Rajeev Dar (Project SHARE to Help Improve Farmersaâ‚ ¬Ã¢â€ž ¢ Lives in India 2009). It is a good prospect for Monsanto to develop its genetic engineering while giving support to the farmers. Last but not least, Divyahans Gupta said that genetically altered foods can resolve food shortage issue and also diminish the malnutrition in nations ( Divyahans Gupta 2011). The people in third world countries are regularly depend on only rice as their diet (Deborah B. Whitman 2000). This has leaded them to health problems caused by nutrient deficiencies because rice does not contain ample amounts of essential nutrients (Deborah B. Whitman 2000). With genetic engineering, malnourishment can be alleviated by combining the genes of plants (Gregory Hamel 2011). To help stopping the malnutrition crisis, Monsanto has acted in bona fide by giving away the patents of genetically modified rice grain (GM Rice Patents Given Away 2000). Besides that, the company is also providing rice genome sequence database to researchers around the world and royalty-free licenses of its technologies that can lend a hand for advance improvement of aâ‚ ¬? golden rice and other pro-vitamin A-enhanced rice varieties (GM Rice Patents Given Away 2000). For this reason, the communities in third world countries and many others will get benefits from the courtesy of Monsanto beyond doubt. Conclusion Altogether, Monsanto Company uses genetic engineering on foods has raised bad impacts and also implications on the human bodyaâ‚ ¬Ã¢â€ž ¢s health, societyaâ‚ ¬Ã¢â€ž ¢s dinner expense and farmersaâ‚ ¬Ã¢â€ž ¢ agribusiness. It is believable that these are not the only bad effects but many others more which affect the stakeholders. To response the social desires, Monsanto has coped its stakeholder management by giving consciousness to society that genetically engineering helps to resolve food scarcity, applying Project SHARE to benefit farmers, and open-handing on the patents of genetically altered rice. To these, it can help the company to recover the integrity value. It may be said that societyaâ‚ ¬Ã¢â€ž ¢s expectations depend on Monsantoaâ‚ ¬Ã¢â€ž ¢s social performance will keep increasing due to the affluence, education and awareness of communities. There is always a social problem as humanaâ‚ ¬Ã¢â€ž ¢s entitlement mentality is high. So, corporation will have to keep in mind of victimization philosophy by doing right movements to fulfill social needs in order to get business lives long and gain competitive advantages. Hence, Monsanto is bound by a social contract as you would expect. Reference List Ahmed, Farid E. 2002. aâ‚ ¬? Detection of Genetically Modified Organisms in Foods. aâ‚ ¬? Journal of TRENDS in Biotechnology 20 (5): 215-223. http://eprints. icrisat. ac. in/109/1/TrendsInBiot__20_5_215-223__2002. pdf Barlett, Donald L. ,A  andA  James B. Steele. 2008. Vanity Fair: CondA © Nast Digital. Monsantoaâ‚ ¬Ã¢â€ž ¢s Harvest of Fear. Accessed August 13, http://www. vanityfair. com/politics/features/2008/05/monsanto200805 Delano, Maggie. 2009. MIT: Massachusetts Institute of Technology. Roundup Ready Crops: Cash crop or third world savior?. Accessed August 13, http://web. mit. edu/demoscience/Monsanto/players. html Dixon, Patrick. 2011. Global Change: Global Change Ltd. Genetic Engineering: What Is Genetic Engineering?. Accessed August 13, http://www. globalchange. com/geneticengin. htm Freeman, E. 2008. Monsanto: Monsanto Company. Why Does Monsanto Patent Seeds? Part 1. Accessed August 13, http://www. monsanto. om/newsviews/Pages/Why-Does-Monsanto-Patent-Seeds. aspx Genetically Modified Food. 2011. African America Environmentalist Association. http://www. aaenvironment. com/GM. htm Genetically Modified Foods Pros and Cons. 2011. Iloveindia. http://lifestyle. iloveindia. com/lounge/genetically-modified-foods-pros-and-cons-6346. html GM Rice Patents Given Away. 2000. BBC: T he BBC. http://news. bbc. co. uk/2/hi/science/nature/865946. stm Gupta, Divyahans. 2011. Triple Helix Online: Zain Pasha. Accessed August 14, http://triplehelixblog. com/2011/01/food-frenzy-growing-concerns-over-genetically-modified-foods/ Hamel, Gregory. 011. eHow: Demand Media, Inc. Advantages Benefits of a GMO. Accessed August 14, http://www. ehow. com/list_6019041_advantages-benefits-gmo. html Henderson, David. 2004. Competitive Enterprise Institute. The Role of Business in the Modern World: Progress, Pressures and Prospects for the Market Economy. Accessed August 13, http://cei. org/studies-books/role-business-modern-world-progress-pressures-and-prospects-market-economy A  Leonard, Christopher. 2009. News Observer: The News Observer Publishing Company. Monsanto Dominates Seed Market. Accessed August 13, http://www. newsobserver. om/2009/12/14/239947/monsanto-dominates-seed-harket. html McWilliams, Abagail and Donald Siegel. 2001. aâ‚ ¬? Corporate Social Responsibility: A Theory of the Firm Perspective. aâ‚ ¬? Journal of Academy of Management Review 26 (1): 117-127. http://www. jstor. org/pss/259398 Monsanto Co. (MON): Business Summary. 2011. Yahoo! Finance: Yahoo! News Network. http://finance. yahoo. com/q/pr? s=mon Monsanto: The Seed Monopoly That Caused Genetically Modified Food To Start Showing Up On Nearly Every Dinner Table In The United States Suri. 2011. WordPressA   theA  Atahualpa. Accessed August 14, http://disasterandemergencysurvival. om/archives/monsanto-the-seed-monopoly-that-caused-genetically-modified-food-to-start-showing-up-on-nearly-every-dinner-table-in-the-united-states Moore, Kaitlyn. 2001. Natural New: Natural News Network. GM Soy Destroying Children. Accessed August 13, http://www. naturalnews. com/032370_GM_soy_children. html Paoletti, Maurizio G. , and David Pimentel. 2009. aâ‚ ¬? Genetic Engineering in Agriculture and the Enviroment. aâ‚ ¬? Journal of BioScience 46 (9): 665-673. http://www. bio. unipd. it/agr oecology/download/pdf/papers/1996/Gen%20Eng%20BIOSCIENCE. pdf Pimentel, David, Xuewen Huang, Ana Cordova, and Marcia Pimentel.

Free Essays on The Causes Of Poverty

The Causes Of Poverty â€Å"It is not easy for men to rise whose qualities are thwarted by poverty† (Juvenal). As we analyze this quote it reveals to us a truth about life: â€Å"Capital is necessary for man’s earthly well-being, because nature, the world as created, is good only in a general sense. But if something is good in a general sense, that is no guarantee that it will be operative for a particular person’s specific benefit at a particular place, time, circumstance. Men must work directly and men must create capital in order to put the forces of nature to work for them according to their specific needs† (Nymeyer 1). In modern times it is money that makes the world go around, as many of us have been hearing from our parents since we were children. There is no doubt that poverty is unfavorable, so we must ask ourselves why it exists. If not just for our own knowledge, we also need to know where poverty begins in order to plan an attack on this social epidemic. There has been an anxious attitude revolving around the very basic study of poverty for the last thirty-five years. Instigated by the National Conference of Charities and Correction and by many university professors, the charity organization societies head the search for the cause of poverty (Brandt 1). The methods used, often seen as mere opinions, are claimed to be scientific. Charles Booth first launched the method most commonly used to research poverty in his study of pauperism. In his study a large number of individual cases of poverty were examined. A cause was prescribed to each individual case. The causes were then added up and each cause was assigned a percentage that it contributed to the whole group. However this method was not seen as conclusive. Many circumstances were seen as causative, therefore creating the need for â€Å"principal† and â€Å"subsidiary† causes. For many years this was seen as the most scientific approach for studies concerning pove... Free Essays on The Causes Of Poverty Free Essays on The Causes Of Poverty The Causes Of Poverty â€Å"It is not easy for men to rise whose qualities are thwarted by poverty† (Juvenal). As we analyze this quote it reveals to us a truth about life: â€Å"Capital is necessary for man’s earthly well-being, because nature, the world as created, is good only in a general sense. But if something is good in a general sense, that is no guarantee that it will be operative for a particular person’s specific benefit at a particular place, time, circumstance. Men must work directly and men must create capital in order to put the forces of nature to work for them according to their specific needs† (Nymeyer 1). In modern times it is money that makes the world go around, as many of us have been hearing from our parents since we were children. There is no doubt that poverty is unfavorable, so we must ask ourselves why it exists. If not just for our own knowledge, we also need to know where poverty begins in order to plan an attack on this social epidemic. There has been an anxious attitude revolving around the very basic study of poverty for the last thirty-five years. Instigated by the National Conference of Charities and Correction and by many university professors, the charity organization societies head the search for the cause of poverty (Brandt 1). The methods used, often seen as mere opinions, are claimed to be scientific. Charles Booth first launched the method most commonly used to research poverty in his study of pauperism. In his study a large number of individual cases of poverty were examined. A cause was prescribed to each individual case. The causes were then added up and each cause was assigned a percentage that it contributed to the whole group. However this method was not seen as conclusive. Many circumstances were seen as causative, therefore creating the need for â€Å"principal† and â€Å"subsidiary† causes. For many years this was seen as the most scientific approach for studies concerning pove...

Innovation in Gurit Case Study Example | Topics and Well Written Essays - 2750 words

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The Scarlet Letter High School Essay Example | Topics and Well Written Essays - 500 words

The Scarlet Letter High School - Essay Example Socially outcast, Hester raises her child Pearl, all by herself within her limited means, but Pearl grows into a defiant and difficult one-parent child. However, in spite of all her trials and tribulations, Hester refuses to reveal the identity of her co-partner in crime, the Reverend Dummesdale. Part and parcel of the tribunal that convicted Hester in the first instance, Dummesdale is secretly relieved by Hester's refusal, "Wondrous strength and generosity of a woman's heart! She will not speak!" (Chapter 3). The Reverend's silence and complicity also allows Roger Chillingworth, Hester's husband who had been presumed dead, to gain moral ascendancy over her. Chillingworth holds no grudge against Hester, as he feels that he too has wronged Hester by marrying her in spite of his infirmities, but wants to seek justice and revenge. Chillingworth succeeds in his endeavors resulting in the psychological ruin and ultimate demise of the Reverend. The entire plot of the Scarlet letter revolves around Reverend Dummesdale's non--confession at the time that Hester Prynne was first tried. It is the Reverend's silence that confers on Chillingworth the power over both Hester and the Reverend himself. Had the Reverend confessed in the first instance, the very foundation on which the narrative is based ceases to exist.

Why Quit Smoking Essay Example | Topics and Well Written Essays - 1000 words

Why Quit Smoking - Essay Example Recent studies about tobacco smoking have revealed that it is a leading cause of lung cancer and other respiratory diseases. For the record, these lung cancer and other respiratory diseases were virtually unknown up until the surge of cigarette sales during World War II. Now lung cancer is considered as one of the leading killer diseases of the 21st century, killing an estimate of 3 million people around the world annually. Millions of people still continue to smoke tobacco despite its harmful effects to their health. But there are some smokers who want to quit their ugly habit, these are those smokers who have suddenly realized the negative effects of smoking and have decided to lead on a healthier nicotine free life through the help of various quitting methods. These individuals themselves have decided not just to quit smoking for themselves but also for the welfare of other smokers who wishes to kick the bad habit out of their system. Discussed herein are the dangers of tobacco smoking along with the various ways in which a smoker can quit this ugly habit in exchange for a healthier and happier life. Cigars and cigarettes are the primary sources of carcinogenic (cancer-causing) smoke. What distinguishes the two is that cigars are typically made from a single tobacco leaf without any wrappings or filter added to it while cigarettes are smaller versions of cigars. A typical cigarette is made up of tobacco leaf shreds wrapped in a special paper attached to a filter on one end. While cigarettes are widely available, cigars are usually sold in specialty stores equipped with humidors to preserve those. Differences aside both are still major sources of carcinogens and other substances that pose major health threats for humans Smokers have given various reasons on why they smoke. Many smoke for the sake of smoking. Some smoke to alleviate their self-destructive while others smoke because they are addicted to nicotine. Other smokers are bit more casual, saying that they smoke because they want to lessen the stress they experience in their daily lives. Whatever the reason is, most smokers will stick on the habit for the rest of their lives while developing various smoking related symptoms and diseases. A significant number of smokers on the other hand, have realized the various negative health and environmental effects of smoking and thus decided to quit smoking. Cigarette smoke inhaled by the smokers themselves is called mainstream smoke and it is reported to increase the risk of many types of cancer, which includes lip cancer, oral cancer, cancer of the esophagus, cancer of the pancreas, cancer of the larynx , cancer of the lungs; uterine and cervix cancers, cancer of the urinary bladder; and kidney cancer. On the other hand, smoke inhaled by non-smokers is called second-hand smoke. The effects of second-hand smoke seems to be much worse than mainstream smoke, the U.S. Surgeon General has updated some evidences showing that second-hand smoke causes heart disease and lung cancer in adults while it also causes sudden infant death syndrome and respiratory problems in infants and children respectively. It also found out that there is no "risk-free" level of second hand that exists; even the briefest exposure to secondhand smoke is enough to increase that risk of acquiring cardiovascular and respiratory diseases in adults. The only solution to this

Algeria, A North African Country

Algeria, A North African Country Algeria, as a North African country, is a multilingual nation with one official language, namely Modern Standard Arabic henceforth MSA and more than two foreign languages French, English, Spanish, etc. It is a country whose teaching-learning contributions and interests are now in how to improve foreign languages for specific purposes particularly English so as to prove its position or status as a powerful and important country across the globe. Today, the role of English as a foreign language (henceforth EFL) in the world is influenced by many factors such as business, cultural, political and educational factors. The latter is the main factor which plays, now, strongly a major role to pull a lot of attention in the decision of the Algerian educational authorities to know how to deal with the positive qualities EFL has in undertaking methods and approaches as parts of reforms in order to improve and enhance English teaching and learning as it is in developed countries. Therefore, the questions to be raised, here, concerns basically how to deal with the qualities EFL has with non-native speakers, what significant scientific contribution EFL gives to the country (Algeria), and what the suggested approaches and methods the Algerian educational authorities make to enhance and work on English Language Teaching are. ELT (English Language Teaching) in Algeria was denied and insignificant before the independence in comparison with French. Because the French language was taught in schools as a first language(L1) due to the consequences of the French occupation in Algeria that was the longest period of colonization which took a long time from 1830 till 1962. Thus French became as an official language in the Algerian institutions. Andrew Freeman (1961:1) confirms what we are saying about French as L1 in the following quotation the French, in Algeria, between 1830 and 1962, tried actively to suppress Arabic. The French influence resulted at many different levels, mainly the linguistic level. The linguistic level reflected the impact of the French language on Algerians who were being forced to speak French and then obliged to learn it in schools, but prior to independence and after 1990s a new revolution came to the surface and the Algerian authoritarians started new relations with USA to give some importance to English as an essential medium to be integrated in the Algerian schools. Thereof, the 1990s brought about many changes: English was introduced as an optional second language as of 1992 and, in 1999, an increased awareness of the importance of education led to 6% of the countrys expenditure being devoted to education (see http://ezinearticles.com/?Teach-English-in-Algeriaid=3280135). It can be argued that the process of teaching and learning English as a foreign language has taken many steps to improve the way of acquiring and mastering this means for communication to become closer to joining the worldwide community. Answering the questions given before, the Algerian educational leaders started to enhance and hold tightly EFL, and shifting from traditional methods to modern to say to the world that we are able, as a multilingual developing country, to learn EFL as a second Language as major and significant as French in our schools and university and then be present everywhere across the globe. These challenges remind us about some debate on teaching EFL in developing countries as an insignificant contribution, by African designers, to knowledge and production. According to many writers, the emphasis on foreign languages like English (Graddol, 2006; Batibo, 2007) has been regarded as an insignificant contribution by African education policy makers to knowledge and production, but Phillipson (1996) observes, after independence, that those who were first responsible for making English official and developed are African leaders. For instance, in Algeria, prior to independence and after the 1990s, a new revolution came to the surface. The government or the Algerian authorities started new relations with the USA and they attached little importance to English that was taught in the middle and high schools. Before, our EFL students had been studying English from the eight grade in the middle school to the third grade of the secondary school up to 2005. English language teaching and learning too, at that time, was catastrophic because of the lack of interest and many other factors such as economic, political, religious, educational, and so on. According to some older generation teachers, the majority of pupils were not interested in learning English and even French because they focus their studies on mathematics, physics, life sciences and nature and other fields but not languages, i.e., their world was closed or limited to their social life. Moreover, the majority of teachers were not at all interested in the syllabus presented to them and they found it meaningless and boring. About the reasons behind the failure of these teachers, Bouhadiba (2002) states that under the old time-based teaching program, the learner were supposed to learn at the pace imposed by the teacher, the text-book, or the course itself. Bouhadiba also argues that the failure of a time-based teaching program, no matter where it is implemented (developing or more advanced societies), lies in the way the teacher that he or she moves on to the next lesson or the next unit to be within the limits of the scheduled teaching program unlike the competency-bas ed approach. Because English has become the most dominant language, a lingua franca (henceforth ELF), which is defined functionally by its use in intercultural communication, English as a global language (e.g. Crystal 2003; Gnutvzmann 1999), English as a world language (e.g. Mair 2003) and World English (Brutt-Griffler 2002) English as an international language (EIL) becomes influencing force everywhere across the world, and useful language among many European languages, many governments have adopted various policies that promote ELT and Algeria is no exception. At present, English is considered as a foreign language that is offered as a required subject at all levels of university education. In order to understand and recognize that the efficiency of English language development in the Algerian educational system paves the way for learners to take part in the globalization, our government has made a huge effort to change the ELT policy and some changes were made in the 1990s. Due to these facts of the current status of English, Algerian Government decides to go through changes in various fields to hold and improve this global language in higher studies. Among these changes are the implementation of policies made in education related to new approaches and system were brought to Algerian institutions such as LMD System and Competency Based Approach (henceforth CBA) in primary and secondary schools. CBA approach has been brought to the Algerian schools in 2002 as a new approach and a part of reform in the primary, middle and secondary school. It has been imposed as a primary part of reform and complimentary to LMD reform on EFL teacher. To make CBA approach successful, the education minister mobilized all responsible for schools (primary, middle and secondary) to follow the CBA implementation. Moreover, Algerian ministry contribute, morally and financially, to give all opportunities and provide all those who are responsible for helping teachers and students with materials needed and equipments to be familiar with CBA success in the classroom. Thus, inspectors spent much time and money for making seminars in all over the country to instruct and correct the teachers ways in the teaching of English language and following the planning of English curriculum. In addition to the CBA, the LMD (Licence Master Doctorate) reform is also brought to the Algerian university in 2003 to continue the correctness of the teaching of English. In this work, we shall focus on some changes of approaches and systems such as LMD to see whether it is towards a more communicative use of English as a second language and a more focus on English language teaching. ELT is not easy responsibility for EFL teachers to teaching all of the students assigned to a classroom in university. The latter becomes, now, the world question in holding English as an international language which becomes increasingly important and required in Algeria in the last decade. Nowadays, there are much debate on what is teaching and how it becomes in the twentieth century, some people say that teaching is a creative way to become joined with and support others to help all learners learn. Others say that without teaching learning is not a way to make teachers and students more efficient. McKay (2002) says, The teaching and learning of an international language must be based on an entirely different set of assumptions than the teaching and learning of any other second and foreign language. McKay (2002:1) The quotation above makes us think many times of the processes of enhancing ELT to respond to the needs of those who are interested in English lingua franca ) currently. Thus the questions come in mind are as follows: 1-How should English be taught under LMD system as a challenging language in Algeria? (Our focus in this work). 2- What purpose of learning English should we achieve? (That is what we are looking for) 3- Can we be best English teachers? (This is our hypotheses to be proved) According to the questions above, we begin to analyze these issues regarding the role of English in our own lives and in our society. We first start looking at EFL teachers role, i.e. how do they play a central role in the teaching of English language perfectly? How do they apply the instructions given to teach English and how to be responsible for motivating their students to learn? It is essential that teachers themselves are aware of the way they are following to go through the four skills of listening, reading, speaking and writing including, grammar, vocabulary, and spelling all contribute to successful effective English communication. The much attention we give to each skill is due to the teachers input and learners competence as well as their needs. In addition, teachers should know themselves who they are and how can be adjusted in the light of the current status of English in the world. Palmer focuses here on the consciousness towards his students and how strongly he wants to be close to the students. Parker Palmer (1998, p 2) emphasizes on the teachers intention to see well his students; he must know himself before and when teaching his students. We can understand his illustration through the following quotation: When I do not know myself, I cannot know my subject-not at the deepest levels of embodied, personal meaning. I will know it only abstractly, from a distance, a congeries of concepts as far removed from the world as I am from personal truth. (See http://301f2012.wordpress.com/2012/11/29/writing-prompt-for-the-courage-to-teach/) It is clear to know how able we, as teachers, are to make our students understand and know ourselves in society as well as we can understand from P. Palmer the relative position and attention given to English has been considered and examined from ideological and cultural or political standpoints rather than pedagogical concerns. The latter is a very important point to discuss in accordance with our situation as Algerian EFL teachers. Unfortunately, with the classical system we, cannot be adjusted in the light of the current status of English in Algeria because, up to 2005, there are many obstacles and factors make our EFL teachers incapable to make all students understanding such as: 1-The number of students is overmuch in a class (40 50) 2- Insufficient communicative activities use for teaching English language skills such as reading, listening, writing, grammar, etc. 3- Inadequately equipped classrooms and the lack of ICTs use. 4- The impact of a social factor on EFL teachers as well as learners 5- Being authoritarian traditional teachers 6- Being passive traditional learners. 7- Being too shy to speak English in the classroom. 8-The impact of mother tongue (L1) on students and some teachers pronunciation too Due to some deficiencies mentioned above, the Algerian government started rebuilding the skeleton of university which is the image of the country abroad. So since 2OO1, the ministry of higher education has decided to diagnose the situation in order to provide immediate and sustainable solutions for university and here a new Algerian university system has imposed itself. Following the recommendations of the National Committee of the education reform, a reform plan was adopted by the Cabinet in April 30, 2002 and the Ministry of Higher Education and Scientific Research has adopted a ten-year strategy to develop the sector for the period 2004-2013, one of whose main themes is The development and implementation of an overall and deep reform of higher education, the first step is the establishment of a new architectural educations, including an updating and upgrading of various educational programs, and a reorganization of the educational management. Thus, the choice goes towards the new BMD: Bachelor-Master-Doctorate system, or LMD (Licence, Master and Doctorate) as it is known, to meet the expectations of society and also to be in concordance with the new guidelines and global trends in higher education. This system examines, evaluates and improves the way the teachers and learners are following now to better and develop their English. It also defines the ways and means to teach study and evaluate differently in higher education. It aims to motivating and enabling students across the world by allowing diplomas to be compared and become equivalent to European diplomas, developing the professionalization of higher education whilst preserving the general interest nature of the teaching, to strengthening the learning of transverse skills such as fluency in foreign modern languages and computer skills encouraging the students mobility and encouraging the students access to the world of work in Europe allowing the student to build up a personalized education plan gradually. Therefore , in order to understand and recognize that the introduction of English language into the Algerian educational system lead us to have part in the globalization, our government made huge effort to change the policies that have been being followed in 1900s. For instance, at the level of university, the LMD system is about a new approach based on the Communicative Approach that has been implemented in the Algerian university almost in all subjects and specialties, as we have already said above. LMD system has been introduced into our universities by August 2003 to make changes in syllabuses and curriculum development in order to reduce and overcome the difficulties and the obstacles cited (see page 7) and make English teaching and learning successful under the new system LMD. On the one hand, to achieve good results, EFL university teachers must be ready to change from traditional teacher to modern one changing the traditional approaches into more communicative innovative activities to teaching to what extent we pay much attention to the four skills perfectly. On the other hand, the changes made and brought to universities contribute to achieve success in teaching and learning languages. For instance, Sheena Gardner (2008), in his paper, believes in changes he states that English language teachers have changed, or are changing, from a traditional approach to teaching formal grammar rules to a more communicative approach to teaching how to use grammar meaningfully in context. We as EFL teacher agree on the principal of the changes at all kinds of levels particularly in higher education so as to have part in globalization. Interestingly, in Algeria there are changes towards teaching English more explicitly, and with more of a focus on form. Furthermore, to explore these changes the educators emphasis is on to what extent do systems and approaches impact, positively, on ELT to improve EFL students levels in order to get much knowledge and then achieve perfect English to securing their jobs through acknowledged degrees and high levels of employment because the spread of joblessness across the world particularly in Algeria have upset authorities. From the various opinions of learners, even longer studies are not an end in themselves everyone now understands that schools and universities are the first starting point for everyone desires to realize any project. Aiming to get higher studies is simply a means to access better jobs likely to lead to higher social status (profession, security, wage, etc.). For that reason, English language becomes, for EFL students, a dominant subject, an international language English (Brutt-Griffler 2002) English as an international language and a means for getting job easily. It is now required, across the globe, and important for the Algerian learners and/or job seekers. The question then is what concrete roles does English improvement contribute to the EFL LMD students in the Algerian university? Coleman (2010) addresses a similar question by reviewing the functions of English as a foreign language in development. He identifies four areas where English has often been given a role to play: 1-for employability 2-for international mobility 3-for unlocking development opportunities and accessing information 4- as an impartial language. These four points must find an answer in the implementation of LMD systems results. Thus, the present work study is devoted to overcome the difficulties and problems Algerian teachers and learners are encountering in acquiring English language for specific purpose. The latter has been conducted by many researches to discuss the various problems that Arab universities encounter and mainly Algerian university. These kinds of problems refer to their ability as teachers or their competence in transmitting skills. Mukattash (1983) divides the problem that learners of English encounter into problems of pronunciation, spelling, morphology and syntax at the level of university as well students or learners unable to express themselves that what makes difficulties spread. For Mukattash the students major difficulties arise from the fact that they cannot use English correctly and appropriately in and out the classroom when required; he says: Comfortably and efficiently either when dealing with academic topics or common everyday topics (1983:169). What we can understand by the difficulty of English efficiency is related to the students deficiencies in communicative competence and self -confidence. Consequently, to encounter these kinds of problems of communicative competence, Ministry and educational experts run to find solutions to these problems by changing the strategies and encourage the training abroad that gives the learners a good knowledge and culture as well as make them confident. The queries to be raised here are how universities could be developed into places where advanced knowledge was disseminated and what are the strategies and the reforms are going to be followed. It is only recently that universities have become the almost systematic pragmatics, looking for motivation and aptitude for higher and perfect studies. As a main part of this work, we have also shed light on another part of reform which is called ICT (information, communication and technology). It also plays a major role in understanding the changes brought to the teaching and learning of English language. Through our reading in some books concerning the use of technology in the classroom Robert J. Marzano (2007:3), in his book Using Technology with Classroom Instruction That Works, states that Research indicates that technologys use in the classroom can have an additional positive influence on student learning when the learning goals are clearly articulated prior to the technologys use (Pitler, Hubbell, Kuhn, Malenoski, 2007; Ringstaff Kelley, 2002; Schacter, 1999) Moreover, it is said that the impact of the technologys use on teaching and learning is a promising scope of interest for researchers in various disciplines such as mathematics, informatics, education and sports, literature, English studies or teaching foreign languages and so forth. The latter becomes one area where ICTs influence is widely investigated. It is good and interesting to say we admit technologys use to enhance learning and teaching in the classroom. We, as EFL teachers familiar with the use of technology in the classroom, agree on such point of view, but does it match with our LMD students : First , second and third year LMD student as well as Master 1 and 2 students (our case study) ; this is what we are going to approve during this investigation. From that fact, we make some questions to respond to those who are interested in the use of the ICTs. (See appendices) To make this theory coincide with EFL classes let us see the use and the integration of ICTs use impact in the LMD system. Does ICT indeed provide students with much information in learning E L (henceforth English language) competency as well as make better and more attractive the quality of EFL teachers and students learning under LMD and CBA experience? Some of teachers approve that the use of ICT becomes an effective medium to better and develop the English language. As well, ICT helps in the use of interactive lessons through the four skills to enhance the teaching and learning of English perfectly, but some teacher disagree on this point saying to as that student become so boring when using them in the classroom. (For more details see chapter 3) Nowadays, the rapid developments and the frequent use of ICTS in Algerian society is not only impact on a quick computing discourse has generated linguistic convergence it is also the focus on the use of ICT in schools and universities. The latter now require much availability of computers provided with the net/ internet because they become a support for learning and teaching any discipline and mainly languages. Thus, the use of ICT in both education and higher education must become important to reinforce and ensure the effectiveness of systems implementation such as LMD in higher education. The latter goes with the ICTs use which becoming more important to contribute to the growth and development of learning and teaching in the 21st century. In this part, we highlight the effectiveness of ICT in higher education and we seek to explore how it will impact on the way courses will be given to learners and delivered in the universities. Having spoken on the whole study work, generally, leads us to think of the following: Statement of the problem Through our experience of 5 years of teaching English under the new system LMD in the Algerian university particularly the University of Mostaganem as well as Didi Bel Abbes University, we have noticed changes in the attitudes of our students and teachers towards LMD system and the integration of ICT in the classroom. Students come to university with no idea about LMD; the only idea they have had in mind is the CBA approach which is implemented in 2002 in the secondary school. They have already been familiar with the competency based approach in undertaking all kind of new tasks, techniques and methods given to be applied. Our aim behind this study is to study whether there is a coherent coordination between both institutions: university and secondary. In addition, we try to respond to some questions were given by many about CBA and LMD such as: the relationship between LMD and CBA, LMD contribution to the CBA approach, ICTs use. Hypotheses On the basis of what have been preceded, we are going to formulate the following hypotheses: 1. In relation to CBA, we would like to see whether the LMD system responds to the students and teachers needs in mastering English or no. 2. Curriculum development regarding the new implementation system such as LMD and CBA does fit the world demand in education. 3. The importance of the ICTs use in LMD system to respond to the teachers needs as well as to enhance foreign languages/ English. The Chapters Outline Our doctoral research revolves around four chapters. The first chapter introduces our research methodology and how was our investigation undergone. The research methodology chapter will present to the reader a detailed overview of various methods and techniques we used in dealing with our corpus and collecting data. The second chapter is to be devoted to the presentation of a broad review of the relevant literature relating to the fundamental basic and key concepts related to teaching and learning theories, and we will end up with some clarifications about what is curriculum as well as including the various systems that have been implemented in teaching languages such as LMD system and the CBA approach. In chapter three, we will introduce our readers to both CBA (Competency Based Approach) and LMD (Licence-Master-Doctorate) as two new international educational systems applied and implemented in many developed and developing countries. The aim of this chapter is to help students and teachers alike understand what is CBA as an approach introduced to primary middle and secondary schools, what is LMD as an educational system and how are CBA and LMD interconnected as well as to highlight the effectiveness of ICT in higher education Chapter Four is devoted to discussing the feedback of the participants and the results attained. By interpreting the answers of teachers and students and their responses, we were able to come to a set of conclusions that we present in the last section of this chapter that we entitle conclusions and recommendations. Through the general conclusion, we will have come to validate or invalidate our hypotheses that base primarily on LMD, its relation with CBA and the effectiveness of ICTs use for LMD teachers and learners. Thus our purpose, all through this study, is to establish a strong connection between LMD, CBA and the importance of the integration of new technologies, notably the ICTs, in our classes and lectures.

Use of Disguises in Homers Odyssey Essay -- Homer, Odyssey Essays

Use of Disguises in Odyssey      Ã‚  Ã‚  Ã‚   The characters' use of disguises in Homer's Odyssey is a crucial element that helps to catalyze the victory of good over evil.   Each disguise is unique, created for a specific purpose.   Before she talks to Telemachos, Athena disguises herself as a wise old man in order to ensure that her words carry weight and are taken seriously.   She knows that she must assist and encourage Telemachos into searching for his long lost father without revealing her divine nature, so she assumes the guise of Mentor because men were generally given more credibility in those days.   In a similar vein, Odysseus disguises himself as a homeless man in order to exude anonymity so that he can safely return to Ithaka where he slaughters the inconsiderate suitors.   The characters' use of disguises is a key element that Homer utilizes to further the story as well as spice up the plot.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "Fame and fortune is the ultimate goal of any man"(Heubeck 21).   One lives to strive for the best and conquer the world, metaphorically speaking for reaching his highest potential.   "Although not everyone can achieve such high status, if a man can conquer a feat thus similar, his name can be passed on and he will be immortal" (Van der Valk 63).   In Homer's Odyssey, the ultimate goal of fame and fortune entices Odysseus to disregard his morals by using cunning and trickery for lying and killing others, to ensure his homecoming to Ithaka. First of all, Odysseus is deemed a hero in the eyes of the Achaians.   His intelligent mind renders him a heroic figure among ... ... are one among those mortals who live in this country, ...blessed...with happiness at the thought of you, seeing/ such a slip of beauty...but blessed at the heart, even beyond these others, is that one/ who, after loading you down with gifts, leads you as his bride/ home" (Homer 106, L. 153-160).   He has just ensured Nausikaa's approval and will receive aid from her, just by telling her what she wants to hear. Works Cited and Consulted: Heubeck, Alfred, J.B. Hainsworth, et al. A commentary on Homer's Odyssey. 3 Vols. Oxford 1988 Homer. The Odyssey. Trans. Robert Fitzgerald. New York: Vintage Books, 1989. Murnaghan, Sheila, Disguise and Recognition in the Odyssey, Princeton UP 1987 Van der Valk, Marchinus. Textual Criticism of the Odyssey. Leiden: A.W. Sijthoff, 1949. Use of Disguises in Homer's Odyssey Essay -- Homer, Odyssey Essays Use of Disguises in Odyssey      Ã‚  Ã‚  Ã‚   The characters' use of disguises in Homer's Odyssey is a crucial element that helps to catalyze the victory of good over evil.   Each disguise is unique, created for a specific purpose.   Before she talks to Telemachos, Athena disguises herself as a wise old man in order to ensure that her words carry weight and are taken seriously.   She knows that she must assist and encourage Telemachos into searching for his long lost father without revealing her divine nature, so she assumes the guise of Mentor because men were generally given more credibility in those days.   In a similar vein, Odysseus disguises himself as a homeless man in order to exude anonymity so that he can safely return to Ithaka where he slaughters the inconsiderate suitors.   The characters' use of disguises is a key element that Homer utilizes to further the story as well as spice up the plot.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "Fame and fortune is the ultimate goal of any man"(Heubeck 21).   One lives to strive for the best and conquer the world, metaphorically speaking for reaching his highest potential.   "Although not everyone can achieve such high status, if a man can conquer a feat thus similar, his name can be passed on and he will be immortal" (Van der Valk 63).   In Homer's Odyssey, the ultimate goal of fame and fortune entices Odysseus to disregard his morals by using cunning and trickery for lying and killing others, to ensure his homecoming to Ithaka. First of all, Odysseus is deemed a hero in the eyes of the Achaians.   His intelligent mind renders him a heroic figure among ... ... are one among those mortals who live in this country, ...blessed...with happiness at the thought of you, seeing/ such a slip of beauty...but blessed at the heart, even beyond these others, is that one/ who, after loading you down with gifts, leads you as his bride/ home" (Homer 106, L. 153-160).   He has just ensured Nausikaa's approval and will receive aid from her, just by telling her what she wants to hear. Works Cited and Consulted: Heubeck, Alfred, J.B. Hainsworth, et al. A commentary on Homer's Odyssey. 3 Vols. Oxford 1988 Homer. The Odyssey. Trans. Robert Fitzgerald. New York: Vintage Books, 1989. Murnaghan, Sheila, Disguise and Recognition in the Odyssey, Princeton UP 1987 Van der Valk, Marchinus. Textual Criticism of the Odyssey. Leiden: A.W. Sijthoff, 1949.