Internationalization Strategies: European Car Makers

Internationalization Strategies: European Car Makers The Automobile industry is one of the truly most global industries in the world today. The automobile has changed the lives, culture, and economy of the people and nations that manufacture and demand them. Ever since the late 1800s when the first modern car was invented by Benz and Daimler in Germany, the industry has grown into a billion dollar industry affecting so many aspects of our lives. It covers a global community catering needs which may be common among the entire community or specific to a particular community. Its challenging for the Managers and their companies to develop a strategy that outrun their competitors and serve their global customer base. Automotive Industry in Europe at a Glance The automotive industry is a major industry in the European economy involving a few vehicle manufacturing firms and about 2/3 of the production is outsourced to a substantial number of independent suppliers. The produce includes cars, light trucks and vans, buses and coaches, medium and heavy trucks, motorcycles and agricultural and forestry tractors. A lot of mergers and acquisitions have been the routine of the automotive industry. Currently DaimlerChrysler, Volkswagen (VW), BMW, Ford Europe, General Motors (GM) Europe, Renault, PSA (Peugeot-Citroà «n), Fiat and Porsche comprise the main EU car industry. Beside them, there are a good number of small manufacturers apart from some Japanese manufacturers production facilities in the EU. The Internationalization strategies by European car makers The car industry as a whole is much internationalised as it is easy to do business in different parts of the world. To an extent, a lot of multinational corporations of the industry are heavily based in their domestic markets for several reasons, such as cheaper labour and creating jobs for the local inhabitants. When it comes to sales, the industry is perhaps more global, for example in the USA, one of the top three leading cars Toyota is a Japanese company that has much of its production facilities and technical development in Japan but according to Data monitor- industry profile. The internationalisation of the industry has a long history as the car industry itself is old and prolific. The American car industry is said to date back to 1908 when the first automobile was built. Internationalisation is slightly older and has been linked with the ending of world war two for the majority of developed countries; however it is a fairly newer concept in emerging markets. Institutional differences are apparent as many companies entered emerging markets, such as Ford, an American manufacturer, entered many emerging markets such as the Japanese and Chinese. There are still trade barriers in many parts of the world but not many affect the selling of cars. The speed of internationalisation depends on the country where the car originates. In more economically developed countries it makes sense that the speed of internalisation is fast and furious, for example many countries aspire to live life in the American lifestyle, therefore the sale of American cars in emerging markets occurs at a faster rate than the other way round. Although recent events suggest this is no longer true, as now Japanese cars are outselling American cars in the USA industry. Japanese internationalisation occurred at a slower rate at first but then it took off as soon as other continents industries slowed and so Japan were able to capitalise. Volkswagen- volume and diversity model (Boyer and Freyssenet, 1999) Toyota- Profit Strategy (Keeping the total cost low, no matter in what market they are operating) Honda practiced Profit Strategy based on innovation and flexibility. Producing models with distinct features and launching them quickly before the competitors could copy them Companies such as GM and Fiat have reactivated a strategy based on volume and diversity by increasing the commonalisation of platforms; by re-engineering their equipment-making subsidiaries in such a way as to regain control over the value chain; and by developing employee polyvalence. PSA tried to implement a strategy based on the permanent reduction, irrespective of output, of costs, but the French group had to abandon this orientation when its employees took industrial action, and it has reverted to its previous emphasis on volume and diversity. Ford, which had pursued the same line, shifted towards a volume based strategy, and tried to design and sell world cars, each of which with its own platform. Chrysler was at first unclear about the direction to take, but then made the decision to modify its profit strategy so as to emphasise innovation and flexibility .For Renault and Rover, quality became the top priority and each firm has tried to upgrade its market presence, repositioning itself in its segments top half. Renault subsequently focused on innovation, but has progressively discovered that such an approach would require the complete re-organisation of its corporate structures. (Boyer and Freyssenet, 1999) Geographical characteristics of Internationalisation About 20 yrs back one can argue that the automobile industry was just concentrated in U.S, Europe and Japan. But Due Globalisation and aggressive Internationalisation strategies used the manufactures, the market is moving towards the developing the economies. Due to recession and saturated market in U.S and Japan the more sales are happening in the developing economies. Within the EU the top five Automobile producing countries are Germany, France, Italy, Spain and U.K and in the world the top five are Japan, U.S, China, Germany and France. The European market is the largest markets in terms of production (33%) followed by Japan (20%). Though ACEA 2010 reports states that China will soon overtake Japan and the U.S in terms of Production and sales of Automobiles. The stats also shows that big markets that once accounted for most of the production and sales are now saturated and diminishing. Manufactures has now moved into the emerging economies to reap the high growth rate and economic conditions prevailing in many of these economies. An e.g. for this is the growing number of production and assembly plants in countries like Brazil, China, India, Mexico, South- Korea, Poland. Entry strategies by European carmakers The European drive into central Europe has been spearheaded by Volkswagen and Fiat, both of whom see the region as a vital part of their global strategies, even if managerial resources are being strained in an effort to obtain a return on investment. Eastern Europes market can be split into two distinct areas: the Central European Free Trade Area (CEFTA) consisting of Poland, the Czech Republic, Hungary, Slovenia and Slovakia and the rest. Naturally, it is the former that is attracting Western attention, especially as sales in the CEFTA are running at around 600,000 per annum and are likely to rise at 10 per cent a year for several years to come, with VW and Fiat each commanding 25 per cent of the market. Fiats main interest lies in Fiat Auto Poland which it acquired in 1992 through its purchase of Fabryka Samochodow Malolitrazowich (FSM) and since then has exported 50 per cent of output to Western European markets. At the time of purchase FSM was riddled with the inefficiencies comm only found in state-owned automakers in Central and Eastern Europe, but Fiat pledged to invest $2 billion in Poland by the year 2000, and part of this at the time of writing is being used to finance production of its Palio models which it hopes to sell worldwide. Turning to Russia, Fiat in 1997 embarked on an $850 million project with ZAO Nizhegorod Motors, owned by GAZ of Nizhy Novgorod to produce 150,000 Palio units a year. Fiat and ZAO each have 40 per cent of the equity with the remaining 20 per cent funded by the European Bank for Reconstruction and Development (JustAuto.co. 2000; Automotive News, 1996b). Volkswagen holdings in the East are due to its acquisition of Skoda and the taking over of former Trabant plants in the former East Germany. VW has already diversified and modernised Skodas model range and will use these to drive into emerging markets in the area, including Russia, Poland and Belarus. Despite the workforce being well educated and skilled, VW did not always find it easy to persuade Eastern workers to adapt to Western production methods and this is best illustrated in its former Trabant plant at Zwickau. The plant was modernised to produce the Polo and Golf models, but workers experienced severe cultural difficulties in adjusting to modern production methods despite being given extensive training. Building a Trabant involved considerable physical effort just to get the body parts to fit together and this gave a sense of achievement for the workers. Though modern technology and lean production methods removed the physical effort, it also took away the sense of pride and it took VW a considerable time to persuade the workforce of the virtues of modern technology. Nevertheless, both Fiat and VW are firmly installed in Eastern Europe and are about to be joined by Renault which has signed an agreement joining forces with the Moscow City Authorities to build cars in an old Moskvich plant. Of the European producers, VW and Fiat are clearly the most dominant in Eastern Europe and, provided resources are not overstretched, will probably gather a considerable harvest in the future compared to their rivals. But the European arms of both Ford and GM are moving in the same direction, too. Besides being established in Belarus and Poland, Ford has formed a joint venture with Bankirski Dom, near St Petersburg and GM have entered into a similar arrangement with AvtoVAZ at Togliatti, 1,000 kilometres south east of Moscow (Automotive News, 1996b). Finally, stretching beyond the frontiers of Eastern Europe, European firms are currently attempting to establish themselves in China. It was Peugeot that made the initial running when, in the early 1980s, it formed a joint venture in Guangzhou to produce its 404 and 505 models. Neither vehicle was suited to the Chinese market. They were too large, unsuitable for the roads and considered old fashioned by the Chinese when compared to other Western models. In the end, no more than 20,000 units were produced in any one year, and in 1998 Peugeot were forced to withdraw from the market. As Peugeot withered in the market, its other arm, Citroen, prospered in a new joint venture at Wuhan where a stripped down version of the ZX is produced in approximately 15,000 to 20,000 units per annum, a figure that will rise sharply in the coming years (Donnelly and Morris, 1997). Volkswagen by contrast have been far more successful in its joint ventures with the Shanghai Automobile Industrial Corporatio n and the First Auto Works at Changchun in Jilinn Province in the north east of the country. Since the mid-1980s, VW has produced its Santana model in China with frequent updating and has recently introduced its more modern Jetta, Passat and Bora models. These ventures have proved successful in that VW have roughly 50 per cent of the taxi market in China, but have yet to obtain any return on their capital as they, like other multinationals in other countries, have discovered the Chinese market is no crock of gold (Donnelly and Morris, 1997, JustAuto.co., 2000c). While other European firms such as Mercedes and Renault have signed declarations of intent with the Chinese and are waiting to see how the market develops, both Ford and GM have moved further down the road and have begun production at Changan and Guangzhou respectively. Similarly, Chinese hostility to Japanese producers has waned and both Suzuki and Toyota have begun to compete in the market. Current opinion is that the Chin ese market will grow steadily in the coming century and that it is better to enter this market in its infancy than to hesitate. The ball is firmly in the European court and firms must either gamble now on the prospects of return in the future or they might be too late. An outline of the main foreign market entry modes and An overview of the enterprise structures and controls used by firms Ford of Europe was founded in 1967 on a merger between the British and German divisions of the Ford Motor company. Founded in Detroit, Mich., in 1903 by Henry Ford and a group of investors, the company introduced the hugely successful Model T in 1908 and by 1923 was producing more than half of all U.S. automotive vehicles. Through the Lincoln Motor Co. (acquired in 1922), Ford produced luxury Lincolns and Continentals. After years of declining sales, the Model T was succeeded by the Model A in 1927; other companies such as General Motors took the opportunity to make serious inroads into Fords dominance. The company was reincorporated in 1919, with Ford and his family acquiring full ownership. Later acquisitions included Aston Martin and the Land Rover brand of sport utility vehicles. Ford also owns a significant share of the Mazda Motor Corp. Because of financial struggles at the beginning of the 21st century, the company sold off Aston Martin in 2007 and both Jaguar and Land Rover i n 2008. However, Ford occasionally outsells Toyota in shorter periods (most recently, during the summer months of 2009). As of 2008, Ford has become the second largest automaker in Europe (only behind Volkswagen), with sales that occasionally exceed those in the United States and large markets in Germany, Italy, and the United Kingdom. ( PaddockTalk). Ford Motor Co bought into China as a quick and low-cost way of entering the market. In contrast to Chrysler and GMs JV approach in China, Ford chose to acquire 20% of Jiangling Motor, a relatively small local auto producer. This helped in establishing their presence much quicker than their competitors and removed most of the barriers their competitors were facing such as management control and conflict. The European drive into central Europe has been spearheaded by Volkswagen and Fiat, both of whom see the region as a vital part of their global strategies, even if managerial resources are being strained in an effort to obtain a return on investment. Eastern Europes market can be split into two distinct areas: the Central European Free Trade Area (CEFTA) consisting of Poland, the Czech Republic, Hungary, Slovenia and Slovakia and the rest. Naturally, it is the former that is attracting Western attention, especially as sales in the CEFTA are running at around 600,000 per annum and are likely to rise at 10 per cent a year for several years to come, with VW and Fiat each commanding 25 per cent of the market. Fiats main interest lies in Fiat Auto Poland which it acquired in 1992 through its purchase of Fabryka Samochodow Malolitrazowich (FSM) and since then has exported 50 per cent of output to Western European markets. At the time of purchase FSM was riddled with the inefficiencies comm only found in state-owned automakers in Central and Eastern Europe, but Fiat pledged to invest $2 billion in Poland by the year 2000, and part of this at the time of writing is being used to finance production of its Palio models which it hopes to sell worldwide. Turning to Russia, Fiat in 1997 embarked on an $850 million project with ZAO Nizhegorod Motors, owned by GAZ of Nizhy Novgorod to produce 150,000 Palio units a year. Fiat and ZAO each have 40 per cent of the equity with the remaining 20 per cent funded by the European Bank for Reconstruction and Development (JustAuto.co. 2000; Automotive News, 1996b). Volkswagen holdings in the East are due to its acquisition of Skoda and the taking over of former Trabant plants in the former East Germany. VW has already diversified and modernised Skodas model range and will use these to drive into emerging markets in the area, including Russia, Poland and Belarus. Despite the workforce being well educated and skilled, VW did not always find it easy to persuade Eastern workers to adapt to Western production methods and this is best illustrated in its former Trabant plant at Zwickau. The plant was modernised to produce the Polo and Golf models, but workers experienced severe cultural difficulties in adjusting to modern production methods despite being given extensive training. Building a Trabant involved considerable physical effort just to get the body parts to fit together and this gave a sense of achievement for the workers. Though modern technology and lean production methods removed the physical effort, it also took away the sense of pride and it took VW a considerable time to persuade the workforce of the virtues of modern technology. Nevertheless, both Fiat and VW are firmly installed in Eastern Europe and are about to be joined by Renault which has signed an agreement joining forces with the Moscow City Authorities to build cars in an old Moskvich plant. Of the European producers, VW and Fiat are clearly the most dominant in Eastern Europe and, provided resources are not overstretched, will probably gather a considerable harvest in the future compared to their rivals. But the European arms of both Ford and GM are moving in the same direction, too. Besides being established in Belarus and Poland, Ford has formed a joint venture with Bankirski Dom, near St Petersburg and GM have entered into a similar arrangement with AvtoVAZ at Togliatti, 1,000 kilometres south east of Moscow (Automotive News, 1996b). Finally, stretching beyond the frontiers of Eastern Europe, European firms are currently attempting to establish themselves in China. It was Peugeot that made the initial running when, in the early 1980s, it formed a joint venture in Guangzhou to produce its 404 and 505 models. Neither vehicle was suited to the Chinese market. They were too large, unsuitable for the roads and considered old fashioned by the Chinese when compared to other Western models. In the end, no more than 20,000 units were produced in any one year, and in 1998 Peugeot were forced to withdraw from the market. As Peugeot withered in the market, its other arm, Citroen, prospered in a new joint venture at Wuhan where a stripped down version of the ZX is produced in approximately 15,000 to 20,000 units per annum, a figure that will rise sharply in the coming years (Donnelly and Morris, 1997). Volkswagen by contrast have been far more successful in its joint ventures with the Shanghai Automobile Industrial Corporatio n and the First Auto Works at Changchun in Jilinn Province in the north east of the country. Since the mid-1980s, VW has produced its Santana model in China with frequent updating and has recently introduced its more modern Jetta, Passat and Bora models. These ventures have proved successful in that VW have roughly 50 per cent of the taxi market in China, but have yet to obtain any return on their capital as they, like other multinationals in other countries, have discovered the Chinese market is no crock of gold (Donnelly and Morris, 1997, JustAuto.co., 2000c). While other European firms such as Mercedes and Renault have signed declarations of intent with the Chinese and are waiting to see how the market develops, both Ford and GM have moved further down the road and have begun production at Changan and Guangzhou respectively. Similarly, Chinese hostility to Japanese producers has waned and both Suzuki and Toyota have begun to compete in the market. Current opinion is that the Chin ese market will grow steadily in the coming century and that it is better to enter this market in its infancy than to hesitate. The ball is firmly in the European court and firms must either gamble now on the prospects of return in the future or they might be too late.

Challenges for E-Learners

Challenges for E-Learners Distance learning, sometimes called e-learning is here defined as interactive learning in which the learning content is available online and provides automatic feedback to the students learning activities. Online communication with real people may or may not be included, but the focus of e- learning is usually more on the learning content than on communication between learners and tutors. Distance learning and its relationship to emerging computer technologies have together offered many promises to the field of education. In practice however, the combination often falls short of what it attempts to accomplish. Some of the shortcomings are due to problems with the technology; others have more to do with administration, instructional methods, or students. Despite the problems, many users like technologies such as compressed video and see continued growth in the area. However, distance learning is no such advantage is that it is easy, a person can study without attending classes or lectures, while working or doing some other course. It is also a good alternative for housewives who are not able to enroll into courses because they have to take care of young children, just deal with computers and have their own time to learn and also can communicate with tutors and peers via online such as email, forum and chat. . In distance education courses, you would be provided with study material and also would have to submit assignments on time. These assignments would be assessed by professors who would send you feedback. However, if you are planning to enroll into distance learning, you need to to know about some of the distance learning pros and cons. Like every good thing, even distance learning has some disadvantages that can make it seem a little inconvenient for people. The problem may be due to factors balance between personal and learning problems. If students cannot adapt to the system of distance learning, they will face a different problem. In addition, lack of knowledge and skills about using technology and computers, language skills, especially English language, disorganized way of learning to mix work problems, family and study time. These are some of the distance learning advantages and disadvantages. Before making a decision, it is important to weigh the distance learning pros and cons. Though distance learning can be termed as a useful and convenient way to gain knowledge and to higher ones qualification, whether it would benefit you would entirely depend upon your personality and attitude. Here we will discuss in more detail about the problems faced by online learners and solutions or suggestions can be followed so that any problems that arise can be resolved satisfactorily. So it is important to identify the problem faced by online learners because without this knowledge, maybe the learners will lose their focus and motivation THREE MAIN PROBLEMS FACED BY BEGINNING ONLINE LEARNERS Despite the promises and obvious advantages to distance learning, there are problems that need to be resolved. These problems include balancing the combination of work, family and education, study habits and lack of skills in technology. Each one of these has an effect on the overall quality of distance learning as a product. In many ways, each of these issues relates to the others. This is one of the major problem which will make them think twice before decide to advance their study. The first problem faced by online distance learners is in balancing the combination of work and education. Most of the open and distance learner usually have many commitments and responsibilities that they must attend while doing their educational goals. Many of them are married, work full time and of course have children. If not carried out, all of this can cause the student drop out from their learning. Job responsibility is already intimidating, let alone the family and the learning, so adult learners have limited time to do their study. The task of balancing all of the above responsibility is truly challenging for most of them. The second issue is in acquiring go online distance study habits. The students everyday environment is very distracting for most of the students. Unlike traditional university students who are always in their learning community which supports them most of the time, online distance students are not. Distractions such as friends asking for night supper and wife demanding to go shopping at the mall every weekend are among other distractions faced by students. Acquiring some time in a day to study is quite a hard task to complete. Online distance learners also have a hard time in being independent and responsible to their own self. Most of the time, there is no one around to monitor the students learning process. The openness of the online distance program gives students the freedom to do their learning process whenever they like but most of the time, procrastination is the culprit. Unfocused view of their learning goals also will make the students act irresponsibly towards their learnin g. The third issue is online distance learners also face problems in recognizing and mastering strengths and skills in Information Technology (IT). In online distance learning, technology is the main conduit which information and communication flow. A computer with internet access is usually needed for this process and its application will need the user to master certain level of acquirement. Some of these problems arise from a lack of training, some from the instructors attitudes about using the technology, and still others by hardware problems. It seems to be self evident that instructors need to be trained to use distance learning technology, but too often they are not. The student will also need to have some basic writing skills and go online distance command of English language. Unfortunately, not all of the students possess the above skills. THREE LOGICAL AND PRACTICAL SUGGESTION ON WAY TO REDUCE OR ELIMINATE THE PROBLEMS FACED BY BEGINNING ONLINE LEARNERS Adults students mostly do not have the luxury of attending college on a full time basis because of their work and family obligations. They often experience problems which, if not overcome, can result in the derailing of their educational goals. There are things that they can do though to help overcome the typical problems that arise. The first solution is learners must manage and plan themselves effectively in order to balancing work, family and study. They have to apply smart time management. Avoiding procrastinating a must. They must be more responsible and have a focused view towards learning. They must also learn to improve themselves in areas they are lacking ( such as writing skills, computer skills, note taking skills and English language skills) because not all skills will be taught by the tutor. They need to motivate their own self by setting achievable goals and have a positive attitude. The second solutions are start with less demanding course. There tends to be some challenging courses that must be completed by students, there is rarely a requirement that these should be the first ones studied. Therefore, start with less challenging ones that you find more enjoyable initially so as to build confidence. This assists in getting used to the college atmosphere and the demands of course work again. Furthermore, every student make a study calender to detailing examination dates and assignment due dates on a dedicated calender helps to avoid the rushing of assignments at the last minutes or exam cram sessions. Proper preparation leads to good grades, while inadequate planning results in failure. The third solutions are make sure that internet access is readily available. Study today is dependent on the internet, forum, e-mail and etc as intermediate communication. The ability to access library databases and complete research online is the basis of succeeding. Also, electronic access eliminates the requirement of spending many hours working on campus, you can study from home instead. The practical suggestion on way to reduce problem faced by online learners are problem solving skills. It gives the opportunity to develop other useful learning skills such as like practice specific procedures and put theoretical use when develop reasoning abilities and creativity in finding answers. Other method also like develop learners understanding of underlying principles and make research topic in detail. Resolving a study problem may go through the following stages as like review of information. Define problem, relate available information to the problem with design a work plan and methodology and monitor outcomes. Encourage them to make a strategy for developing their problem solving skills, which could include reviewing their own effectiveness in this area, identifying the main steps of the problem solving process, identifying the criteria against which to judge the standard or quality of outcomes, looking at the problem in different ways, simplifying it, making comparisons with researching information and consulting people to establish critical thinking, choosing and using methods to tackle the problem and taking into account factors that may affect problem solving plans recording information in useful way. CONCLUSION The problem faced by beginning online learners is such as like is in balancing the combination of work and education. Most of the open and distance education students are older, have jobs and families, so they are should know how to manage time properly and which one are the priority. The second issue is in acquiring go online distance study habits. The students everyday environment is very distracting for most of the students. Unlike traditional university students who are always in their learning community which supports them most of the time, online distance students are not, so they must should make a study calender so that proper preparation leads to good grades, while inadequate planning can get failure result. Online distance learners also have a hard time in being independent and responsible to their own self. All the student online learners have to solve all this problem with their own way and also have to take more responsibility on their study. The third issue is problems in recognizing and mastering strengths and skills. They must also learn to improve themselves in areas they are lacking such as writing skills, computer skills, English language skills because not all skills will be taught by tutor. So students should find their own alternatives to enhance the skills. If you know if this entire problem cannot resolve maybe something might happen in the future. For example, online learners maybe will fail with their study or get bad result and waste their money and time to study. As student online learners we should have aim for success in our study. Our goals are for every course participant to succeed, leave the course looking at the surrounding world with the perspective of a scientist, feel confident using science in his or her own learning, and know how to support inquiry-based learning in his or her own classroom. APPENDIX 1 Distance Learning With the history of distance learning encompassing so many different learning environments, we need to find a definition that fits in all situations. There have been many definitions put forward in modern literature. Greenberg (1998) defines contemporary distance learning as a planned teaching/learning experience that uses a wide spectrum of technologies to reach learners at a distance and is designed to encourage learner interaction and certification of learning. Teaster and Blieszner (1999) say the term distance learning has been applied to many instructional methods: however, its primary distinction is that the teacher and the learner are separate in space and possibly time. Desmond Keegan (1995) gives the most thorough definition. He says that distance education and training result from the technological separation of teacher and learner which frees the student from the necessity of traveling to a fixed place, at a fixed time, to meet a fixed person, in order to be trained. From these definitions we can see that the student and teacher are separated by space, but not necessarily by time. This would include compressed video, which is delivered in real time. As stated earlier, this type of live video instruction is the fastest growing means of distance learning today. Because of this, much of the discussion here will be dedicated to the promises and problems of this technology. APPENDIX 2 The Reality of Adult Learners Online I was somewhat concerned about the students and the lack of personal attention they would be receiving through my online course. Since I did not know them, I didnt know their learning styles or cultural differences. Adult learners in particular have different learning styles and cultural backgrounds, and they may feel they are being left out of learning activities (Baloglu, 2007). Thus, distance learning may cause a psychological, as well as a physical, gap (Durrington, Berryhill, Swafford, 2006). Students may feel lonely, and a lack of face-to-face communication and competition can affect their motivation. Barriers for adult learners are categorized as situational, institutional, and dispositional. A persons circumstances in life at any given time are considered potential situational barriers. Different policies and practices may make course participation more difficult are considered institutional barriers. Students attitudes about their own abilities to succeed are considered dispositional barriers. These barriers present additional obstacles for adult learners who attempt to obtain an advanced degree (Spellman, 2007). I found these adult learners, who were teachers, to be motivated and very timely in turning in their assignments and posting on Blackboard. Having them complete assignments that benefited their theses made them even more enthusiastic about completing the work. They all asked questions and sought clarification about things they didnt understand. They also did an excellent job commenting on the other students posts. By the end of the course, I could see a definite improvement in the content of their article evaluations. I think they were learning from one another. The adult learners I taught were clearly self-directed and able to be autonomous. They had life knowledge and were goal-oriented. It seems they wanted to see the relevance and application of their education, were practical, needed respect, needed feedback, and had to be interested in the subject matter (Council for Adult and Experiential Learning, 2000; Henick, 1994). The reasons adult learners obtain a post-secondary degree tend to differ from those of traditional students. Adult learners typically want to advance in an organization. An additional degree also makes them more marketable and competitive in the job market and allows them to change careers (Milheim, 2005).

Alice Walkers Everyday Use Essays -- Alice Walker Every Day Use Essay

Alice Walker's "Everyday Use"   Ã‚  Ã‚  Ã‚  Ã‚  In the story "Everyday Use" the narrator is telling a story about her life and two daughters, who are named Dee and Maggie. The narrator is very strong willed, honest, compassionate and very concerned with the lives of her two daughters. Her daughter Dee is not content with her lifestyle and makes it hard on Maggie and the narrator. The narrator is trying to provide for her family the best way she can. The narrator is alone in raising the two daughters and later sends her daughter Dee to college. The longer the story goes on the more the narrator shows how intelligent and how much she loves her two daughters.   Ã‚  Ã‚  Ã‚  Ã‚  Mama who is the narrator is a woman who can do any chore that a man can, because of the way she is described. "In real life I am a lar...

Mutations of the Superoxide Dismutase Gene are Associated with Amyotrop

Recent studies have provided some insight for the possible causes of the familial type of amyotrophic lateral sclerosis (FALS). This disease occurs only in 10% of the known cases of ALS with the sporadic, non-hereditary form being predominant [7, 9]. ALS in general has an occurrence of 0.4 to 1.8 per 100,000 live births [1]. ALS has been called Lou Gehrig’s disease, Charcot’s disease and motor neuron disease in other literature [4]. ALS is a neurodegenerative disease of upper and lower motor neurons that can manifest in such a way that it can be misdiagnosed. Such areas include respiratory muscles with initial diagnosis of asthma, or even psychological problems that appear as a dementia [7]. The primary manifestations are not restricted to any certain area of the body. FALS is inherited autosomally as a dominant trait [9,12,13,17]. It exhibits heterogeneity and may not be present in a consecutive generation [1]. It is diagnosed usually near the age of fifty and ranges f rom 20-72 years [9,17]. Most patients are given a prognosis of 5 years of life after diagnosis [5]. It has also been proposed that the juvenile form may be recessive. There is a predominance of maternal transmission in later onset and paternal transmission in early onset [9]. The bulk of this paper will deal with the SOD1 gene mutations as the proposed cause for some types of FALS. Many other hypothesis have been developed and will be briefly addressed at this point. Autoimmune disease and mutations in the glutamate receptor are other proposed causes. Autoimmune disease has been studied as a possible agent for the cause of FALS [6]. Supportive evidence includes the deficiency of IgG1 or IgG3 or both in 16/25 observed patients; subclass deficiency could... .... 12. Maurelli, M., Marchioni, E. Familial adult amyotrophic lateral sclerosis: report of cases. Ital. J. Neurol. Sci., 1992, 13:75-79. 13. Mulder, D. W., Kurland, L. T. Familial adult motor neuron disease: Amyotrophic lateral sclerosis. Neurology, Apr 1986, 36:511-517. 14. Norris, F. H.., Burns, W. Spinal fluid cells and protein in Amyotrophic lateral sclerosis. Arch. Neurol., May 1993, 50:489-491. 15. Ostermeyer-Shoaib, B. IgG subclass deficiency in amyotrophic lateral sclerosis. Acta Neurol. Scand., 1993, 87:192-194. 16. Rosen, O. R,, Siddiquem T. Mutations in Cu/Zn superoxide dismutase gene are associated with amyotrophic lateral sclerosis. Nature, 4Mar 1993, 362:59-62. 17. Strong, M. J., Hudson, A. J. Familial amyotrophic lateral sclerosis, 1850-1989: A statistical analysis of the world literature. Can. J. Neural. Sci., 1991, 18: 45-58.

Comparing Cruelty in The Lord of the Flies and Of Mice and Men :: comparison compare contrast essays

Cruelty in The Lord of the Flies and Of Mice and Men "Man's inhumanity to man makes countless thousands mourn." (Robert Burns) Man's inhumanity to man is clearly demonstrated in William Golding's work, The Lord of the Flies, as well as John Steinbeck's novel, Of Mice and Men. In the novel Of Mice and Men by John Steinbeck there are many events in the plot of the story that occur that prove that when man is cruel to man, some peoples lives are negatively affected. One instance in where this is proven true is when the men on the ranch and Curley's wife are cruel and discriminative against Crooks causing him to be the one to mourn. An example of how the men are discriminative towards Crooks is that he is forced to live in a shack away from the bunkhouse and also Crooks says that "They play cards in there, but I can't play because I'm black. They say I stink" and "I ain't wanted in the bunkhouse." An example of when Curley's Wife is critical towards Crooks is when she looks into his room to see what Lennie and Crooks are doing and then she states, shaking her head, that they left the weak ones behind. Also, she threatens to have Crooks hung because a black man should never talk to a white woman the way he just had. As a result of all of these disc riminatory acts against him, Crooks feels unwanted and lonely because of his color and placement on the farm. Also those examples are part of the theme of the novel, people need to accept and understand those different from themselves, which also helps to prove the interpretation of the quote. Another example in this novel that proves that when man is cruel to man, the lives of people are negatively affected is when Curley picks on and tries to hurt Lennie. Curley chooses to fight Lennie because he thinks he won't fight back but because George gets angry and tells Lennie to fight back, he does. George being angry is not the only negative effect that Curley's teasing had on man, but also now Lennie is angry and in danger of getting in trouble and Curley himself gets hurt. Comparing Cruelty in The Lord of the Flies and Of Mice and Men :: comparison compare contrast essays Cruelty in The Lord of the Flies and Of Mice and Men "Man's inhumanity to man makes countless thousands mourn." (Robert Burns) Man's inhumanity to man is clearly demonstrated in William Golding's work, The Lord of the Flies, as well as John Steinbeck's novel, Of Mice and Men. In the novel Of Mice and Men by John Steinbeck there are many events in the plot of the story that occur that prove that when man is cruel to man, some peoples lives are negatively affected. One instance in where this is proven true is when the men on the ranch and Curley's wife are cruel and discriminative against Crooks causing him to be the one to mourn. An example of how the men are discriminative towards Crooks is that he is forced to live in a shack away from the bunkhouse and also Crooks says that "They play cards in there, but I can't play because I'm black. They say I stink" and "I ain't wanted in the bunkhouse." An example of when Curley's Wife is critical towards Crooks is when she looks into his room to see what Lennie and Crooks are doing and then she states, shaking her head, that they left the weak ones behind. Also, she threatens to have Crooks hung because a black man should never talk to a white woman the way he just had. As a result of all of these disc riminatory acts against him, Crooks feels unwanted and lonely because of his color and placement on the farm. Also those examples are part of the theme of the novel, people need to accept and understand those different from themselves, which also helps to prove the interpretation of the quote. Another example in this novel that proves that when man is cruel to man, the lives of people are negatively affected is when Curley picks on and tries to hurt Lennie. Curley chooses to fight Lennie because he thinks he won't fight back but because George gets angry and tells Lennie to fight back, he does. George being angry is not the only negative effect that Curley's teasing had on man, but also now Lennie is angry and in danger of getting in trouble and Curley himself gets hurt.

Gender Identity Paper Essay

The determination of gender identity is much deeper than whether a person is born a male or a female. The exact identifier that separates gender identity is currently unknown but researchers believe that genetics, hormones, reproductive organs, biological, and environmental factors all play a role in distinguishing a person’s gender identity. A person’s physical gender and their sense of gender are formed at two different times in two different parts of the body. A person’s gender is whether they are born male or female, but the way they identify themselves may be the opposite, which is not uncommon and has occurred since the beginning of time. In culture males are known to be the stronger, more aggressive sex, while females are the fairer, more nurturing sex. Usually, by the age of four, individuals have identified their gender identities aside from what gender they were born as physically. Throughout this paper, I will discuss the biological factors of gender i dentity (nature), environmental factors (nurture), and the role between hormones and behavior, and how these interactions all affect the determination of one’s gender identity. Gender identification begins to develop while the fetus is in the beginning stages of development. Between weeks six and twelve of gestation is when the fetus begins developing reproductive organs and that is when the fetus takes on the role of male or female. Hormones are produced in both the nervous system and the endocrine system and are transported through the blood stream. Specifically, hormones are chemicals that combine and respond to certain cell receptors. Hormones like testosterone and androgen are mainly found in the male gender while estrogen is mainly found in the female gender. Testosterone is a contributing factor to behaviors like aggression. â€Å"Gender identity, an individual’s self-awareness of maleness or femaleness, and gender role, are programmed for the child within his mother’s womb,† (Institute of Medicine, 2006). Evidence has shown that the female gender is likely to excel in verbal skills and muscular coordination when their production of estrogen is high rather than when it is low. For men, they are stronger and more aggressive when their testosterone levels are high and they are able to perform better in actions that require physical performance. The nature side of the theory relies on prenatal hormones that modify the brain and peripheral tissue and the development of male or female external genitalia. Although a person may have a certain physical gender, their gender role is the adoption of masculine or feminine behavioral traits that are appropriate for that specific sex. Gender identity differs from the gender role because it is an individual’s personal sense of sex, which is not necessarily their physical gender. There are multiple stages from childhood to adulthood when hormones are present that are identifiable of a specific gender. The pituitary gland (or hypophysis) secretes many hormones during puberty including adrenocorticotropic hormones, growth hormones, gonadotrophins, prolactin, and thyroid stimulating hormones. Gonadotrophins, which include luteinizing and follicle stimulating hormones, stimulate sex hormone production in the ovaries or testes and also lead to egg and sperm maturity. Prolactin stimulates milk production and adrenocorticotropic hormones stimulate the adrenal glands to secrete steroid hormones like cortisol. All of these hormones play a major role in sexual development and an individual’s determination of gender identity. Environmental factors of gender identity arise as soon as the individual is born. Everything from a female child wearing a pink dress to a male child having a sports themed blanket can play a role in their gender identity. Sociologists believe that by the age of five years old, females show a preference for dolls, arts and crafts, and playing dress up while males prefer cars, blocks, tools, and outdoor play. â€Å"The environment has a direct relation to personality traits, because characteristic adaptations are always involved in expression,† (Nature over Nurture, 2000). At a young age, children who are taught that traits and activities are appropriate or inappropriate for them to perform because of their gender tend to absorb those teachings and are influenced by them later in life. For example, young girls who are raised believing boys are innately better at sports than girls, may disclaim their interest in sports and go on to believe they are not good at them without pract icing them to their full potential. Both males and females have proven to be great athletes but if at a young age, a girl is told she will never be as good as a boy she may never give sports and athleticism a chance. Young children learn by observations, if a young girl witnesses her mother performing the acts of a man then she will repeat those acts and believe that is what is appropriate for her. The same goes for the male gender, if a little boy observes his father doing something that a woman is more likely to do like sewing or interior decorating then that is what the little boy will believe is expected of him upon adulthood. â€Å"For instance, the way in which one educates children, how children in institutions such as orphanages are raised, and the kinds of day-care are considered optimal have all been influenced by one’s understanding of the interaction of biology and environment regarding gender identity,† (Kowalski & Westen, 2005). The previous statement is very true because children observe many things that one may never think would make any difference but in reality they do. Nature factors include everything from what kind of parents raise the child, what roles they perform, the culture, and even the color of paint on the child’s walls all make a difference in the child’s personal gender identity. I believe that between nature and nurture and their influence on gender identity, nature has a greater influence. For example, if a perfectly healthy little girl with no hormone disorders is raised with a single father and only brothers with no immediate influence of females, she is more likely to become a tomboy and take on the gender identity that resembles that of her father’s or brothers’. The same reference goes for a boy raised with a single mother and only sisters with no immediate influence of a male figure in his life. Matthew Wolfe-Meyer makes a valid point when saying, â€Å"nature and its contestation is a dominant strategy†¦ unfortunately nurture fails to receive similar scrutiny and culture is more often used as an explanatory device than deeply interrogated for its logistics.† Often times when a child is going through puberty and takes on the role of the opposite gender, many people jump to the hypothesis that there may be something wrong with their hormones or a chemical imbalance but before jumping to that conclusion, they should look at their home life, how was the child raised, what was their environment like and from there they will find many answers. All children naturally comply with the demands of their internal sense of gender without effort. If the child becomes confused with their gender then they often refer to behaviors of adults near them and they learn what actions are appropriate for them relatively quick. Environmental factors bear a critical amount of effectiveness in gender identity but because environmental factors are ever changing, it proves that the nurture theory is a substantial factor. Currently, psychologists and researchers do not know the exact causes of gender identity and individuals taking on the opposite roles. But there are many factors that support both sides of the nature versus nurture argument. The male and female genders each have differences in many areas both physical and emotional but neither is â€Å"better† than the other. By the age of four years old each child already has an idea of who they are and what gender they belong to. Gender confusion is normal but most children are able to look at parents or acting influences in their lives and see what the appropriate actions are for their gender. Nature versus nurture has and will continue to be a strong argument. References: McCrae, R. R., Costa, P. r., Ostendorf, F., Angleitner, A., HÃ…â„¢ebà ­Ã„ kovà ¡, M., Avia, M. D., & †¦ Smith, P. B. (2000). Nature over nurture: Temperament, personality, and life span development. Journal Of Personality And Social Psychology, 78(1), 173-186. doi:10.1037/0022-3514.78.1.173 Matthew Wolf-Meyer. (2007). Complexities: Beyond nature and nurture. Anthropologica, 49(2), 325-327. Retrieved from http://search.proquest.com/docview/214174663?accountid=35812 Money, J. (1971). Differentiation of gender identity and gender role. Psychiatric Annals, 1(4), 32-37,42-43,8-9. Retrieved from http://search.proquest.com/docview/894195162?accountid=35812 (2006). Institute of medicine (us) committee on assessing interactions among social, behavioral, and genetic factors in health. Washington DC: National Academies Press (US). Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK19934/

Theme Based Approach In A Freshman Education Essay

In the last decennaries several attacks to learn English in EFL contexts have appeared and disappeared as research in this country has developed. Since the 1980s, when constructivism appeared â€Å" with its accent on societal interaction and the find, or building, of intending â€Å" ( Brown, 2007, p.12 ) , several methods have come up claiming to be the best to integrate the basic elements of this theory and to be the solution for English instructors to do all their pupils learn and have fun with the mark linguistic communication. As Brown ( 2007 ) explains many of these methods are considered representatives of what is today known as the Communicative Language Approach, which is â€Å" an eclectic blend of the parts of old methods into the best of what a instructor can supply in reliable utilizations of the 2nd linguistic communication in a schoolroom † . ( Brown, 2007, p. 18 ) The intent of this paper is to analyse the advantages and disadvantages of using one of these ‘so called ‘ communicative attacks, the Theme-Based Approach, in the context of a first-year university class of English as a foreign Language. Though the writer of these paragraphs believes that there is no such thing as the ‘perfect method ‘ , and that it is a good instructor ‘s occupation to take the pedagogical techniques that best suit her scholars ‘ demands and her beliefs about linguistic communication instruction, she will merely measure the benefits and disabilities of utilizing the schemes proposed by this individual attack in her ain instruction context. Yang ( 2009 ) explains that the theme-based direction is normally considered within the theoretical account of content-based direction. ( p.162 ) As the name suggests, the course of study of this attack is organized around subjects or subjects which contextualize the elements of the mark linguistic communication that are presented to scholars. Many of these subjects can be derived from the capable affair contents that the pupils are larning in the different phases of their instruction. Shin ( 2007 ) states that â€Å" When learning English as a Foreign Language ( EFL ) at any degree, the schoolroom has to be a topographic point in which linguistic communication is non merely taught but besides used meaningfully † . ( p.2 ) Curtain and Dahlberg in their book Languages and Children: Making the Match ( 2010 ) assert that as â€Å" the instructor connects linguistic communication direction to bing subjects or creates language-specific subjects, the linguistic communication category is clearly an incorporate portion of the school twenty-four hours, and linguistic communications are perceived to be meaningful constituents of pupil acquisition † . ( p.1-2 ) Brinton ( cited in Shin, 2007 ) claims that a thematic course of study can supply â€Å" rich input for lessons that are either language-based ( i.e. , with a focal point on vocabulary, pronunciation, and grammar ) or skills-based ( i.e. , with a focal point on hearing, speech production, composing, or reading ) . † ( p.2 ) Gao ( 2011 ) describes the theme-based attack as trusting on Krashen ‘s linguistic communication acquisition theory which states that scholars have to be presented with sufficient comprehendible input. This input has to reflect his thought of one + 1, where ‘I ‘ is the scholars ‘ current linguistic communication competency and ‘+ 1 ‘ is the â€Å" input supposed to be the somewhat higher degree than pupils ‘ module † . ( p.34 ) The instructor would be responsible of supplying this input and of assisting pupils to transform this input into consumption. To make this, he or she has to choose the subject and the activities related that would outdo suit the involvements and demands of the pupils. Yang ( 2009 ) adds that when taking the subject and be aftering the activities, the â€Å" kids ‘s proficiency degree † should besides be considered. ( p.170 ) As in any communicative course of study, in the theme-based attack, the sch olar is the supporter of the procedure, so it is unthinkable to form a course of study without sing the scholars ‘ involvements and demands as a starting point. In the undermentioned paragraphs the learning context will be presented together with the different facets of the theme-based attack that are believed to be applicable to this context. Nowadays most schools are increasing the figure of hours of English in their course of studies. Hence they are necessitating instructors with a high bid in the four accomplishments of the linguistic communication. Most schools are integrating English in more than one capable affair. The Escuela de Educacion of Universidad de los Andes took this demand into consideration when be aftering the new course of study and included 5 semesters of mandatory English classs. The general aims of the English course of study are â€Å" to heighten the four linguistic communication accomplishments through reading, discoursing and working with a choice of texts that assistance in a better apprehension of human existences and learning † ( English II, 2012 ) . Students are divided in two proficiency degrees which allow the pupils to experience relaxed every bit good as demanded in a degree that fits their proficiency. Nunan ( cited in Yang 2009 ) claims that linguistic communication is best acquired when the scholars are organized in homogenous degrees of proficiency. The theme-based attack allows the instructors to accommodate the subjects, stuffs and activities to the pupils ‘ proficiency degree, which is consistent with the organisation of pupils in this context. Since the category described here is a freshmen lower-level English category, the pupils, who are to go simple instructors, are expected to bring forth short conversations on assorted subjects utilizing grammatically right, formal and informal linguistic communication, and a good bid of the English sound system. They have to show critical thought and cognition of the specific subject and related vocabulary. They besides have to be able to place the chief and secondary thoughts in a short text ( English II, 2012 ) . These aims refer to cognitive procedure every bit good as linguistic communication bid. The linguistic communication is an instrument to develop believing accomplishments. A Theme-based course of study seems really suited to let all these aims to be achieved. The English linguistic communication can be learnt utilizing the wide subject of Education, and within this, a myriad of subjects runing from simple degrees capable affairs, to larning and learning theories, or cultural cognition of the English speech production states. â€Å" When subjects are good chosen, pupils will be more occupied with the acquisition because they can see its intent and happen it interesting -and merriment † . ( Curtain & A ; Dahlberg, 2010, p.2 ) In other words, this attack motivates pupils to larn linguistic communications. Gao ( 2011 ) mentions the experiment carried out in The Jiang University that supports this statement. Freeman & A ; Freeman ( cited in Yang, 2009 ) confirm this thought when they express that pupils are more willing to take part in the category, seek harder, and remain concentrated, when the â€Å" content of the lesson is relevant and interesti ng † to them. â€Å" Their motive is more likely to increase † . ( p.162 ) In the instance of the context analyzed in this paper, around one tierce of the pupils take it really earnestly and understand the importance of larning English for their future calling ; one third are mean pupils, who want to larn, but do non make any excess work and, one tierce who take it merely as portion of the course of study. This is really pathetic if it is considered that intrinsic motive is most of import in the procedure of larning. The bulk of the category does non hold it in a desirable grade. The theme-based attack can be a major part to this issue. Another interesting possibility allowed by this attack is the usage of reliable stuffs. The instructor can choose reliable readings such as verse forms, rimes, short narratives, newspaper articles, academic documents, among others, that present the scholars with new vocabulary used in existent state of affairss in relation to the chosen subject. Apart from developing the accomplishment of reading, these readings can be the get downing point to pupils ‘ production in English. â€Å" Ideally, the sorts of activities instructors design for the stuffs should travel from comprehension activities to such production activities as doing presentations to the category, or composing studies, making a category anthology of narratives, or even printing a newspaper † . ( Strong, 1995 ) Hence, the four linguistic communication accomplishments can be promoted. Besides, vocabulary related to the selected subjects is more easy learned, as Khayef and Khoshnevis ( 2012 ) proved in their sur vey carried out in Iran. Subjects besides allow pupils to show critical thought and cognition of the specific subject and related vocabulary. Curtain and Dahlberg assert that activities in a theme- based attack can prosecute pupils â€Å" in complex thought and more sophisticated usage of linguistic communication † ( p. 4 ) Discussion around subjects of involvement to the scholars can take them to the development of complex thoughts that involve the usage of complex cognitive accomplishments, such as analysing, synthesising, contrasting, comparing and others. These accomplishments are desirable for our pupils, non merely for their ain benefit, but for their future pupils ‘ , excessively. Students in the context described know that there are high outlooks of them and that any aid required will be available. This makes them experience motivated to set their best attempt in utilizing the mark linguistic communication and take parting in the collaborative activities. â€Å" The pupils in a theme-based schoolroom carry through a diverseness of communicative undertakings in concerted groups in which they portion a common end working fruitfully † ( Gao, 2011, p.37 ) The disciplined environment that exists in this context would prefer this sort of work. Some of the techniques used in category are choral reading, grammar exercisings in a context, unwritten presentations of different subjects, cloze, duologues, contemplation, argument and treatment. The thought is to assist scholars use the linguistic communication more spontaneously. It is of import to see the different acquisition manners of the pupils as it is done in this class, and to take techniques that develop eloquence and truth every bit good. Most, if non all, of these techniques can be easy adopted in the theme-based attack, but most significantly, it facilitates the development of truth by incorporating the instruction of grammatical elements of the linguistic communication in a meaningful context. â€Å" Thematic direction avoids the usage of stray exercisings with grammatical constructions, practiced out of context † ( Curtain & A ; Dahlberg, 2010, p.4 ) . This position is wholly consistent with the manner grammar is presented in the context dealt with in this pa per, although there is a hazard of non giving adequate consideration and deepness to the syntactic elements of the linguistic communication. As future instructors, these scholars may necessitate a more profound cognition of the constructions that configure the English linguistic communication, so that they are able to work out the possible uncertainties of their future pupils. Fluency besides plays an of import function in this attack for it promotes cases of unwritten communicating. Gao ( 2011 ) confirmed in his survey â€Å" that the pupils under the counsel of Theme-based Oral Approach ( TOA ) are more likely to better their unwritten English abilities and more enthusiastic and interested in unwritten English learningaˆÂ ¦ † . ( p.37 ) Talking about subjects and subjects of common involvement, such as the 1s related to the pupils professional field or to the Anglo speech production civilization, facilitates the interaction and dialogue of significance that are described as portion of the ends of the class and that underlie the sort of activities that the Theme-based attack advocators. It is of import to retrieve that these scholars are future instructors, so the context is different from the typical linguistic communication class. They are supposed to be theoretical accounts to other pupils in the hereafter, either in the usage of the mark linguistic communication as in her attitudes. This implies an excess variable playing in this 2nd linguistic communication larning environment that can besides be assumed by this attack. The instructor is responsible of choosing the subjects and accommodating them to the different degrees of proficiency and believing accomplishments of his or her pupils. Students in this class may accommodate all the activities they are larning English with to the contexts in which they will be learning in the hereafter. Even though a theme-based course of study reestablishes the importance of the function of instructors in the acquisition procedure, it gives them a great duty in the success or failure of this procedure, every bit good. Yang ( 2 009 ) asserts that â€Å" theme-based instruction as an attack will non automatically do scholars go more interested in larning English, unless instructors are able to utilize interesting activities and suited stuffs † . Choosing the right subjects, stuffs, activities and forming the pupils ‘ work in the right manner is what boosts larning. This can besides be said about most attacks. Possibly one of the chief factors for any methodological analysis to be fruitful is the manner in which the instructor uses it in a specific context. The theme-based attack requires that the instructor put a considerable sum of clip in be aftering the lesson. Teachers can easy experience overwhelmed with the force per unit area of finding the ends, choosing the subject, making the activities and stuffs, measuring the results and all the other characteristics involved in lesson planning. All this planning can be really time-consuming, being clip one of the most cherished and elusive hoarded wealths in a instructor ‘s life. All in all, I believe that the advantages for utilizing the theme-based attack in the context described exceed by far the disadvantages. This methodological analysis can assist instructors actuate pupils to larn English as a foreign linguistic communication, advancing its usage in meaningful state of affairss that encourage pupils to develop the four accomplishments, hearing, reading, composing and speech production, every bit good as of import thought accomplishments. The costs or disadvantages affect chiefly the instructor who is the 1 responsible for be aftering the lesson. I believe that the clip invested in making so exhaustively will pay back with high involvements. The confirmation of pupils ‘ acquisition is the best wages any instructor can hold. As for the grammar cognition issue mentioned as of import in this context, I think that instructors can fall back to other sorts of activities to supply excess chances to exert this component, even if it does n't suit absolutel y good in the theme- based attack. Ana Maria Reyes