Moses :: essays research papers fc

The Death of Moses          When the saga of Moses comes to an end with the prophets death, the narrative voice in Deuteronomy 349-11 states Since then no prophet has risen in Israel like Moses whom the LORD knew face to face. Were the prophets that came after Moses equal to his stature? In determining the answer to this question, by researching this topic I will discuss and look at the entirety of Moses life as recorded in the Scripture. There are sure enough many an(prenominal) unique aspects of Moses life that were not duplicated in the lives of any of the subsequent prophets.      For example, Moses was raised as an Egyptian prince. There is noting in the Bible to indicate that he knew of his Israelite hereditary pattern until adulthood. True, his own mother was recruited by the Egyptian princess to nurse him through infancy, but there is little to suggest that Moses would have retained any memory or inclination of h is heritage from this period (Neufeld, 1993). Yet, despite his acculturation as an Egyptian, he was able to not only accept, but rejoice in his relationship to the Israelite slaves of Egypt. This is certainly a unique characteristic of Moses life that was not duplicated.     Furthermore, no other prophet, save Moses, had the experience of meeting God face to face as Moses did on Mt. Sinai with the burning bush. However, the Bible does clearly indicate that other prophets spoke to God and received guidance in their own way. As this suggests, it is also possible to deliberate that there were prophets after Moses equal to him in their relationship to God. This stance is supported, somewhat, in the biblical verses that describe how Moses felt on this topic of shared responsibility for steer the people.          These verses describe how two men in the Hebrew camp, Eldad and Medad, felt that the spirit of God came upon them an d they began to prophesize within the camp. A young man ran and told Moses what these two men were doing. Joshua, news of Nun and minister to Moses reacted quickly and implored Moses to forbid the men from doing this. However, Moses said to him, Are you jealous for my sake? Would that all the Lords people were prophets, that the Lord would put his spirit upon them. later which, Moses and the elders of Israel returned to the camp (Numbers 1124-30).     As this suggests, Moses, certainly, had no qualms about supposing that

Shooting an Elephant :: essays research papers

A police officer in the British Raj, the supposedly unbreakable ruling force, was afraid. With his gun aimed at a elephants head, he was set about with the decision to pull the trigger. That officer was George Orwell, and he writes about his experience in his short story, Shooting an Elephant. To save face, he shrugged it off as his desire to avoid looking the fool (George Orwell, 283). In truth, the atmosphere of fear and pressure overwhelmed him. His inner struggle over the guilt of be involved in the subjugation of a people added to this strain, and he do a decision he would later regret enough to write this story. Early on in his essay, Orwell describes how the abuses and treatment he witnessed oppressed him & angstrom unit8230 with an unbearable sense of guilt, (Orwell,277). This is not some minor pang, or nagging worry. The shame pressed down on his shoulders with an unbearable weight. He also describes the injustices in detail, use vivid pictures like The wretched prison ers huddling in the stinking cages&8230 (Orwell,277). This does not come from someone who condones such behavior. It stems from a troubled, remorseful soul.The mob, thousands by his description, also pressured him. I could looking at their two-thousand wills pressing me forward, irresistibly, he emphasizes (Orwell, 280). It is hard to resist the peer pressure of one or two people, much less a crowd of thousands. He admits, &8230in reality I was only an absurd puppet pushed to and fro by the faces behind. Thus, the desire and will of the crowd urge him on, ominously.The people despised him. He speaks of being hated by large numbers of people and the sneering yellow faces of young men that met me everywhere..." (Orwell, 276). As one man, how could he dare to go against them? Two thousand could easily hitch one. They would not have aided him, should anything go wrong, and eagerly anticipated that eventuality. He describes his fear that they would watch him be &8230pursued , caught, trampled on, and reduced to a grinning remains&8230 should the elephant charge (Orwell, 281).

Child Development Essay -- Psychology, Locke, Rousseau, Piaget, Watson

There have been many visionaries that have developed theoretical modelings which give a basic, general approach to thought the ways in which children develop. Doherty and Hughes (2009) recall that archean childhood progression is most commonly presented in terms of specific periods of time. Therefore, this tends to relate to the idea of fixed and particular(a) stages that are strongly linked with chronological age, moreover, providing a very specific ordering of change. The most frequently identified periods of education are prenatal, infancy and toddlerhood, early childhood, later childhood and adolescence. Generalised theories on child development came about in the 17th century, with John Lockes Some Thoughts Concerning Education (1693) forming a installation where a child was born as a blank slate. Contrastingly, Jean- Jacques Rousseaus Emile (1762) explored the idea that children were born with a sense of morality. These two theorists provide the origins of generalised dev elopment, convey that within these theories, children develop in the same way. However, using Gewirtz and Pelaez-Nogueras (1992) criteria for evaluating theories, generalised theories do not take account for individual differences that exist as children grow and develop. Thus, it could be suggested that these broad patterns are not likely to be very helpful.Behaviourism, on the other hand, asserts that development of the individual can be achieved through observation of, and experiences in, the environment. It stipulates that development has to be based on observations rather than speculations about cognitive processes, which are by their nature unobservable.One early proponent of this theory was John Watson, who, in 1913, published a paper ... ...t reflects slow and steady change over time, or it goes through distinctly defined stages. Arguably, development should be considered as be largely continuous but having certain stages characterised by milestone stages such as beginning to walk, where this new skill is clearly different from the childs previous abilities. The development within early childhood can be seen to be due to many factors that have several(prenominal) clear effects upon some aspect of their progression, such as diverse environments and social settings. Every child experiences a unique combination of genetic and environmental influences that show how children have their hold distinctive abilities, suggesting that generalised patterns are not very helpful indicators in considering the development of an individual child except as a loose framework within which to childs development can be monitored.

Custom Essay - Racial Prejudice and Anti-Semitism in The Merchant of Venice :: Merchant of Venice Essays

Racial Prejudice and Anti-Semitism in The Merchant of Venice William Shakespeares comedy, The Merchant of Venice, uses satire to present Shakespeares views on racial evil and anti-Semitism. The premise deals with the antagonistic relationship between Shylock, a Jewish moneylender and Antonio, the Christian merchant, who is as generous as Shylock is greedy. This essay will raise how the themes of racial prejudice, and anti-Semitism are presented in The Merchant of Venice. Shylock is stereotypically described as costumed in a recognizably Jewish way in a long gown of gabardine, probably black, with a red beard and/or wing like that of Judas, and a hooked putty nose or bottle nose (Charney, p. 41). Shylock is a defensive character because society is constantly reminding him he is different in religion, looks, and motivation. He finds solace in the law of nature because he, himself, is an outcast of society. Shylock is an outsider who is not privy to the rights accorded to the ci tizens of Venice. The Venetians regard Shylock as a capitalist motivated solely by greed, while they sawing machine themselves as Christian paragons of piety. When Shylock considers taking Antonios bond using his ships as collateral, his bitterness is evident when he quips, But ships are but board, sailors but men. on that point be land rats and water rats, water thieves and land thieves -- I mean pirates -- and then there is the peril of waters, winds, and rocks (I.iii.25). Shylock believes the Venetians are hypocrites because of their slave ownership. The Venetians justify their normal of slavery by saying simply, The slaves are ours (IV.i.98-100). During the trial sequence, Shylock persuasively argues, You have among you many a purchased slave, which (like your asses and your dogs and mules). You us in abject and in submissive parts, because you bought them, shall I say to you, let them be free, marry them to your heirs... you will answer, The slaves are ours, -- so do I an swer you The pound of flesh (which I pick out of him) is dearly bought, tis mine and I will have it (IV.i.90-100). Shakespeares depiction of the Venetians is paradoxical. They are, too, a capitalist people and readily accept his money, however, shun him personally. Like American society, sixteenth century Venice sought to solidify their commercial reputation through integration, but at the same time, practiced social exclusion.

For Whom the Bell Tolls: A Study of Psychology :: essays research papers

When some think of wars, the first thought that comes to mind is the land which was fought oer and which side won. They never consider the psychological side effect soldiers endure during war. For many, this is the only side they see so there is no exposure still through writers such as Ernest Hemingway. In For Whom the Bell Tolls, Hemingway captivates the realism of war through his own eyes. Drawing from his own observation and experiences as an ambulance driver, Hemingway shows the psychological deadening of war through the destruction of human lives, uncommitted relationships, and lack of confidence.Hemingways novel is so true to his own that many consider For Whom the Bell Tolls an autobiographic piece of writing with different characters added in. These themes can be directly drawn from Hemingways own "first hand of experience of violence" (Reynolds 23) in every major(ip) war in his lifetime as an ambulance driver and journalist. Being that Hemingway had been to eve ry significant war in between domain of a function War I and World War II, Hemingway was no stranger to the cruelty of war and for this reason there is a strong influence of his own personal experiences with war. As Anselmo had lost many of his friends because of war, so did Ernest which had a dramatizing effect on him. Following his experiences, he had become shell-shocked. One of his most disturbing occurrences of war was when he "rode into the Fox Green welkin of Omaha Guerra 2Beach in a landing craft" (Reynolds 23). From the minute he stepped a foot on the "already bloody battle backcloth" (Reynolds 23), Ernest was exposed to the "high physical and horny costs of bodily wounds"(Reynolds 21) and paid the eternal price of this corrupting episode of hatred. Many women viewed him as "a philanderer who had no respect for women" (Reynolds 24) which can show the numbness of affection he acquired from war. Before he died, Hemingway had been married t o five different women, all of which lasted less than decennary years long. Many would suppose that he had a good heart but that all of his emotions had just been drained out of him by the sheer emotional strife of war. This numbness then turned into guilt. Looking to fix this depression, Hemingway was in and out of clinics the latter part of his life for "electroshock therapy" (Reynolds 21) but this last look for by his last wife was two late.

For Whom the Bell Tolls: A Study of Psychology :: essays research papers

When many think of wars, the first thought that comes to mind is the land which was fought over and which side won. They never consider the psychological side work soldiers endure during war. For many, this is the only side they see so there is no exposure except through writers such as Ernest Hemingway. In For Whom the Bell Tolls, Hemingway captivates the pragmatism of war through his own eyes. Drawing from his own observation and experiences as an ambulance driver, Hemingway shows the psychological damage of war through the destruction of human lives, uncommitted relationships, and neediness of confidence.Hemingways novel is so true to his own that many consider For Whom the Bell Tolls an autobiographical piece of writing with different characters added in. These themes can be without delay drawn from Hemingways own "first hand of experience of violence" (Reynolds 23) in every major war in his lifetime as an ambulance driver and journalist. macrocosm that Hemingway had been to every significant war in between World War I and World War II, Hemingway was no stranger to the cruelty of war and for this apprehension there is a strong influence of his own personal experiences with war. As Anselmo had lost many of his friends because of war, so did Ernest which had a dramatizing effect on him. Following his experiences, he had become shell-shocked. One of his most disturbing occurrences of war was when he "rode into the Fox Green sector of Omaha Guerra 2Beach in a landing chicanery" (Reynolds 23). From the minute he stepped a foot on the "already bloody battle ground" (Reynolds 23), Ernest was exposed to the "high physical and emotional costs of visible wounds"(Reynolds 21) and paid the eternal price of this corrupting episode of hatred. Many women viewed him as "a womanizer who had no respect for women" (Reynolds 24) which can show the numbness of lovingness he acquired from war. Before he died, Hemingway had been ma rried to five different women, all of which lasted less than ten years long. Many would suppose that he had a dangerous heart but that all of his emotions had just been drained out of him by the sheer emotional strife of war. This numbness then turned into guilt. Looking to throttle this depression, Hemingway was in and out of clinics the latter part of his life for "electroshock therapy" (Reynolds 21) but this last attempt by his last wife was two late.

Meeting the Needs

Respectful educators leave behind include tot entirelyy boorren not just sm in entirely fryren who atomic number 18 easy to work with, obliging, endearing, clean, pretty, articulate, cap subject but all tiddler- respecting them for who they are, respecting their langu years, their culture, their history, their families, their abilities, their necessarily, their names, their ways and their very essence (Nutbrown, 1996, p.54).In relation to the quote discuss the representing 1- Illustrate your essay with one specific group for display case children with specific medical examination difficulties, behaviour problems, etc. Consider the personal, brotherly and emotional factors and their impact on self-importance esteem. 2- What constitute appropriate policy and good radiation pattern to fix all children experience a verifying learning environment? Consider the community, school and the somebody. Within nurture, our party lavatory be seen to ensure that all children, inc luding those who countenance medical difficulties or behavioural problems feel a sense of belonging at heart instruction and are not ignored, although this could be seen as un honest by others.As quoted in a higher place a successful school practice session would support all young children not excluding any for its aim of providing a desirable development and successful practice for the children This is an anti-discriminatory practice which is a fundamental requirement in the delivery of divine work to all children (Thompson, 2001), this can be seen to be the main aim of a practice as it is where all need climby are met without any child in a mainstream school can undergo inclusion. A major contribution to this has been the framework, The king of Inclusion Provides materials that support schools by critically examining their policies and practices, and guides them through a process of development towards inclusive education (Richards and Armstrong, pg.8, 2011).It is not lega lly enforced but a economic aidful guide to help schools progress in a positive change. The commitment to challenge and promote social justice within school education for children with disabilities had a particular interest challenged by (Oliver, 1990). Also referring to the quote above, practitioners working with children within education tend to work with all children having medical difficulties or not or any reason, supporting these pupils in arrangement for them thrive. Appropriate policy and good practice is important for maintaining a positive learning environmentfor all children. It is seen that agencies such as the United Nations Educational Scientific and Cultural Organisation (UNESCO) which takes inclusive education seriously, by world responsive to diversity and reducing exclusion in education, leave be put into practice.Then in 1999, Department for Education and Skills (DfES), now the Department for Education (DfE), focuse on all children having a get hold and als o supporting schools to ensure that the pupils defecate been positively supported all this will be discussed within this essay. The Green Paper 2011 is an official document found on proposals made by the government for children and young children who have special educational needs or a disability in stage to break their outcomes and be provided with support. This official paper is not only about the children but also based on their families, teachers, etc. this document which addresses special educational needs removes the bias towards inclusion (Department of Education and Skills 2012).I will be focusing on the study of young children with Autism, Autism can be called by many different forms, for example Aspergers Syndrome, it is based on the constant direction which can be seen as contest behaviour and correction in how they believe and the interactions limiting to them socially, in the sense that they are given more special care and a greater number of help than normal s tudents, frequent visits to doctors leave them feeling as though they are constantly being watched or investigated, affecting their self-esteem.I will be discussing whether children who are educated are respected and encouraged whatever their medical condition may be and how their self-esteem could be impacted using the quote above. Autism and Asperger syndrome was first identified in the 1930s and it based on unpredictable structure and/or neutral transmission processes of the brain. They comprise of Autistic disorder Aspergers syndrome Retts disorder childhood disintegrative disorder and pervasive development. A complex syndrome that can be described as having many different brain disorders with similar characteristics.A child can be diagnosed as having autism based from the age of three if they are displaying (1) significant delay or inappropriate use of language (2) failure to develop normal social relationships and interactions and (3) obsessive or ritualistic, repetitive beh aviours (Wilson, p.101, 2010). Many children are seen to acute sensory abilities, from extreme to mild in the sense that in the classroom somechildren can ignore or immobilize out the noise in the classroom as they may find the noise irritating and/or distracting. Autistic children hypersensitivity may cause them to find it abominable and overwhelming when being touched by others.However the virtually evident characteristic young children with autism is the failure to develop social communication, they may avoid direct midsection contact with others which could often be misinterpreted as not paying attention or being interested in other citizenry, this could cause many challenging with educators in ensuring the child is progressing nearly in class. It has been argued that Early Education at its best is inclusive education (Nutbrown 1985) this statement can be seen as true as inclusive educations provides the child an environment which ensures them to feel accepted and support them and avoids any time of exclusion which could affect the childs self-esteem.However, By definition, children with special educational needs have significantly greater difficulty with learning than the majority of children of the sage age (Wilson, p.29, 2010) children working with other children who do not have special educational needs can be seen to be automatically excluded as the pace in which they learn would be different and the children would be progressing at different paces, as children with autism may display challenging behaviour. Children with medical difficulties such as Autism may feel a sense of dis-belonging and their self-esteem will be affected as they would be marginalised against the schooling system as they are seen to be very vulnerable. The child does not see themselves as a process of a particular group and follows their own interest rather than that of the other children in the playgroup.Young children including those with special educational needs rely on their educators as well as their parents support and encouragement in order for them to feel happy, confident and secure. Within an educational setting, this is important to establish as it develops their feeling of self-esteem from the reactions and responses by people as they feel accepted by them in order for these children to feel as a participant within the establishment. It is seen that many children with special educational needs, in relation, children with autism suffer from self-esteem and self-identity problems.Children with autism are seen to be expected to have lower levels of basic literacy and numeracy skills compared to their peers. As these children with SEN may already suffer from self-esteem issues it will be essential toestablish affective development during education however this also applies to all children. Their needs may not be met by educators who follow the National Curriculum (Department for Education and Skills, 2005, p.5). Their ability to have diffic ulty in understanding what they are being taught may lead to low self-esteem, low levels of niggardness and under demonstrable social skills (Ibid., p.5).The traditional way of thinking of children with mild autism is that they are the alike as their neuro-typical peers but yet they have something missing, a definition handle this does not explore the fact that these children also have outstanding achievements and original thought process which may cause them to low self-esteem and are not supported by their peers at that placefore developing emotional and behavioural problems in order to support these children accessing equal opportunities in the education system, the educators, parents and others will work nigh together to ensure the student is supported emotionally and socially.Students with autism are seen to work well with repeated short structured teaching sessions where the focus would be on working on skills such as social interaction with the educators being sensitive to the childs needs. Intensive interaction can be used in order to develop and encourage the child within the education system. A principle of intensive interaction (Hewett and Nind, 1998) is that it is necessary to develop the childs ability to enjoy the company of others, and to develop his understanding of how to interact with others and how to communicate. Short sessions for the child is used to develop their communication skills and encourage learning, which is essential for accessing equal opportunities to the education system.Using this approach, the progress of pupils with autism has been assessed and reported (Nind, 1999). operative with children with autism within the education system may require the educators to be very sensitive to the emotional, physical and personal needs of the child. Working with social situations tend to be difficult for these students however with accessing equal opportunities putting the child with a small group of pupils with sensitively can ens ure that the child adapts largely to the social aspects of being with group and the activities taking place, gradually both the task and the level of social interaction needed can be change magnitude in complexity.Whether or not time is allocated to work on childrens affective serve uping too often depends on adventitious encounters withteachers who have been reborn to the need to address such areas. It is time as a profession that we all prize, for example, the need to give adequate time to working on the self. It is iniquitous for us not to undertake this task. As educators, are we called upon to educate the whole child? If not, who looks after the neglected parts? (Charlton and Jones, 1990, p149) It may be infeasible to provide a positive learning environment if the child is suffering from affective problems and a range of potential casual factors do not exist.Until the rifle few years, affective development has not been evident within curriculum documents and guidance bu t, as suggested, if these documents are not turn to, the idea on educators basing the lessons taught of the childrens abilities would blunt as the childs abilities to access that curriculum may be severely compromised. Practitioners should therefore acknowledge the affective needs of young children and respond to them appropriately, hence enabling successful and confident individuals and learners who can maximise the potential of the learning opportunities presented to them.Practioners within the education system in order to enhance positive self-esteem within the children should have knowledge in the area of the children affective development in the sense that they would use a system which all the children are monishmine and respected in order for their learning styles to progress. The use of consistent structure and mapping for children with autism is essential as stability is needed in order for them to deliberate their full potential. Difficulties may arise for the child i f they left without feeling valued and respected, educators would need to treat all children along with those who have supererogatory educational needs and positive experiences of learning with a level of confidence that will enhance their self-esteem, and working with the parents would enhance this.Within Early Years Foundation Stage (EYFS) which believes that in order for children to succeed Practioners would need to consider areas of affective development. This is reinforced in the EYFS documentation which states that children must be provided with experiences and support which will help them to develop a positive sense of themselves and of others respect others social skills and positive disposition to learn. Practioners must ensure support for childrens social emotional well-being to help them to know themselves and what they can do (DCSF, 200824).The practitioners can then focus on the guidance given andpractice observing, recording and informing planning certain area such as self-esteem, self-confidence and behaviour and social control. It is seen that children with special educational needs find it more difficult to access equal opportunities in the education system. The less academically able continue to suffer disproportionately from whatever chronic or acute problems affect the education service (Department of Education and Science 1991, p.2). These young children will find it difficult to develop positively and use education as a learning curve. These young children tend to be brought up from a inadequate background with families who do not have the requirements to send their children to schools that focus more on individual needs as the societys values and priorities debate of the school.It is seen that in order to access equal opportunities individuals will practice working with educators of the education system. For example, families of the children will work with the practitioners in order to provide the relevant and effectual early childho od intervention. The educators should be able to work with the child with special educational needs and their families, setting challenging but achievable targets. Families modify their lives around multiple professional services and when they are given peace of mind that their child is in a healthy environment they will respond to this positively. It is seen that ill people have been labelled as too challenged or even too difficult to work in a classroom, and as a entrust they are denied access to the very public services which are designed to support them.This could hinder their self-esteem which may cause them to deal their intense feelings in a way which can be seen as inappropriate. There are higher numbers of autistic people who attempt suicide (Bernard et al, 2000). These autism people are seen to commit suicide more than those without a disorder as they experience exclusion and are denied opportunities which can make life difficult for them in life. Challenging behaviour h as come down to many different factors to challenging behaviour to work inclusively with children with specific special education needs as attention hyperactivity deficit disorder (ADHD) or autistic spectrum disorder. Educators would need to explore two main models of disability the medial and social models.The medical model involved the child being blamed or described as ill. No account is taken of external factors such as environment (Frederickson and Cline 2009 Garner 2009). The social model hasa more inclusive approach blaming society , is seen to create barriers which could prevent children from learning opportunities. The UK government Green Paper Meeting the Childcare argufy (May 1998) established a National Childcare Strategy and proposed inclusive provision where possible for children with special needs (Sestini, 2001).Commonly, institutions are giving out the same resources into all their branches and it is seen that these services should be made accessible and appropriat e for all children, including children with special educational needs. It is seen that the one to one approach regarding children would maximise the equal opportunities for individuals accessing the education system. though this service, the educator can encourage and support the child with autism in order to increase their social skills, these one-to-one sessions can be blended with other activities and routine within the classroom which can challenge the child from feeling a lack of acceptance and a sense of social inclusion.Lewis (2000) poses questions which can be addressed towards an inclusive education How far is it leniable to assume that the education system as presently constituted provides a healthy environment for all, let alone the most vulnerable? (p.202). He explains the importance of quality should be stressed. Problems in the past are involved within the setting however it is stressed that they should not deter educators from including special educational needs child ren in inclusive setting. The need for teachers to step beyond the classroom and to work with children and families in the context of the community (Wilson, 2003), this is goes by working with outside organisations which comes with extra challenges as well as benefits.Professionals need to work from the premise that each family has its own culture and a unique set of strengths, values, skills, expectations, and service needs (Bailey, 1994, p.28) White working with children in order to ensure the child undergoes positive development it is essential for the parent involvement to be on the same level of progress as the educators focus of the individualized needs of the parents, these are seen as critical involvement as it is important, to establish family education and involvement options to them. With the requirements hardened by the government on teachers in mainstream schools for children with special educational needs, SEN work has now officially been recognised as central to the teaching and learning function of schools.In the past, there were not manystudies undertaken on the guidance requirements of the code of practice. Until recent years throughout the period of 1995-2000 (Evans, Docking, Bentley and Evans 1995, Lewis, Neil and Campbell 1996, OFSED 1996, Demington, Evans and Lee 1996, Davis, Garner and Lee 1998). This work was able to show the tensions in the Code of Practice and although many SENCOs spoke of not having enough time to follow the procedures of the code, overtime SEN work is now recognised as a respected policy. In reference to the quote above, inclusive education is subject to all learners, members of the school, college and wider community.By this, all learns do not refer to those who have special needs or a vulnerable, but by means every child and their essence in order to develop healthily. To ensure that all students experience a positive learning education, the term inclusive education must be put into place within schools. Educator s have to ensure that if there is a diversity of students within the classroom including those with different ethnic and class backgrounds, their rights and interests should be explored. The term inclusive education refers to all the learners being successful, being pushed to their full potential.For a vast majority of disabled pupils under the policy of School Action/School Action Plus their needs are met through mainstream schools to ensure that all children are successfully included. The quote above refers to inclusion within schools, which over the years but mostly the last decade has significantly developed in terms of the legislation and research. This has seen to begin from Warnock report (DES, 1978) which discussed progressive movements towards an inclusive education system for all children. For inclusion to be effective pupils must actively belong to be welcomed by and participate in a school and community that they should be fully included.As young children with autism lac k more social skills within society it is seen that the social understanding of these children with special needs in the inclusive classroom is of special concern. As research indicates as a group of children with disabilities are at relatively risk for peer rejection than typically developing children (Odom, 2000, p.21) Good practice to ensure an educative system under positive learning would be full participation for all the children in all aspects of the provision. All children would have the opportunity to engage actively within the classroom with the teachers and their classmates being positively welcomed and participating.It isseen that in order to ensure all children experience a positive learning environment the need of effective policy and practice is needed in order to provide a successful learning experience for them. In terms of young children with special education needs in England, according to the revised Special Educational Needs, Code of Practice, children do have a great difficult in learning than a majority of children so it is important to establish this. Promoting individual talents, interests and ensuring an appropriate learning experience could be seen as one of the primary responsibilities of the early childhood personnel when working with all children of all personalities and development.This requires a close observation of the children to ensure the experiences is a success and if any children overtime is lacking in development the educators find a solution quickly. This includes the childrens interests with others and their environment being alternative to their peers and teachers etc. Most children struggle from anxiety when moving from the transition of home to a learning environment and which is normally greater for children with special educational needs. Therefore practitioners and educators need to practice a positive programme that can make the transition easily on both sides A programme philosophical system should reflect sh ould practice, research and theory related to young children and their characteristics (Wilson, 2003).This is needed to establish the key educational sources in order to establish on environment where the child understands they are a valued part of a group and where the educators are in situations that are appropriate to each child needs and abilities. Overall, pupils within mainstream society are seen to need attention when being educated so they obtain what is needed in order for them to succeed. Working in an education system without origination creates full participation with all pupils in order to achieve a successful mainstream experience. With the educators provide a social and emotional environment without the complex activities.Many services when integrating early childhood services and special educational needs undergo services designed to integrate all aspects of children for an inclusive education In the classroom, the early childhood teacher needs to facilitate the int eractions children have with toys, materials, activities, peers and adults, These interactions will lead to the child developing understanding about the world and the way it works, and help children gain feelings ofself-worth and competency (Wilson, 2003, p.23). Children with SEN would not be able to make progressive developing, this includes all children, this is why many policies have been put into place to ensure the assorted dimensions within a mainstream schools has been explored to ensure initiated learning.

English Proverbs and Sayings

? 9 ? ?. ?. ?. ?. , 2010 CONTENTS Introduction .. . 3 1. The problem of the definition of apothegms and verbalises .. . . 4 2. The origin of face proverbs and expresss . 5 3. The thematic classification of side proverbs and verbalisms . 6 4. The engagement of English proverbs and sayings in teaching English 4. pronunciation .. . 7 4. 2 grammar 8 4. 3 lexicon . .. 9 4. 4 speaking skills . 11 Conclusion .. . 13 References .. . .. 14 Appendix 15 INTRODUCTION This look is devoted to such an interesting phenomenon of our animateness as proverbs and sayings, and English proverbs and sayings in particular. Proverbs and sayings atomic number 18 records of the development of civilization through come to the fore its history.We strongly believe that to know slews nicety and values, one should study their proverbs. People convey their beliefs, customs, habits, knowledge, morals and any other capabilities in their proverbs. Nowa daylights pupils hold outt read much and they dont show much interest in nurture either Russian or English proverbs or sayings. We began to write this work because we know that some children dont remember that English proverbs and sayings are worth culture. We want to prove that English proverbs and sayings stinkpot be very(prenominal) useful for information the language.We read books on linguistics and likewise searched the Internet in order to surface some useful reading in that location. The object of our research is the phenomenon of the English proverbs and sayings. The subject of the research is the linguistic value of English proverbs and sayings while learning the language. The goal of the research is to make up a summary of English proverbs and saying which pull up stakes be useful for teachers and pupils while teaching or learning distinguishable aspects of the language. The objectives are * to study the problem of the definition of proverbs and sayings * to study the origin of Eng lish proverbs and sayings to group English proverbs and sayings consort to their meaning (thematically) * to analyze the possibility of the exercising of English proverbs and sayings in teaching * to make lists of the most(prenominal) useful ones * to find Russian equivalents to English proverbs and sayings Our hypothesis is that English proverbs and sayings enkindle be widely utilize in teaching different aspects of the language. In this work we used different research methods, such as scientific cognition methods (analysis and synthesis), empirical methods (comparison).We think that the information acquired during the research is useful for learning and understanding the essence of proverbs and sayings and their role in communication it develops language competence and encourages people to study the cultural aspect of the English language. 1. The problem of the definition of proverbs and sayings According to Oxford Advances involveers Dictionary a proverb is a substantially- kn bear phrase or sentence that gives advice or says something that is for the most part true, for example Waste non, want non.A saying is a well-known phrase or statement that provees something about life that most people believe is wise and true Accidents depart happen, as the saying goes. A saying is something that is said, notable in one respect or another, a pithy expression of wisdom or loyalty. on that dot are a number of specific types of saying, and one of them is a proverb an expression of practical truth or wisdom. A proverb, (from the Latin proverbium), is a simple and concrete saying popularly known and repeated, which expresses a truth, based on common sense or the practical experience of hu valet de chambrekindity.They are often metaphorical. A proverb that describes a basic rule of conduct may also be known as a maxim. If a proverb is distinguished by particularly in force(p) phrasing, it may be known as an aphorism. The study of proverbs is called parem iology (from Greek paroimia, proverb) and basis be dated back as far as Aristotle. Paremiography, on the other hand, is the collection of proverbs. Subgenres include proverbial comparisons (as busy as a bee), proverbial interrogatives (Does a chicken pitch lips? ) and twin formulas (give and take). Typical stylistic features of proverbs are lliteration (Forgive and forget) parallelism (postal code ventured, nothing gained) rhyme (When the cat is a look, the mice will play) ellipsis (Once bitten, twice shy) Internal features that can be give in shorter frequently include hyperbole (All is comme il faut in hunch and war) paradox (For thither to be peace there must first be war) personification (Hunger is the best cook) To make the respective statement more general most proverbs are based on a metaphor. Further typical features of the proverb are its shortness (average seven words), and the fact that its author is generally unknown (otherwise it would be a quotation).We should a lso understand the difference between a proverb and a saying. A proverb distinguishes from a saying by its instructive nature and maturity. Whereas a saying is usually not quite complete and has no conclusion. 2. The origin of English proverbs and sayings The sources of the proverbs and saying are various. Proverbs outlast as folk knowledge in valet de chambrey cultures and diffuse across cultural and language boundaries with surprising ease as cultures adopt sayings from other communities and other languages.At their origin, most proverbs operate in an oral environment, and as such they display some(prenominal) of the same mnemonic traits necessary for purely oral retention and transmission such as alliteration, rhyme, and rhythm. They also display many of the content patterns common in other oral traditions including personification, and hyperbole. In fact most orally transmitted epic poems are constructed from commonplace proverb building blocks, that is short, well-known and concrete sayings. Proverbs and sayings become part of common knowledge and nations heritage and when we use it we dont think about its origin.We can suppose that any proverb was created by some definite person in some definite situation, unless its insurmountable to find the author of many of them. We think it will be right to say that generally proverbs are of folk origin and their source is the collective apprehension of the nation. On the other hand it is quite clear that lots of proverbs and sayings were added by clever people of their beats. They say that Shakespeare added more phrases and sayings to the English language than anyone else. It is most promising that lots of them had existed ahead provided not in such an easy to remember form.However, both sources folk and literary are intertwined closely unitedly and very often cannot be separated from each other. The world of sail has given us more phrases and sayings than any other occupation. If it isnt Shakespearia n and it isnt nautical theres a ripe(p) chance its Biblical. Both the Bible (Book of Proverbs) and Medieval Latin have played a considerable role in distributing proverbs across Europe, although almost every culture has examples of its own. Proverbs are also often borrowed from similar languages and cultures, and sometimes come down to the present through more than one language.Every country and language has its own stock of proverbs, and proverbs in our language today reflect every age and time. Art is long and life is short is found originally as a saying of the Greek physician Hippocrates The apple never falls far from the tree, which means that family characteristics will always assert themselves, is apparently of eastern origin. Sometimes the proverb as we have it today looks back to an earlier period the motif that Bad money drives out hefty, recorded from the early 20th century, looks back to the anxieties of the 16th-century operate Sir Thomas Gresham about the debasemen t of the coinage.The Bible has always been a major source (The leopard does not change his descry ), but changes in the world round us create natural proverbs to reflect current experience. The com seating world has given us cardinal of the most durable Garbage in, garbage out and What you see is what you get. So as we can see the main sources of proverbs and sayings are folk, literary and Biblical. 3. The thematic classification of English proverbs and sayings English proverbs and sayings are numerous and various. It seems quite im accomplishable to divide them all into thematic groups.But we have analyzed the meanings of a great number of English proverbs and sayings and singled out the interest topics which are most frequently discussed by pupils in the lesson pic Examples are given in addition 1. We think that teachers can widely use these proverbs and sayings in their lessons to encourage their pupils to share the ideas and express their opinions while working on this or that topic. 4. 1 The use of English proverbs and sayings in teaching English phonetics English proverbs and sayings can be used by teachers while teaching different aspects of English at school.We think that they can also make the process of learning more interesting and exciting. Some English proverbs can be used to improve pupils phonetic skills and pronunciation. Teaching the beginners English proverbs and sayings can be used for practising different functions, especially those which do not exist in the Russian language. Instead of separate words or phrases with sounds any teacher can use specially learned proverbs and sayings with the sound needed. This type of work can be included on different stages of the lesson and be a kind of relaxation for pupils. We propose the following proverbs and sayings for phonetic drills.Examples are given in appendix 2. We think that proverbs and sayings can be used not only while teaching beginners, but also working with intermediate students, when they can improve both the pronunciation and stimulate the speaking activity. Even advanced pupils learn proverbs and sayings with pleasure while trying to make their pronunciation perfect. Usually pupils have no problems with learning proverbs and sayings and find them interesting and useful. 4. 2 The usage of English proverbs and sayings in teaching English grammar English proverbs and sayings can be widely used in teaching English grammar.We analyzed lots of them and found out that the following grammar aspects can be taught with the suspensor of proverbs and sayings pic Examples are given in appendix 3. It is hardly possible to teach English grammar using only proverbs and sayings, but their use seems highly advisable for reservation the process of learning more fascinating and interesting. 4. 3 The usage of English proverbs and sayings in teaching English vocabulary English proverbs and sayings can also be widely used for teaching English vocabulary, because children lea rn a lot of new words from them.Sometimes pupils memorize new words easier better because proverbs and sayings are logical and expressive statements. When pupils learn proverbs and sayings they train their memory, learn how to select necessary words and also develop the emotional expressiveness of their speech. The necessity to find the appropriate Russian equivalents for English proverbs and sayings helps pupils to develop their ability to choose lexical items adequately, stimulates pupils relish to use dictionaries and improves their translating skills.For example we can use proverbs and sayings in teaching numbers, because they are easier to learn when the context is vivid. A hoot in the hand is worth two in the bush. ? , ? . Two is company, three is none. . , . If two man ride on a horse, one must ride behind. , . Rain earlier seven, fine before eleven. ? 7 , ? ? 11 . . . Custom is a second nature. . , . Two heads are better than one. . . , ? . , ? . To kill two birds with one stone. . . (). A cat has nine lives. The following proverbs and sayings can be used in teaching the names of different animals Every dog is a social lion at home. ? . If you cut the woods, youll catch the animate being. . There is life in the old dog yet. ? . If you run after two hares, you will catch neither. , .Curses like chickens come home to roost. , ? . Can the leopard change his sight? . Like cow, like calf. , ? . The early bird catches the worm. , . If you sell the cow you will sell her milk too. . A fly in the ointment. ? . Love me, be intimate my dog. , ? . oddity killed the cat. . A living dog is better than a dead lion. ? , ? .Pigs grunt about everything and nothing. . Catch the bear before you sell his skin. , . study English proverbs and sayings helps pupils to enrich their lexicon, train their memory and improve translating skills which are very important for anyo ne who wants to know English well. 4. 4 The usage of English proverbs and sayings in teaching speaking skills Proverbs and sayings can be used in different kinds of exercises for developing pupils speaking skills where they can go to as a stimulus. Here are some examples make up a mini-dialogue using some proverb (work in pairs) Two heads are better than one PI Tom, I cant do my English today. Can you help me? P2 OK, its very not difficult. Ill help you R1 Thank you very much. Two heads are better than one. never put arrive at manger tomorrow what you can do today PI Mum, I want to play football with Pete. P2 Have you cleaned up your room? PI Not yet. Ill do it tomorrow. P2 Never put off till tomorrow what you can do today. * make up a collective story about this or that proverb (group work) A virtuoso in need is a friend indeed PI Yesterday I went to school.P2 We had a test in Russian. P3 But I leave my pencil-box at home. P4 I didnt know what to do. P5 My friend Nick had two pens. P6 He gave me one pen. P7 A friend in need is a friend indeed. * make up a fairy tale with a proverb as a title or a moral (individual work) An apple a day respects a doctor away Once upon a time there was a little girl. Her name was Mary. She was very ill and her mother called a doctor. The doctor looked at the girl and said You must eat an apple every day. Every day Mary ate one apple and soon she was fine. Her mother didnt call the doctor any more.An apple a day keeps a doctor away. The right thing in the right place. bewilder bought tickets to the cinema. She gave them to me. I put the tickets on my table. When the time came to go to the cinema I didnt remember where they were. I looked for the tickets. I looked and looked and looked and found them under the table. The right thing in the right place. Debates are also very popular with teachers when they want to improve their pupils speaking skills. For debates we usually need two different opinions which must be contrad ictory in their meaning for pupils to try and to prove one of the opinions.English conflicting proverbs can be used to give a general idea for discussion. Examples are given in appendix 4. Proverbs and sayings can be used in different discussions when they can serve as a starting point of expressing pupils opinions. We think that conflicting proverbs are very useful for developing speaking skills because they will make any debate more interesting and dynamic. CONCLUSION This research is devoted to such a phenomenon as English proverbs and sayings. Proverbs and sayings are records of the development of civilization throughout its history.A proverb is a simple and concrete saying popularly known and repeated, which expresses a truth, based on common sense or the practical experience of humanity. A saying is saying is a well-known phrase or statement that expresses something about life that most people believe is wise and true. The main difference between a proverb and a saying is that a proverb distinguishes from a saying by its instructive nature and maturity. Whereas a saying is usually not quite complete and has no conclusion. The sources of proverbs and sayings are many various. The main are folk, literary and Biblical.All proverbs and sayings can be divided into various groups according to their meanings proverbs and sayings about knowledge, work, time, money and wealthiness, health, home and family, love and happiness, weather, learning and others. English proverbs and sayings can be used for teaching different aspects of the language pronunciation, grammar, vocabulary, speaking skills on all the levels. Our research is aimed to help teachers in making their lessons more interesting and informative. Having analyzed a great number of English proverbs and sayings we created a sort of collection where they are presented according to their themes.We also grouped them together by grammar aspects. We are sure that English proverbs and sayings can be widely use d in teaching different aspects of the language. We hope this collection will serve as a help list for teachers who want to make the process of English studying more interesting and effective for their pupils. REFERENCES 1. ?. ?. . ?. ? . ?. , , 1993. 3 ?. 2. ?. ?. ? ? ? /?. ?. . ?. ?. . 2. . ,1995. 348 ?. 3. ?. ?. ? ? ? . ?. , , 1992. 222 ?. 4. ?. ?. ?. ?. - ? . -, 1996. 353 ?. 5. ?. ?. ? . // ? , 1993. ? 2. ?. 51-52. 6. ?. ?. ? ? ? IX . // ? , 2000. ? 1. ?. 40 42. 7. ?. ?. ? // ? , 2001 ? 2. ?. 50-52. 8. http//www. ky-net-eye. com/rus/dictionary/english/for-russian-speaking/proverbs 9. http//en. wikipedia. org/wiki/Proverb 10. http//www. classes. ru/proverbs-and-sayings. htm 11. http//eng. 1september. ru/view_article. php? ID=200801319 Appendix 1 Thematic classification of English proverbs and saying 1). English proverbs and saying about friendship A friend in need is a friend indeed. ? . . ? . ? , ? . ? . A friend is never known till needed. , . . . . A friend in courtyard is better than a penny in purse. , ? . A friend who shares is a friend who cares. ? . A broken friendship may be soldered, but will never be sound. (), . . . Friends frown is better than a foes smile. , . . , . , ? . A hedge between keeps friendship green. , ? . ? . A joke never gains an enemy but often loses a friend. , ? . . , , ? ? . , . , . give away an open enemy than a false friend. , . (. , , ? , . ) A friend to all is a friend to none. , , . . . , . ? , .Even reckoning makes long friends. . . . . . . Friends are thieves of time. . They are hand and glove. , ? . . . . Who keeps company with the wolf, will learn to howl. ? , . . ? , ? . ? - , ? . Old friends and old wine are best. ? . ?. , , ? . 2). English proverbs and saying about work Business before pleas ure. , . . , . , . Haste makes waste. . . , ? . . A bad workman quarrels with his tools. ? ? . . ? ? . . . The work shows the workman. . ? . After dinner comes the reckoning. . ?. , ? . Ill-gotten gains never prosper. . . . , ? . In for a penny, in for a pound. , ? . ?. ?. ? , ? , . ) . , . , , . No pains, no gains. ? . . (). ? . To work with the left hand. . . . ? . With time patience the leaf of the mulberry becomes satin. ? ? . . ? . All work and no play makes Jack a dull boy. ? . . ? . ? , ? . , . Many work force make light work. . . , . , ? . A busy as a bee. (), . Live and learn. ? . . . 3). English proverbs and saying about time Lost time is never found again. . . . May hay while the sun shines. , . . , . , . Never put off till tomorrow what you can do today. , . . . , ? . , , , - .Procrastina tion is the thief of time. . . . . ? . Take time by the forelock. (?. ?. ). The more haste, the les speed. , . . . . With time patience the leaf of the mulberry becomes satin. ? ? . . ? . Time flies. . Time is money. . Time is the great healer. - . . - . ). English proverbs and saying about money and wealth A light purse is a punishing curse. . . , . A heavy purse makes a light heart. . . , ? . A light purse makes a heavy heart. . . , ? ? . He that has no money needs no purse. ? , ? . A penny saved is a penny gained. . . , . . . Good health is above wealth. . . . . . bullion makes the maria go. (?) . Much will have more. . . ? . Strike while the iron is hot. . , . Take care of the pence and the pounds will take care of themselves. ? , ? ? . . . ? ? . Add pence to pence, for wealth comes hence. . . ? ? . A gull and his money are soon parted. ? . . ? ? . To come off with a whole skin. ? . . . Whats do cannot be undone. , . . . A bad penny always comes back. . Where theres much theres brass. , ? . Money begets money. . . . ? . Money has no smell. . Money is a comfortably servant but a bad master. , . , ? . . , ? . Money often unmakes the men who make it. , . Money to spare likes (needs) good care. . . Money spent on the brain is never spent in vain. , , . 5). English proverbs and saying about health After dinner sit a while, after supper walk a mile. () , ? . Agues come on horseback, but go away on foot. ? , ? . . , ? . , . An apple a day keeps a doctor away. . . Too much knowledge makes the head bald. . . . Wealth is nothing without health. . . ? . . . . Health is not valued till sickness comes. , . . , . What cant be cured, must be endured. , . ? , .. An ill wound is cured, not an ill name. , ? . Early to bed and early to rise makes a man healthy, wealthy and wise. . ? , , ? . Good health is above wealth. . . . . . ? sound mind in a sound body. ? . 6).English proverbs and saying about home and family due east or West, home is best. , , ? . . ? , ? . There is place like home. . ? , ? . , ? . Every dog is a lion at home. . . ? . ? . The furthest way about is the nearest way home. . . - . Like master, like man. , ? . . , ? . Like father, like son. , ? . ?. , ? . , ? . , ? . . Men make houses, wom?n make homes. , ? . A good wife makes a good husband. ? ? . . ? . ? ? . A good Jack makes a good Jill. ? ? . . ? ? . If each would sweep before his own door, we should have a clean city. ? , . It is a sad house where the hen crows louder than the cock. , ? . charity begins at home. () ? . . ? . Curses like chickens come home to roost. , , . . , ? . . My house is my castle. . ( ? ). . ? , ? . Burn not your house to rid it of the mouse. He , , . . , ? ? .A house divided against itself cannot stand. . . , ? . Wash your loathly linen at home. . . . 7). English proverbs and saying about love and happiness Absence makes the heart grow fonder. . , . All is fair in love and war. (, ) ? ? . He that has no children knows not what love is. , ? , , . Love is neither bought nor sold. . ? . Love in a cottage. ? . . ? ? ? . Love me, love my dog. . , ? . , ? . Love cannot be forced. . . . . Love is blind, as well as hatred. , ? , . . . . , ? . Love will creep where it may not go. , , . . . . Salt water and absence wash away love. . . . Take us as you find us. (), (?. ?. ? ). . , ? . Love lives in cottages as well as in courts. . ? ? ? . ? . ? ? . be up to the ears in love. . . Unlucky at cards, lucky in love. . ? , ? . True love never grows old. C?. . He is happy that thinks himself so. , , . Happiness takes no account of time. . . . Happy is he that is happy in his children. , (?. ?. ? ). . ? , ? . Beauty lies in lovers eyes. ? . . , ? . - , ? - . 8). English proverbs and saying about weather Rain before seven, fine before eleven (rain before seven, clear by eleven). . It never rains but it pours. , . ( ) If there were no clouds, we should not enjoy the sun. . The steer cant be caught in a net. ? . Any port in a storm. ? . Hoist your sail when the wind is fair. . Words are but wind. . Vows made in storms are forgotten in calms. , ? , ? . Oaks may fall when reeds withstand the storm. , . A quiet conscience sleeps in thunder. ? ? ? . Save it for a showery day. . After a storm comes the calm. , . , ? . . After rain comes fair weather. , ? . The morning sun never lasts a day. . . It is an ill wind that blows nobody good . , . . . Sow the wind and reap the whirlwind. , . When it rains pottage you must hold up your dish. ? , . Small rain lays great dust. . . , . , A foul morning may turn into a fair day. . While it is fine weather, mend your sail. , ? . 9). English proverbs and saying about learning Live and learn. ? . . . Soon learnt, soon forgotten. . Dont teach the dog to bark. . Learn wisdom by the follies of others. . Learn to creep before you leap. , . . . . Learn to walk before you run. , . Like teacher, like pupil. , ? . Better unborn than untaught. , . Better untaught than ill-taught. , . . . . accomplishment is the eye of the mind. , ? . Learning makes wise ignorance otherwise. , ? . APPENDIX 2 English proverbs and sayings in teaching pronunciation w sound Where there is a will there is a way. , ? .Waste not, want not. , . When wine is in wit is out. ? . What we do willingly is ea sy. . When the cat is away, the mice will play. . No sweet without sweat. ? . Time works wonders. . m sound So many men, so many minds. . To make a mountain out of a molehill. . unity mans meat is another mans poison. , . One man, no man. ? . h sound One cannot run with the hare, and hunt with the hounds. Handsome is that handsome does. , . Harm watch, harm catch. . b sound Bargain is a bargain. . Business before pleasure. , . , . Beggar can never be bankrupt. . p sound Practice makes perfect. . Plenty is no plague. . To buy a pig in a poke. ? . Praise is not pudding. . sound tTime and tide seem for no man. . To tell tales out of school. . sounds t ? r Dont trouble trouble until trouble troubles you. , . Tree is known by its fruit. , . sounds t ? ? Better untaught than ill-taught. . Better unborn than untaught. , . d sound Dogs dont eat dogs. . Deeds, words. () , ? . Dog eats dog. . Dumb dogs a re dangerous. , ? .Desperate diseases must have desperate remedies. . Delays are dangerous. . () , ? . k sound Care killed the cat. , ? . Curiosity killed a cat. . Quiet conscience sleeps in thunder. ? ? ? . Clear conscience laughs at false accusations. . Close mouth catches no flies. , . Counsel is no command. ? ? . Cut your coat according to your cloth. ? . ? sound Health is above wealth. . Wealth is nothing without health. ? . Nothing venture, nothing have. . Truth comes out of the mouths of babes and sucklings. . ? sound God helps those who help themselves. ? . Neither here nor there. ? , ? . ei sound Haste makes waste. . No pains, no gains. ? . Who breaks, pays. , ? . To call a spade a spade. .To lay by for a rainy day. . . . i sound Seeing is believing. , ? . To set the wolf to keep the sheep. , - . i sound Sink or swim , . To kick against the pricks. . e sound The best defence is offence . . Add pence to pence, for wealth comes hence. ? ? . Better late than never. , . ? sound To have rats in the attic. . . .He that mischief hatches, mischief catches. , ? . u sound By hook or by crook. , . APPENDIX 3 English proverbs and sayings in teaching different grammar aspects Adjectives and adverbs. Degrees of comparison 1. Better late than never. , . 2. Health is better than wealth. . 3. The chain is no stronger than the weakest link. , ? . 4. The shorter the parting the less tears. . 5. East or West home is best. ? , ? . 6. The nearer the hit the books the sweeter the meat. . 8. Cheapest is the dearest. , . 9. Better a small fish than an empty dish. ? . 10. The further in the deeper. ? . 11. The more haste the worse speed. . 12. Blood is thicker than water. C . 13. The best fish keep near the bottom. , , ? . 14. A man cannot die more than once. . 15. The first step is the hardest. . 16. Where the river is deepes t it makes the least noise. ? . 17.Grass is always greener on the other side of the fence. ? . 18. other mans bun looks much more fun. ? . 19. The more you study, the more you know, the more you know, the more you forget. . 20. Better never begin than never make an end. , , . 21. Every bird thinks his own nest best. . 22. A man can do no more than he can. . 23. Things couldnt be worse. . 24. He works best who knows his trade. . 25. A living dog is better than a dead lion. ? , ? . 26. The least said, the soonest mended. ? , ? ? . , . 27. The longest day has an end. , ? . 28. Stolen pleasures are sweetest. , ? . Imperatives 1. Dont cross the bridges before you come to them. . 2. remove the discharge that will go. , . 3. Never say die. , , ? . 4. Do as you would be done by. , . 5. Never cackle till your egg is laid. ? , . 6. Never put off till tomorrow what you can do today. , . 7. Dont teach the dog to bark. , . 8. Wash your dirty linen at home. . Modal verbs 1. Never put off till tomorrow what you can do today. , . 2. What is done cannot be undone. . 3. You cant eat your cake and have it. . 4. You can take a horse to the water but you cannot make him drink. , . 5. You cannot teach old dogs new tricks. , . 6. A willing horse shouldnt be spurred. ? . Articles 1. An apple a day keeps a doctor away. . 2. A man can die but once. , ? . 3. A friend in need is a friend indeed. ? . 4. The devil is not so black as he is painted. , . 5. A wise man never wants a weapon. , . 6. A drink is shorter than a tale. . Verbal. Participle I 1. permit sleeping dogs lie. , . 2. A drowning man catches at a straw. ? 3. The tongue ever turns to the aching tooth. ? , ? ? . 4. The pot calling kettle black. , ? . 5. A rolling stone gathers no moss. , . 6. No living man all things can. , . 7. Land flowing with milk and honey. . 8. To cry stinking fish. . 9.Burning desire is worse than fire. . 10. All lay wads on the willing horse. , ? . Verbal. Participle II 1. A watched pot is long in boiling. . 2. Better one-eyed than stone-blind. . 3. Varnished tale cant be round. . 4. Well begun is half done. . 5. Once bitten, twice shy. , . 6. A fault confessed is half redressed. . 7. ? thing well done is twice done. . 8. Threatened folk live long. ? . 9. jam-packed like sardines. ? . 10. ? burnt child dreads the fire. . Verbal. Gerund 1. Life is not all clear sailing in calm waters. . 2. Seeing is believing. , . 3. Between promising and performing, a man may marry his daughter. . 4. Its no use crying for the Moon. ? . 5. There is no harm in trying. (? ). 6. One cannot make an omelet without breaking eggs. . 7.Learning is the eye of mind. , ? 8. ? clean hand wants no washing. . 9. A watched pot is long in boiling. . 10. There is no u se sticking your head in ? lions mouth. . Conditionals 1. If he finds ? man idle, hell set him to work. , ? . 2. If I never see you again, itll be too soon. ? . 3. If you agree to carry the calf, theyll make you to carry the cow. , ? . 4. If my auntie had been a man, shed have been my uncle. , , ? -. 5. If ifs and ans were pots and pans, thered be no trade for tinkers. , , ? -. 6. If you dance, you must pay the fiddle. , ? . 7. If youth but knew, if age but could. , . 8. If you run after two hares, you will catch neither. , . 9. If you agree to carry the calf, theyll make you carry the cow. ? . 10. If you laugh before breakfast youll cry before supper. , . motionless Voice 1. Nothing is lost for asking. . 2. Love is neither bought nor sold ? . 3. An oak is not felled with one stroke. . 4. Rome was not built in a day. . 5. He who pleased everyone died before he was born. . 6. Nothing is secret, that s hall not be made manifest. , . 7. Success is never blamed. . 8. A fault confessed is half redressed. . 9. thing well done is twice done. . 10. If things were to be done twice all would be wise. . Nouns. Plural 1. Too many cooks spoil the broth. ? . 2. Hunger breaks stone walls. . 3. Can the leopard change his spots? . 4. A cat in gloves catches no mice. ? . 5. Life is not a bed of roses. . 6. So many countries, so many customs. , , , . 7. Hell is full of good wishes. ? . . They dont bring coals in Newcastle. ? . 9. They dont carry owls in Athens. ? . 10. Hard words break no bones. . 11. Men may satisfy but mountains never. ? , ? ? . 12. If you run after two hares, you will catch neither. , . 13. Little strokes fell great oaks. . 14. A horse that will not carry a saddle must have no oats. , . 15. There is small choice in rotten apples. .Nouns. Possessive Case 1. All the keys hang not at one mans girdle. . 2. Another mans soul is always dark. . 3. Its only childs play to what is on the way. , ? . 4. Pigeons milk. . 5. To be tied to ones wifes apron-strings. ? . 6. The last drop that breaks camels back. , . 7. On? mans meat is another mans poison. , ? . 8. Im not my brothers keeper. ? . 9. Cats cheers are mices tears. , ? . 10.The shoemakers wife is the worst shod. . 11. Another mans bun looks much more fun. ? . 12. Crows never pick crows eye. . 13. You cannot make a silk purse out of a plants ear. . APPENDIX 4 Conflicting proverbs and sayings for debates Absence makes the heart grow fonder. Out of sight, out of mind. Actions speak louder than words. The pen is mightier than the sword. A silent man is a wise one. A man without words is a man without thoughts. Look before you leap. He who hesitates is lost. Many hands make light work. Too many cooks spoil the broth. Beware of Greeks bearing gifts. Dont look a gift horse in the mouth. Clothes mak e the man. Dont judge a book by its cover. Nothing ventured, nothing gained. Better safe than sorry. The bigger, the better. The best things come in small packages. What will be, will be. Life is what you make it. Cross your bridges when you come to them. Forewarned is forearmed. Whats good for the goose is good for the gander. One mans meat is another mans poison. With age comes wisdom. Out of the mouths of babes and sucklings come all wise sayings. The more, the merrier. Twos company threes a crowd. Its the squeaky wheel that gets the grease. The nail that sticks out gets hammered. The best things in life are free. You get what you pay for. It never rains, than it pours. Lightning never strikes twice in the same place. Everything comes to him who waits. He who hesitates is lost. Opposites attract. Birds of a flight flock together. Never too old to learn. You cant teach an old dog new tricks. There is nothing permanent except change. There is nothing new under the su n. Variety is the spice of life. Dont change horses in the middle of a stream.Never do evil that good may come of it. The end justifies the means. Better to ask the way t

Movie Review: 3 Idiots

Movie Review 3 Idiots Last Saturday, we figureed an Indian movie entitled 3 Idiots. It is my start-off time to watch an Indian film and I must tell you that it is a great experience. At first, I actually taught that it is a typical prank movie but I was wrong. There are so many lessons to be learned in the film. The first lesson is we should always follow our passion. Very often, we rat ourselves by giving in to the demands of the people around us, rather than following what our minds dictate. We go by the set standards of the society and ignore our real passion.We end up becoming average professionals in the field that we enter and on the other hand, the field that happens to be our real passion loses a potential talent. An example condition in the movie is a individual who has a passion for photography walks into an engineering college and ends up becoming an average engineer, while the fine arts intentness loses a good photographer. The second lesson is do not learn to get s uccess, learn for knowledge. When we strive hard to learn and improve our knowledge, we move ahead in life.Never run after success but let it automatically happen to your life. The third lesson is we should enjoy the present. We either lose ourselves in the maze of quondam(prenominal) success and failures, or worry ourselves sick about the future. We cannot change what has already happened and we cannot predict what happens in future. Instead, we should focus on doing our day to day work with preparedness and excitement, then we end up positively influencing the future. Lastly, we must help others and respect them.Helping others helps you grow mentally and easily associates you. A lasting relationship is created by helping others. In the film, Rancho helps Raju and Farhan in choosing right careers for them and follow their dreams. This creates an everlasting bond between friends, not only friends but with anyone whom we help. You grow as a person and never have to look back in lif e. This movie is an eye opener to each one of us. I recommend that every student should watch this film, they will not only apply it to their studies but to their everyday life.

Fredrick W Taylor Essay

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B2C site compared to B2Bsite

Companies and individual entrepreneurs involved in e-commerce argon operating in three-dimensional environment comprised with ethical, sound and regulatory norms and policies. Failure to comply with these norms may trigger various consequences for line of credit or individual from forfeiture of merchant account issued by banking institution to inadequacy of customers aware of companys in accord or unethical conduct.From the critical perspective, due to the fact that Internet and e-commerce tools enable merchants and companies to adjust online environment on their sites, online companies can give this ability to manage ethical, legal and regulatory procedures concerning both customers and businesses (Schneider, 2004). Ethical conduct and procedures are especially authorized in the B2B framework because businesses selling to other businesses deal out their customers more as partners and rely on reciprocal information sharing for developing mutually beneficial partnerships.Because the relationship is more extensive, every prison term at that place is an exchange of information or data, it moldiness be meticulously tracked and labeled as general business or confidential as appropriate. B2B businesses must prevent unauthorized access to customer information on their Web sites, and protect the privacy of their customers / partners both technically and legally. Businesses such as Adobe software, umpteen of whose customers are other businesses, accomplish this by having customized pages for each partner which are accessible only through login/password combinations issued by Adobe.In the B2C framework, ethics are important in that they establish and promote the credibility of the business to its online customers. B2C merchants, therefore, also must safeguard their customers information, but without the level of customization offered by B2B businesses (Schneider, 2004). For instance, Amazon. com requires a username and password each time a site visitor asks for any type of customer account information, but they do not offer customized pricing for each customer as a B2B site would.Legal norms and compliance procedures such as liability, contract validity and jurisdiction are equally important in both B2B and B2C frameworks, but they are slightly different because of the varying needs of B2B versus B2C customers. For instance, in the B2B framework the use of multiple networks and work partners as well as various contacts within trading partner organizations make the documentation of responsibility challenging.Here the use of online enterprise software that tracks activity by individual user through the issuance of multiple usernames and passwords both among different partners and within a partner organization can alleviate this difficulty. Large printers such as Fry Communications, for instance, which print for several different publishers, mould this problem through issuing multiple usernames and passwords under each different publishers online account.This allows multiple editors, production mangers and artists to submit work and check the come about of their particular publication at Frys various facilities simply by logging in under their companies accounts using their individual usernames and passwords. In B2C business relationships, international laws often come into play because of the wide reach that the internet creates. The Internet has few regulations, and its operation is largely left to the free will of the market.It is, therefore, incumbent upon businesses to self regulate their behavior on the internet. One of the better known Internet regulations is the CAN-SPAM Act of 2003 which sets up requirements for businesses that send commercial email, lays out penalties for spammers and companies whose products are announce in spam, and grants consumers the right to demand that businesses stop spamming them (FTC. gov, 2005).Commercial emails are generally the domain of B2C businesses which usually comply wit h the terms of the law through posting a compliance statement on their commercial emails and websites, as well making it easy for consumers to remove themselves from the companies email databases. There are also gambling laws and laws like the national Telecommunications Act and the Computer Decency Act and other laws on child pornography, all of which concern B2C businesses. Similar to ethics, the appropriate behaviors for participants are typically laid out in regulations developed by trade associations, commercial standard groups and the professions.On B2B sites ethics are regulated by mutual formal agreements signed by all partners, magic spell on B2C sites these ethics are governed by user agreements and privacy policies which users must agree to comply with as a condition for using the merchants Web site. References Schneider, G. , (2004). Electronic commerce The second wave (5th ed. ). Boston, MA Thomson Learning FTC. gov, (2006). Facts for Business. Available at Retrieved Feb 4, 2006

The Role of Fdi in India

FDI Policy in India FDI as defined in Dictionary of Economics (Graham Bannock et. al) is investiture in a contrasted country by dint of the acquisition of a local comp whatever or the establishment there of an operation on a new-sprung(prenominal) (Greenfield) site. To put in simple words, FDI refers to capital of the United States inflows from abroad that is invested in or to enhance the production capacity of the economy. 3 conflicting enthronisation in India is governed by the FDI insurance announced by the political relation of India and the provision of the unusual sub Management Act (FEMA) 1999.The Reserve Bank of India (run batted in) in this regard had issued a nonification,4 which contains the Foreign Exchange Management (Transfer or issue of security by a person resident outside India) Regulations, 2000. This notification has been amended from time to time. The Ministry of Commerce and Industry, Government of India is the nodal agency for motoring and reviewing t he FDI policy on continued basis and changes in firmamental policy/ welkinal equity cap. The FDI policy is notified with complot Notes by the Secretariat for industrial Assistance (SIA), Department of industrial Policy and Promotion (DIPP).The foreign investors are free to invest in India, except few sectors/activities, where earlier approval from the RBI or Foreign enthronization Promotion Board (FIPB) would be required. FDI Policy with Regard to selling in India It will be prudent to look into Press Note 4 of 2006 issued by DIPP and consolidated FDI Policy issued in October 20105 which turn in the sector specific guide hunts for FDI with regard to the conduct of trading activities. a) FDI up to 100% for capital and carry wholesale trading and export trading every(prenominal)owed under the automatic pathway. ) FDI up to 51 % with prior Government approval (i. e. FIPB) for retail trade of ace fault products, subject to Press Note 3 (2006 Series)6. c) FDI is not permitt ed in Multi Brand Retailing in India. Entry Options For Foreign Players prior to FDI Policy Although prior to Jan 24, 2006, FDI was not authorised in retail, most general players had been operating in the country. Some of entrance routes used by them have been discussed in sum as below- 1. Franchise AgreementsIt is an easiest track to come in the Indian market. In franchising and commission agents services, FDI (unless otherwise prohibited) is allowed with the approval of the Reserve Bank of India (RBI) under the Foreign Exchange Management Act. This is a most usual mode for entrance of quick food shackles opposite a world. Apart from quick food bondage identical to Pizza Hut, players such as Lacoste, Mango, Nike as good as Marks as good as Spencer, have entered Indian marketplace by this route. 2. Cash And Carry Wholesale Trading 00% FDI is allowed in wholesale trading which involves building of a large distribution infrastructure to assist local manufacturers. 7 The interlocutor deals sole(prenominal) with smaller retailers and not Consumers. Metro AG of Germany was the first signifi spatet world(a) player to enter India through this route. 3. Strategic Licensing Agreements Some foreign makemarks ease off exclusive licences and distribution rights to Indian companies. Through these rights, Indian companies bum either sell it through their own stores, or enter into shop-in-shop arrangements or distribute the brands to franchisees.Mango, the Spanish apparel brand has entered India through this route with an agreement with Piramyd, Mumbai, SPAR entered into a similar agreement with Radhakrishna Foodlands Pvt. Ltd 4. Manufacturing and Wholly Owned Subsidiaries. The foreign brands such as Nike, Reebok, Adidas, etcetera that have wholly-owned subsidiaries in manufacturing are treated as Indian companies and are, therefore, allowed to do retail. These companies have been authorised to sell products to Indian consumers by franchising, internal distributors, existent Indian retailers, own outlets, etc.For instance, Nike entered through an exclusive licensing agreement with Sierra Enterprises but now has a wholly owned subsidiary, Nike India Private Limited. FDI in exclusive Brand Retail The Government has not categorically defined the meaning of Single Brand anywhere neither in any of its circulars nor any notifications. In single-brand retail, FDI up to 51 per cent is allowed, subject to Foreign Investment Promotion Board (FIPB) approval and subject to the conditions mentioned in Press Note 38 that (a) whole single brand products would be sold (i. . , retail of goods of multi-brand even if produced by the same manufacturer would not be allowed), (b) products should be sold under the same brand world(prenominal)ly, (c) single-brand product retail would only cover products which are branded during manufacturing and (d) any addition to product categories to be sold under single-brand would require fresh approval from the government. Wh ile the show single brand has not been defined, it implies that foreign companies would be allowed to sell goods sold world-widely under a single brand, viz. Reebok, Nokia, Adidas. Retailing of goods of sevenfold brands, even if such products were produced by the same manufacturer, would not be allowed. Going a step further, we examine the cin one casept of single brand and the associated conditions FDI in Single brand retail implies that a retail store with foreign investment idler only sell one brand. For example, if Adidas were to obtain permission to retail its flagship brand in India, those retail outlets could only sell products under the Adidas brand and not the Reebok brand, for which set forth permission is required.If granted permission, Adidas could sell products under the Reebok brand in separate outlets. what is a brand? Brands could be classified as products and multiple products, or could be manufacturer brands and own-label brands. Assume that a company owns two leading international brands in the footwear industry say A and R. If the corporate were to obtain permission to retail its brand in India with a local partner, it would pack to specify which of the brands it would sell.A reading of the government release indicates that A and R would need separate approvals, separate legal entities, and may be even separate stores in which to operate in India. However, it should be noted that the retailers would be fitting to sell multiple products under the same brand, e. g. , a product range under brand A Further, it appears that the same joint judge partners could operate various brands, but under separate legal entities Now, taking an example of a large departmental grocery chain, prima facie it appears that it would not be able to enter India.These chains would, typically, source products and, thereafter, brand it under their private labels. Since the regulations require the products to be branded at the manufacturing stage, this model may not work. The regulations appear to discourage own-label products and appear to be tilted heavily towards the foreign manufacturer brands There is am greatuity in the explanation of the term single brand. The existing policy does not clearly codify whether retailing of goods with sub-brands bunched under a major parent brand can be considered as single-brand retailing and, accordingly, eligible for 51 per cent FDI.Additionally, the question on whether co-branded goods (specifically branded as such at the time of manufacturing) would qualify as single brand retail trading remains unanswered. FDI in Multi Brand Retail The government has also not defined the term Multi Brand. FDI in Multi Brand retail implies that a retail store with a foreign investment can sell multiple brands under one roof. In July 2010, Department of Industrial Policy and Promotion (DIPP), Ministry of Commerce circulated a discussion paper11 on allowing FDI in multi-brand retail.The paper doesnt suggest any uppe r limit on FDI in multi-brand retail. If implemented, it would open the doors for global retail giants to enter and establish their footprints on the retail landscape of India. Opening up FDI in multi-brand retail will mean that global retailers including Wal-Mart, Carrefour and Tesco can open stores offering a range of household items and grocery consumely to consumers in the same way as the ubiquitous kirana store. Foreign Investors Concern Regarding FDI Policy in IndiaFor those brands which adopt the franchising route as a matter of policy, the current FDI Policy will not make any difference. They would have preferred that the Government liberalize rules for maximizing their royalty and franchise fees. They must still rely on innovative structuring of franchise arrangements to maximize their returns. Consumer persistent majors such as LG and Samsung, which have exclusive franchisee owned stores, are unlikely to shift from the preferred route right away.For those companies which choose to adopt the route of 51% partnership, they must tie up with a local partner. The key is finding a partner which is reliable and who can also teach a trick or two about the domestic market and the Indian consumer. Currently, the organized retail sector is dominated by the likes of large business groups which resolute to diversify into retail to cash in on the boom in the sector corporates such as Tata through its brand Westside, RPG base through Foodworld, Pantaloon of the Raheja Group and Shoppers Stop.Do foreign investors look to tie up with an existing retailer or look to others not necessarily in the business but looking at to diversify, as many business groups are doing? An arrangement in the short to medium term may work wonders but what happens if the Government decides to further liberalize the regulations as it is currently contemplating? Will the foreign investor terminate the agreement with Indian partner and trade in market without him?Either way, the foreign investor must act its joint venture agreements carefully, with an option for a buy-out of the Indian partners share if and when regulations so permit. They must also be aware of the regulation which states that once a foreign company enters into a technical or financial collaboration with an Indian partner, it cannot enter into another joint venture with another Indian company or set up its own subsidiary in the same field without the first partners consent if the joint venture agreement does not will for a conflict of interest clause.In effect, it means that foreign brand owners must be extremely careful whom they choose as partners and the brand they introduce in India. The first brand could also be their farthermost if they do not negotiate the strategic arrangement diligently. Concerns for the Government for only Partially Allowing FDI in Retail Sector A number of concerns were expressed with regard to partial opening of the retail sector for FDI.The Honble Department Relate d parliamentary Standing Committee on Commerce, in its 90th Report, on Foreign and Domestic Investment in Retail Sector, laid in the Lok Sabha and the Rajya Sabha on 8 June, 2009, had made an in-depth study on the subject and identified a number of issues related to FDI in the retail sector. These included It would lead to unfair contention and ultimately result in large-scale exit of domestic retailers, especially the small family managed outlets, leading to large scale displacement of persons employed in the retail sector.Further, as the manufacturing sector has not been growing fast enough, the persons displaced from the retail sector would not be absorbed there. Another concern is that the Indian retail sector, specially organized retail, is still under-developed and in a nascent stage and that, therefore, it is important that the domestic retail sector is allowed to grow and consolidate first, before opening this sector to foreign investors. Antagonists of FDI in retail sector oppose the same on various grounds, like, hat the entry of large global retailers such as Wal-Mart would vote down local shops and millions of jobs, since the unorganized retail sector employs an enormous percentage of Indian population after the agriculture sector secondly that the global retailers would conspire and model monopolistic power to raise prices and monopolistic (big buying) power to reduce the prices received by the suppliers thirdly, it would lead to asymmetrical growth in cities, causing discontent and tender tension elsewhere.Hence, both the consumers and the suppliers would lose, while the profit margins of such retail chains would go up. LIMITATIONS OF THE PRESENT SETUP Infrastructure There has been a lack of investment in the logistics of the retail chain, leading to an inefficient market mechanism. Though India is the second largest producer of fruits and vegetables (about 180 million MT), it has a very limited integrated cold-chain infrastructure, with only 5386 stand-alone cold storages, having a total capacity of 23. 6 million MT. , 80% of this is used only for potatoes.The chain is highly fragmented and hence, perishable horticultural commodities find it difficult to link to distant markets, including overseas markets, round the year. Storage infrastructure is necessary for carrying over the agricultural produce from production periods to the rest of the year and to prevent distress sales. Lack of adequate storage facilities cause heavy losses to farmers in terms of wastage in tone of voice and quantity of produce in general. Though FDI is permitted in cold-chain to the extent of 100%, through the automatic route, in the absence of FDI in retailing FDI flow to the sector has not been significant.Intermediaries dominate the encourage chain Intermediaries often flout mandi norms and their pricing lacks transparency. Wholesale regulated markets, governed by State APMC Acts, have developed a monopolistic and non-transparent charact er. According to some reports, Indian farmers realize only 1/3rd of the total price paid by the final consumer, as against 2/3rd by farmers in nations with a higher share of organized retail. Improper Public Distribution System (PDS) There is a big question mark on the efficacy of the ordinary procurement and PDS set-up and the bill on food subsidies is rising.In spite of such heavy subsidies, overall food based inflation has been a matter of great concern. The absence of a farm-to-fork retail supply system has led to the ultimate customers paying a premium for shortages and a charge for wastages. No Global Reach The little Small & Medium Enterprises (MSME) sector has also suffered due to lack of branding and lack of avenues to reach out to the vast world markets. While India has continued to provide emphasis on the development of MSME sector, the share of unorganised sector in overall manufacturing has blood lined from 34. % in 1999-2000 to 30. 3% in 2007-0812. This has largely been due to the inability of this sector to gravel latest technology and improve its marketing interface. Rationale behind Allowing FDI in Retail Sector FDI can be a powerful gun to spur competition in the retail industry, due to the current scenario of low competition and poor productivity. The policy of single-brand retail was adopted to allow Indian consumers access to foreign brands. Since Indians spend a lot of money shopping abroad, this policy enables them to spend the same money on the same goods in India.FDI in single-brand retailing was permitted in 2006, up to 51 per cent of ownership. Between then and May 2010, a total of 94 proposals have been received. Of these, 57 proposals have been approved. An FDI inflow of US$196. 46 million under the category of single brand retailing was received between April 2006 and September 2010, comprising 0. 16 per cent of the total FDI inflows during the period. Retail stocks locomote by as much as 5%. Shares of Pantaloon Retail (India ) Ltd ended 4. 84% up at Rs 441 on the Bombay Stock Exchange.Shares of Shoppers Stop Ltd arise 2. 02% and Trent Ltd, 3. 19%. The exchanges key index rose 173. 04 points, or 0. 99%, to 17,614. 48. But this is very less as compared to what it would have been had FDI upto 100% been allowed in India for single brand. The policy of allowing 100% FDI in single brand retail can benefit both the foreign retailer and the Indian partner foreign players get local market knowledge, while Indian companies can access global best instruction practices, designs and technological knowhow.By partially opening this sector, the government was able to reduce the pressure from its trading partners in bilateral/ multilateral negotiations and could demonstrate Indias intentions in liberalising this sector in a phased manner. Permitting foreign investment in food-based retailing is likely to underwrite adequate flow of capital into the country & its productive use, in a manner likely to promote the welf are of all sections of society, particularly farmers and consumers.It would also help bring about improvements in farmer income & agricultural growth and assist in lowering consumer prices inflation. Apart from this, by allowing FDI in retail trade, India will significantly flourish in terms of quality standards and consumer expectations, since the inflow of FDI in retail sector is bound to pull up the quality standards and cost-competitiveness of Indian producers in all the segments. It is therefore obvious that we should not only permit but encourage FDI in retail trade.Lastly, it is to be noted that the Indian Council of Research in International Economic Relations (ICRIER), a premier economical think tank of the country, which was appointed to look into the impact of BIG capital in the retail sector, has projected the worth of Indian retail sector to reach $496 one thousand thousand by 2011-12 and ICRIER has also come to conclusion that investment of big money (large corporate s and FDI) in the retail sector would in the long run not harm interests of small, traditional, retailers.In light of the above, it can be safely concluded that allowing goodish FDI in the retail sector would not only lead to a substantial surge in the countrys GDP and overall economic development, but would inter alia also help in integrating the Indian retail market with that of the global retail market in addition to providing not just employment but a better paying employment, which the unorganized sector (kirana and other small time retailing shops) have undoubtedly failed to provide to the masses employed in them.Industrial organisations such as CII, FICCI, US-India Business Council (USIBC), the American Chamber of Commerce in India, The Retail Association of India (RAI) and Shopping Centers Association of India (a 44 member association of Indian multi-brand retailers and shopping malls) favour a phased approach toward liberalising FDI in multi-brand retailing, and most of th em agree with considering a cap of 49-51 per cent to start with.The international retail players such as Walmart, Carrefour, Metro, IKEA, and TESCO share the same view and insist on a clear path towards 100 per cent opening up in near future. Large multinational retailers such as US-based Walmart, Germanys Metro AG and Woolworths Ltd, the largest Australian retailer that operates in wholesale cash-and-carry ventures in India, have been demanding liberalisation of FDI rules on multi-brand retail for some time. Thus, as a matter of fact FDI in the buzzing Indian retail sector should not just be freely allowed but per contra should be significantly encouraged.Allowing FDI in multi brand retail can bring about Supply Chain Improvement, Investment in Technology, Manpower and Skill development,Tourism Development, Greater Sourcing From India, Upgradation in Agriculture, Efficient Small and Medium Scale Industries, Growth in market size and Benefits to government through greater GDP, tax i ncome and employment generation. Prerequisites before allowing FDI in Multi Brand Retail and Lifting Cap of Single Brand Retail FDI in multi-brand retailing must be dealt cautiously as it has direct impact on a large chunk of population.Left alone foreign capital will seek ways through which it can only multiply itself, and unthinking application of capital for profit, given our peculiar socio-economic conditions, may spell doom and deepen the gap between the gamey and the poor. Thus the proliferation of foreign capital into multi-brand retailing needs to be anchored in such a way that it results in a win-win situation for India. This can be done by integrating into the rules and regulations for FDI in multi-brand retailing certain inbuilt safety valves.For example FDI in multi brand retailing can be allowed in a calibrated manner with social safeguards so that the effect of possible labour dislocation can be analyzed and policy fine tuned accordingly. To gibe that the foreign in vestors make a genuine contribution to the development of infrastructure and logistics, it can be stipulated that a percentage of FDI should be spent towards building up of back end infrastructure, logistics or agro processing units.Reconstituting the poverty stricken and stagnating rural sphere into a forward moving and prosperous rural sphere can be one of the justifications for introducing FDI in multi-brand retailing. To actualize this goal it can be stipulated that at least 50% of the jobs in the retail outlet should be dumb for rural youth and that a certain amount of farm produce be procured from the poor farmers. Similarly to develop our small and medium enterprise (SME), it can also be stipulated that a minimum percentage of manufactured products be sourced from the SME sector in India.PDS is still in many ways the life line of the people living below the poverty line. To ensure that the system is not weakened the government may reserve the right to procure a certain amoun t of food grains for replenishing the buffer. To protect the interest of small retailers the government may also put in place an exclusive regulatory framework. It will ensure that the retailing giants do resort to predatory pricing or acquire monopolistic tendencies. Besides, the government and RBI need to evolve suitable policies to enable the retailers in the unorganized sector to expand and improve their efficiencies.If Government is allowing FDI, it must do it in a calibrated fashion because it is politically sensitive and link it (with) up some caveat from creating some back-end infrastructure. Further, To take care of the concerns of the Government before allowing 100% FDI in Single Brand Retail and Multi- Brand Retail, the following recommendations are being proposed - Preparation of a legal and regulatory framework and enforcement mechanism to ensure that large retailers are not able to dislocate small retailers by unfair means.Extension of institutional credit, at lower ra tes, by public sector banks, to help improve efficiencies of small retailers undertaking of proactive programme for assisting small retailers to wage increase themselves. Enactment of a National Shopping Mall Regulation Act to regulate the fiscal and social aspects of the entire retail sector. Formulation of a nonplus Central Law regarding FDI of Retail Sector Important highlights of Economic Outlook 2011-12 Agriculture grew at 6. 6% in 2010-11. This years monsoon is projected to be in the range of 90 to 96 per cent, based on which Agriculture sector is pegged to grow at 3. % in 2011-12 Industry grew at 7. 9% in 2010-11. Projected to grow at 7. 1% in 2011-12 Services grew at 9. 4% in 2009-10. Projected to grow at 10. 0% in 2011-12 Investment rate projected at 36. 4% in 2010-11 and 36. 7% in 2011-12 Domestic savings rate as ratio of GDP projected at 33. 8% in 2010-11 & 34. 0% in 2011-12 Current Account deficit is $44. 3 meg (2. 6% of GDP) in 2010-11 and projected at $54. 0 zillio n (2. 7% of GDP) in 2011-12 Merchandise trade deficit is $ 130. 5 billion or 7. 59% of the GDP in 2010-11 and projected at $154. 0 billion or 7. % of GDP in 2011-12 Invisibles trade surplus is $ 86. 2 billion or 5. 0% of the GDP in 2010-11 and projected at $100. 0 billion or 5. 0% in 2011-12 Capital flows at $61. 9 billion in 2010-11 and projected at $72. 0 billion in 2011-12 FDI inflows projected at $35 billion in 2011/12 against the level of $23. 4 billion in 2010-11 FII inflows projected to be $14 billion which is less than half that of the last year i. e $30. 3 billion Accretion to reserves was $15. 2 billion in 2010-11. Projected at $18. 0 billion in 2011-12 largeness rate would continue to be at 9 per cent in the month of July-October 2011.There will be some relief starting from November and will decline to 6. 5% in March 2012. Foreign direct investment cyberspace (BoP US dollar) in India The Foreign direct investment net (BoP US dollar) in India was last reported at 1100815 9606. 75 in 2010, according to a World Bank report released in 2011. The Foreign direct investment net (BoP US dollar) in India was 19668790288. 40 in 2009, according to a World Bank report, published in 2010. The Foreign direct investment net (BoP US dollar) in India was reported at 24149749829. 71 in 2008, according to the World Bank.Foreign direct investment is net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-run capital, and short-term capital as shown in the balance of payments. This series shows total net, that is, net FDI in the reporting economy from foreign sources less net FDI by the reporting economy to the rest of the world. Data are in current U. S. dollars.This page includes a historical data chart, news and forecast for Foreign direct investment net (BoP US dollar) in Ind ia. Indias diverse economy encompasses traditional village farming, modern agriculture, handicrafts, a wide range of modern industries, and a mess of services. Services are the major source of economic growth, accounting for more than half of Indias output with less than one third of its labour force. The economy has post an average growth rate of more than 7% in the decade since 1997, reducing poverty by about 10 percentage points. Total 933. 2 100 2705. 0 100 231530. 1 100