...1) French government has changed dramatically over the last few decades. What is the current outlook for French government? Will this outlook strengthen or weaken French national identity? 2) What problems has unification caused Germany? Given the current struggle to unite East and West, what must happen to keep Germany the vibrant democracy it is today? 3) In Japan, much has changed in the post-war period, especially in regard to the role of women in the workplace. What has changed for women during this time? How and why are these changes positive or negative? What will be the larger impact of these changes? 4) With Russia’s recent invasion of Georgia, Putin’s reputation comes under question. Though he has made great strides to move Russia firmly from Communism to capitalism, what struggles will future leaders face given Russia’s new reputation? I believe the current outlook for the French government is reserved. Their economy has been stagnant, but is beginning to show signs of modest growth. The French people have generally shown reluctance or resistance to bold reforms, so the government is cautious and perhaps even slow to make the changes needed to advance France as a global competitor and strong member of the European Union. In many ways, it is a time of uncertainty in France and I believe this also makes it impossible to predict the future of the French national identity, especially as their identity is tied to the national debate over universalism and multiculturalism...
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...CONTINUOUS ASSESSMENT HAS CONTRIBUTED TO THE GROWTH AND IMPROVEMENT IN EDUCATIONAL SYSTEM Continuous assessment means assessing aspects of learners' language throughout their course and then producing a final evaluation result from these assessments. It can be compared with a final or summative assessment, which only assesses the learner at the end of the course. Continuous assessment often provides a more accurate and complete picture of the learner's level and has a positive impact on learning. Reference http://www.teachingenglish.org.uk/knowledge-database/continuous-assessment Assessment: Continuous Assessment Types of Continuous Assessment Continuous assessment is more likely to be formative, process-oriented, informal, internal, learner-involved, and/or self-referenced in nature. It can take the form of daily work (e.g. essays, quizzes, presentation and participation in class), projects/term papers and practical work (e.g. laboratory work, fieldwork, clinical procedures, drawing practice). Daily work • Pros o This is likely to be the most sustained means of assessment, and in providing relatively prompt feedback, it serves to reinforce or correct learned responses. o It assists in pacing learning. If a course is broken into units, each assessed on completion, students have regular feedback of what they have mastered (and what they need additional work on). o As the most extensive means of assessment, it has a sustained impact on and improves the quality of student...
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...mechanisms that generate or sustain equilibria versus historical institutionalism’s emphasis on how institutions emerge from and are embedded in concrete temporal processes serves as the foundation for the second half of the essay, which assesses our progress in understanding institutional formation and change. Drawing on insights from recent historical institutional work on “critical junctures” and on “policy feedbacks,” the article proposes a way of thinking about institutional evolution and path dependency that provides an alternative to equilibrium and other approaches that separate the analysis of institutional stability from that of institutional change. INTRODUCTION Institutional analysis has a distinguished pedigree in comparative politics, and the “new” institutionalist literature of the past two decades has both sustained this venerable tradition and deepened our understanding of the role of institutions in political life. At the same time, recent work has given rise to new debates. It is now conventional to distinguish three different varieties of institutionalism: rational choice institutionalism, historical institutionalism, and sociological institutionalism. Each of these three schools in fact represents a sprawling literature characterized by tremendous internal diversity, and it is often also difficult to draw hard and fast lines between them. The differences that have...
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...In my research project I would like to deal with the education and integration policies in Germany and France. The easiest way for integration of immigrants is by education. If the immigrants speak the language of the country of destination it is easier for them to integrate or get integrated. So it is then easier for them to find a place in the receiving society, and to integrate themselves. For young (school attendance) migrants language and structural assimilation is the key to social integration in the country of destination, into the education system in the sense of formal equal opportunities. However, the reality in the two largest European countries is quite different. Migrants- with large differences between individual nationalities, waves of migration and migration backgrounds- in the German education and employment system are usually have disadvantages compared to local (Dollmann 2010). In Germany the policy and the locals believed the integration of immigrants is not necessary they a long time it was assumed that guest workers and migrants would return to their homeland after a while. Even the migrant workers themselves lived with this illusion of return. Today, awareness has risen in Germany about how important the integration of migrants is and also gaining more and more importance due to demographic change. For a long time, the concept of integration in France equated with assimilation. The word assimilation shall describe the integration of migrants in French...
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...Detailed Lesson Plan in English 1 (COMPARISON OF ADJECTIVES) Submitted by: ADRIAN R. CAPALAR LANCE M. RELATIVO EUGENE S. JAMIAS Submitted to: MR. ERNESTO P.CADS Detailed Lesson Plan in English I-Objectives During the period, the students are expected to: 1. Use the different forms of comparison of adjective correctly; 2. Enumerate the rules in comparing things.persons and places; 3.Participate in activities relevant to the topic. II-Subject Matter Topic: Comparison of Adjectives Reference: Better English for Philippine High School Josephine Serrano pp.149-151 Materials: Pictures, chalk,visual aids. III-Procedure Teacher's Activities Student's Activities Task 1-Routinely Activities 1.Prayer Let us start our day casting our- selves to the lord.Everybody is invited (the students stand for an opening prayer) to stand for an opening prayer. _________________,Lead the prayer. Let us pray classmate.In the name of the father and the son and of the holy Holy spirit....AMEN 2.Greetings GOOD MORNING CLASS!!! GOODMRNING SIR LANCE You...
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...humble always III. Teacher Learning Activities A. Pre-Activities 1. Unlocking of Difficulties well-off guest room househelp boastfulness humble B. Lesson Proper 1. Motivation “Picture Puzzle Game” Distribute picture puzzle in each group. 2. Presentation A. Storytelling: “Rich Richie” Guide Questions: 1. Who are the main characters in the story? 2. What kind of friends does Ara chooses? 3. Where did Richie took Ara? 4. Does Richie helps in their household chores? 5. What did Ara realize after staying at Richie’s house? 3. Discussion Degrees of comparison in descriptive words. POSITIVE | COMPARATIVE | SUPERLATIVE | good | better | best | easy | easier | easiest | POSITIVE DEGREE- is used when simply describing persons or things. COMPARATIVE DEGREE- is used when comparing two persons or things. SUPERLATIVE DEGREE- is used when comparing three or more persons or things. IV. Evaluation Direction: Identify in what degree of comparison is the underlined words in the sentence. ______________ 1. Katherine is smarter than Ana. ______________ 2. Lebron is the tallest player in their team. ______________ 3. Princess is pretty. ______________ 4. Anne is smarter than her sister. ______________ 5. Ina is rich. ______________ 6. Dennis is the happiest student in their class. V. Enrichment...
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...Simple Adverbs: Time, Place, Manner, Degree, Affirmation, Negation Time: Answers the questions WHEN & HOW OFTEN Some common ones are: • now • then • today • tomorrow • tonight • yesterday • annually • daily • fortnightly • hourly • monthly • nightly • quarterly • weekly • yearly • always • constantly • ever • frequently • generally • infrequently • never • normally • occasionally • often • rarely Place: Answer the question WHERE (Often look like prepositions) Some common ones are: about above abroad anywhere away back backwards behind below down downstairs east elsewhere far here in indoors inside near nearby off on out outside over there towards under up upstairs Manner: Answer the question HOW (Often end in “ly”) These are often what I cal;l “3rd grade adverbs.” Some common ones are: accidentally angrily anxiously awkwardly badly beautifully blindly boldly bravely brightly busily calmly carefully carelessly cautiously cheerfully clearly closely correctly courageously cruelly daringly deliberately doubtfully eagerly easily elegantly Degree: Answer how much of, or how little of. (These are the most difficult; they often modify other adjectives or adverbs and are right in front of them. Ex: She is VERY tired.) Some common ones are: almost absolutely awfully barely completely decidedly deeply enough enormously entirely extremely fairly far fully greatly...
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...Brief Lesson Plan in English V (Using 2C2IA Approach) I. Level: Grade 1 II. Objectives a. Identify the new words through its meanings b. Answer wh questions from the story listened to. c. Use the comparative and superlative degrees of objectives. d. Write examples of comparative and superlative degrees of adjectives. e. Sustain interest in giving examples of the degrees of adjectives. f. Respond to the story through the following activities: Group 1: Acting out the ways does Mariang Makiling in showing her kindness to the hunters. Group 2: Tell the revenge of Mariang Makiling. Group 3: Describe Mariang Makiling. g. Get information from the three parts of a paragraph. III. Topic: Using the comparative degrees of objectives. References: English Expressways 5, Language, Evelyn Angeles et.al, pp. 184-199 English 5, Alexes Anne F. Cruz, pp. 184-197 IV. Skill: Listening V. Materials: Flashcards, pictures, laptop, projector VI. Procedure: Pre 1. Present a puzzle and the students are going to arrange the puzzle to form picture. 2. Ask the students on “What did you see in this picture that you have formed?” 3. Ask the students on “What if you have a chance to meet a fairy, what is the thing that you would wish for?” 4. Ask the students if they know the story of Mariang Makiling. 5. Start reading the story. Post Reading The teacher ask question. ...
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...[pic] Your expectation and our responsibility will ensure you a great success. Subject: English Parts of Speech + Degree Time: 20 min Full marks: 30 Identify the correct parts of speech: 1. He is poor but honest. |(i) |Preposition |(ii) |Conjunction |(iii) |Noun |(iv) |Adjective | 2. She is a beauty. |(i) |Adjective |(ii) |Adverb |(iii) |Noun |(iv) |Pronoun | 3. I water my garden. |(i) |Adverb |(ii) |Verb |(iii) |Noun |(iv) |Adjective | 4. This is the go of the day. |(i) |Noun |(ii) |Verb |(iii) |Pronoun |(iv) |Adjective | 5. He has done bad in the exam. |(i) |Adverb |(ii) |Noun |(iii) |Adjective |(iv) |Interjection | 6. I see a homing bird. |(i) |Noun |(ii) |Adjective |(iii) |Verb |(iv) |Adverb | 7. Something bad will happen to you in future. |(i) |Noun |(ii) |Verb |(iii) |Adjective |(iv) |Adverb...
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...Lesson Plan 1 Comparative and Superlative Degrees of Adjectives High Beginning Level (Community Class) Focus: Speaking and Accuracy Time Limit: 65 minutes March 04, 2008 Background Information This week students are learning how to do shopping. They were taught some shopping vocabulary in the previous lesson and on the current lesson they will practice using these new vocabulary words when comparing two items in a store. The grammar section in the previous lesson was about giving advice, so that is why along with practicing new material, one of the practical exercises in this current lesson will let students review giving advice. Goal: To help students accurately use comparative and superlative forms of adjectives. Objectives: Terminal: Students will learn about comparative and superlative forms of adjectives and appropriately use these forms in conversation. Enabling: 1. Students will learn about comparative and superlative degrees of adjectives. 2. Students will practice creating correct comparative and superlative forms of adjectives describing items in a store. 3. Students will practice using comparative and superlative forms of adjectives and shopping vocabulary...
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...COMPARITIVE Global Definition: It means relating to the scientific or historical comparison of different phenomena, institutions, or objects, such as languages, legal systems, or anatomical structures, in an effort to understand their origins or relationships. http://www.thefreedictionary.com/comparative Operational Definition: In linguistics, the comparative is a syntactic construction that serves to express a comparison between two (or more) entities or groups of entities in quality, quantity, or degree; it is one of the degrees of comparison, alongside the positive and the superlative. BRAND Global Definition: The American Marketing Association defines a brand as “A name, term, design, symbol, or any other feature that identifies one seller’s good or service as distinct from those of other sellers. The legal term for brand is trademark. A brand may identify one item, a family of items, or all items of that seller. If used for the firm as a whole, the preferred term is trade name.” http://heidicohen.com/30-branding-definitions/ Operational Definition: Brand, to me, is the identity of a product or service. It’s the name, the logo, the design, or a combination of those that people use to identify, and differentiate, what they’re about to buy. A good brand should deliver a clear message, provide credibility, connect with customers emotionally, motivate the buyer, and create user loyalty. MARKETING Global Definition: Marketing is the process of communicating the value...
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...|Centro Educativo Salesianos Alameda |English Department | |“150 años al servicio de los jóvenes” | | English Guide (1st Grade) Comparative & Superlative Adjectives Name: ___________________________________________________________________ I Write the opposite of: 1. Cold 11. Weak 2. Tall 12. Poor 3. Long 13. Silly 4. Pretty 14. Late 5. Good 15. Dry 6. Fat 16. Difficult 7. Young 17. Bad 8. Fast 18. Small 9. High 19. Light 10. Large 20. Exciting II Make comparative sentences. (Short adjectives) 1. Chile – Long – Peru ___________________________________________________ 2. The winter – bad – the fall ___________________________________________________ 3. A cheetah – fast – a lion ___________________________________________________ 4. Arica – dry – Valparaíso ...
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...decisions you have to make. Generally speaking, comparing is showing the similarities, and contrasting is showing differences between two things that are related in some way. For example, you wouldn't compare/contrast reading a book to driving a car, but you would compare reading a book to reading with an e-reader. COMPARING com·pare (kəm-pâr′) v. com·pared, com·par·ing, com·pares v.tr. 1. To consider or describe as similar, equal, or analogous; liken: Is it right to compare the human brain to a computer? 2. To examine in order to note the similarities or differences of: We compared the two products for quality and cost. The article compares the recent recession with the one in the early 1990s. 3. Grammar To form the positive, comparative, or superlative degree of (an adjective or adverb). v.intr. 1. To be worthy...
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...stupendous, unlimited, boundless, cosmic; informalhumongous, whopping, whopping great, thumping, thumping great, dirty great; informalwhacking, whacking great, ginormous "a great expanse of water" antonyms: little, small used to reinforce another adjective of size or extent. "a great big grin" synonyms: very, extremely, exceedingly, exceptionally, especially, tremendously, immensely, extraordinarily, remarkably, really, truly; informaldirty "a great big house" used in names of animals or plants which are larger than similar kinds, e.g. great tit, greater celandine. denoting the larger or largest part of a place. adjective: Great "Great Malvern" (of a city) including adjacent urban areas. comparative adjective: Greater "Greater Manchester" 2. of ability, quality, or eminence considerably above average. "the great Italian conductor" synonyms: prominent, eminent, pre-eminent, important, distinguished, august, illustrious, noble; More celebrated, noted, notable, noteworthy, famous, famed, honoured, esteemed, revered, renowned, acclaimed, admired, well known; leading, top, high, high-ranking, chief, major, main, principal, central; gifted, talented; outstanding, foremost, remarkable, exceptional, highly rated, first-rate, incomparable, superlative, unsurpassed, unexcelled, matchless, peerless, star, arch-; informalmajor league...
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...Введение в Политологию Программа учебного курса Российская экономическая школа, совместный бакалавриат РЭШ-ВШЭ, весенний семестр 2014 года (64 часа в аудитории) Преподаватель – Балалаева Дина Яновна, Ph.D. Занятия: лекция - среда, 15:10-16:30, семинар- 13:40-15:00 Консультации – TBA Компетенции, формируемые в результате освоения дисциплины: В результате освоения дисциплины студент должен обладать следующими общекультурными (ОК) и профессиональными компетенциями (ПК): ОК-4, ПК-8, ПК-9 Общий объем аудиторных часов – 64 в том числе: лекции – 32 часа. практические занятия - 32 часа. Промежуточный контроль – статья. Краткая аннотация Данный курс по «Сравнительной политологии» охватывает наиболее важные темы дисциплины и прослеживает развитие методологии от сравнительных кейс-стади до крупномасштабных межвременных исследований и экспериментов на местах. Почему, в среднем, самые богатые страны – демократии? Или, заимствуя вопрос Л. Даймонда (2010), почему мир не знает ни одной арабской демократии? Почему авторитаризм не помешал (помог?) «азиатским тиграм»? Насколько устойчивы гибриды? В чем «секрет эффективности» парламентской формы правления? Почему страны с пропорциональной системой выборов больше тратят на социальные расходы, чем страны с мажоритарной формулой? Производят ли федерации больше технологических инноваций, чем унитарные государства? Каково оптимальное...
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