Native Language And Indigenous Language - 1160 Words

Language is one of many components that identify a group of people to their culture. Unfortunately, there are quite a few obstacles that challenge indigenous people learning their native language. The loss of a language distances groups farther from their native roots, which is exactly opposite of the efforts being made in Canada. Learning and practicing an indigenous language fulfills one’s role as an engaged citizen and allows for engagement within a culture. The McGill Tribune published Jenny Shen’s article discussing these common issues regarding revitalizing indigenous languages in Canada. Shen interviews Chelsea Vowel, a woman of Mà ©tis descent, who has committed herself to indigenous language education. Vowel states, â€Å"The language is what holds our culture together like glue. There is no separation in my mind.† She also points out that it has become harder for people of indigenous descent to learn their language for a number of reasons. Problems t hat arise consist of not being completely engaged in the native language, deciphering between dialects, and funding issues. The loss of indigenous languages in Canada is a contemporary issue of great concern because many indigenous and nonindigenous people realize the extent of culture loss once a language has dissipated. Shen also gathered information from Anna Daigneult, the Latin America project coordinator and development officer at Living Tongues Institute for Endangered Languages. This institute is an organizationShow MoreRelatedThe Importance Of Globalization In Latin America1276 Words   |  6 PagesAmerica is rich in indigenous diversity and cultural traditions. There are hundreds of dialects spoken by indigenous communities in many regions of Latin America. Language is important because it is the way its speaker view the world and the culture that surrounds them. In Latin American indigenous communities language is also very important because it is the way cultures save m emories, express emotions, share traditions, and pass on knowledge(Kung, Sherzer). All over the world language, of course, isRead MoreEssay on Indigenous Religions of the World1535 Words   |  7 PagesIndigenous religions exist in every climate around the world and exhibit a wide range of differences in their stories, language, customs, and views of the afterlife. Within indigenous communities, religion, social behavior, art, and music are so intertwined that their religion is a significant part of their culture and virtually inseparable from it. These religions originally developed and thrived in isolation from one another and are some of the earliest examples of religious practice and beliefRead MoreResidential Schools in Canada1239 Words   |  5 Pagespunishment for speaking their indigenous languages. The imposition of residential schools on First Nations children has led to significant loss of indigenous languages, and this language loss has led to further cultural losse s for traditional First Nations cultures in Canada. One far-reaching result of the residential school system is the loss of indigenous languages in Canada. A major cause of this loss was the removal of children from their families and language communities. reports that, havingRead MoreIndigenous Tribes of Latin America1511 Words   |  7 PagesIndigenous People of Latin America Throughout the world, when new lands were conquered, old customs would be lost. However, in Latin America, a great deal of their indigenous tribes not only survived being conquered, they are still around today. Different regions of Latin America are home to different peoples and many tribes are part of ancient full-fledged kingdoms. Some of these kingdoms are among the most well-known in the world. The Meso-American native peoples make Latin America famous.Read MoreInclusive Education in South Africa1003 Words   |  4 Pages The Zulu tribe of South Africa is the largest ethnic group in the country and its language is the most frequently used of all in South Africa. (Hamlett) The tribe was first discovered when Portugal settled the land, and since then the tribe and its relationships with the colonists is anything but peaceful, and to this day there still is tension. Maybe because of this, the education system throughout the 1900’s refused to allow for the teaching of African culture other than stereotypes and otherRead MoreNative American Healing And Native Americans1478 Words   |  6 Pagesseventy-eight federally recognized indigenous tribes and twenty-one of those tribes reside in Arizona. In fact, Arizona State Tempe campus is located on the ancestral homelands of the Akimel O’odham (Pima) and Pee Posh (Maricopa) people. Native American healing is a unique system that varies from tribe to tribe but most share similar characteristics of treatment. Native American healing goes back thousands of years before the European settlers migrated to North America. The indigenous people at the time wereRead MoreEssay Is Enough Being Done to Preserve Languages?1229 Words   |  5 PagesAE5 06.08.2012 Is enough being done to preserve languages? Throughout history the world has consisted of many cultures and languages, some of them have been dominant, some of them have been minor. Until the 20th century global and minority languages have continued a peaceful coexistence that has provided cultural diversity for the Earth. In the present this balance has been broken and most of indigenous languages tend to disappear. Although worldwide scientists do not spareRead MoreThe Impact Of Colonization On The Indigenous People Of Rhodesia Nervous Conditions 1711 Words   |  7 PagesIn regions of colonization, a significant issue that emerges in the native community is a disruption of identity resulting from an influx of colonial European ideals. As a result of colonization, the native identity is subjected to threats of marginalization by the invasion and domination of European cultural practices and language. The detrimental impact of colonization on the indigenous people of Rhodesia in Nervous Conditions is illustrated by the dominance of the British Empires colonial EuropeanRead MoreFilm Evaluation-the Linguists1160 Words   |  5 Pages1. Why do linguists study languages, and what is lost when a language dies? Figure out possible ways the human mind can make sense of the world around it. Some unique way of seeing the world could be lost. 2. What areas do Gregory and David choose when they are looking for languages to research? Areas most in need and areas with history of colonization. India, Bolivia, and Siberia are some examples. 3. Who typically stops speaking the indigenous language, and why do you think thatRead MoreNo Suger, by Jack Davis1386 Words   |  6 PagesChristians in the early nineteen thirties in Western Australia. The play follows the Millimurra family, of the Nyoongah people, as they experience racism within the small town of Northam, and are forcefully moved to the Moore River Native Settlement by non-Indigenous officials. The playwright invites the audience to interrogate the central ideologies supported by these two conflicting ethnicities through the employment of theatrical devices (and staging conventions) performance piece. Davis conveys

Internship Report on Hbl - 6597 Words

INTERNSHIP REPORT ON â€Å"HABIB BANK LIMITED† SUBMITTED BY Sadia Siddiqui Reg#14365 Enrollment# 02-211082-11 SUBMISSION DATE MAY 15, 2012 Acknowledgements: All the praises are for the almighty, Allah who bestowed me with the ability and potential to complete this Internship. I also pay my gratitude to the Almighty for enabling me to complete this Internship Report within due course of time. Words are very few to express enormous humble obligations to my affectionate Parents for their prayers and strong determination to enabling me to achieve this job. I take this opportunity to record my deep sense of gratitude and appreciation to my university, which made my internship possible for me, as I am enrolled in Department of Management Sciences.†¦show more content†¦Key areas of operations encompass product offerings and services in Retail Banking. HBL has the largest Corporate Banking portfolio in Pakistan with an active Investment Banking arm. SME and Agriculture lending programmes and banking services are offered in urban and rural centres. In the UK and GCC, HBL focuses on trade finance and remittances for the South Asian Diaspora in addition to basic banking facilities. HBL has always been a bank and a brand for the masses, with a history that is inextricably linked with the history of Pakistan itself. As it continues to grow, both locally and abroad, it strives to embody its brand personality: honest, approachable, inclusive . HBL is currently rated AA+ (Long term) and A1+ (Short term)*. It is the first Pakistani bank to raise Tier II Capital from external sources. HBL at its present state has a long and rich history of deeds and sacrifices. All this has been possible on the account of sustained efforts. On 25th of August 1941, Habib Bank inaugurated its operations with the bank’s first branch in Bombay. In 1947 Karachi saw its first commercial bank of the newly formed Islamic Republic of Pakistan, when the bank shifted its head office there. Throughout the decades, HBL has held the mantle of a dynamic leader, by adding value to the lives of its customers. The Board of Directors was reconstituted to have four AKFED nominees, including the Chairman and the President/CEO and three GovernmentShow MoreRelatedA Internship Report on Habib Bank Limited2584 Words   |  11 PagesIslamia University of Bahawalpur PREFACE Internship is an essential part of MBE programmed and this provides us the practical knowledge of our theoretical concepts about the business. Internship is a way to get experience practically in some organization. This is the way to understand the working environment of some good organization. I did my internship in HABIB BANK LIMITED in circular road Branch Bahawalpur . During the internship I got the experience to work in different departmentsRead MoreCredit Risk Management of National Bank Limited, Bangladesh8717 Words   |  35 PagesChapter 01 Introduction 1.1 Foundation of the Report: MBA program of University of Dhaka, Department of Accounting and Information Systems is organized and tailored to provide the students with the conceptual, theoretical and practical tools of analyses. Special stresses are given on theory and practice them under an organization. Therefore, as an internee I have completed my practice session and prepared this required report based on investigations carried out by me in National Bank Limited (NBL)Read More7 Ps of Service Marketing for a Bank20620 Words   |  83 PagesMarketing  of  Banking  Services  (Case  of  Prime  Bank  Ltd.  )  Ã‚   CHAPTER 1 Introduction 1.1: BACKGROUND OF THE REPORT Internship program is a pre-requisite for acquiring BBA degree in UIU. Before completion of the program, every student must undergo the internship program or a research work. It is mandatory because classroom discussion alone cannot make a student outstanding in handling the real business scenario. This is an opportunity for a student to learn about the real life situation and how toRead MoreProcedure of Credit Sanction, Approval and Analysis at Prime Bank Limited Bangladesh11731 Words   |  47 PagesI prepared my internship report on Prime Bank Limited. 1.2 ORIGIN OF THE REPORT As part of the internship program of BBA course requirement, I was assigned for doing my internship in the Prime Bank Ltd as an intern by the internship Placement division of NUB, Dhanmondi campus Dhaka. In PBL I was assigned in the Credit department of the Shimrail Branch, siddirgonj, Narayangonj and my organizational supervisor was Mr. Satyajit Saha, Executive Officer Manager Operation. My report was loam activitiesRead MoreInternship Report on Ztbl20418 Words   |  82 Pages1 Introduction to Report CHAPTER 1 â€Å"INTRODUCTION TO REPORT† 1.1 BACKGROUND OF STUDY The Zarai Taraqiati Bank Limited is the premier financial institution geared towards the development of agriculture sector by providing financial products and services to their customers. It is a common practice at universities during the completion of the masters and bachelors program to attain practical experience in different fields. Students are required to undergo an internship program of two monthsRead MoreFinancial Analysis of Prime Bank Limited16543 Words   |  67 PagesIntroduction of the report 1.1 Origin of the report A three months internship program with a particular organization and a report assigned by the academic supervisor is mandatory for every student of Bachelor of Business Administration of BRAC UNiveristy. I got the opportunity to do my internship in â€Å"The Prime Bank Limited†-Mohakhali Branch. I started my internship in Prime Bank Limited-Mohakhali Branch on 12th February and ended on 10th May 2012. Throughout my internship period Samina HaqueRead MoreInternship Report on City Bank Limited18288 Words   |  74 Pagesorganization to obtain some practical exposure in different sectors which would help them in taking up more professional courses in M.BA. As a student of B.B.A, I have assigned to B.B. Avenue branch, The City Bank Ltd. for my internship. As MY program director directed us to present the report in different way that will be based on the personal observations from each department. I have described each department I have worked in by following way: (1) Understanding: In this part I have tried to make acquaintanceRead MoreIntern Report on Standard Chartered Bank13167 Words   |  53 Pages1.0 Introduction 1.1 Origin of the report The BBA internship program is a required course for the students who are graduating from the School of Business of Independent University, Bangladesh. It is a 12 credit hour course with duration of 14 weeks. Students who have completed all the required courses (at least 114 credit hours) are eligible for this course. In the internship program, I was attached to a host organization Standard Chartered Grindlays Bank for 14 weeks. During this period

Business Law and Ethics Hospitality Law

Questions: 1. Is there an enforceable contract between Samantha and Julie? 2. Assuming there is an enforceable contract between Julie and Samantha, does Samantha need to pay $100 to Julies mother Martha? 3. Is promissory estoppel relevant to Samanthas dispute with Dave from Outrageous Costumes? 4. Is Will entitled to two free tickets for helping set up for the school play? Answers: 1. Enforceable Contract between Samantha and Julie Issue: The main issue is related to find the existence of an enforceable contract between Samantha and Julie. Rules: An enforceable contract refers to the contract which is recognized as valid by the courts and subject to the ability of the court to ensure compliance with its items.[1] A contract must consists of an offer, consideration, and acceptance to be legally valid and enforceable.[2] In addition, it can also be stated that if a contract lacks any of these elements, it is not an enforceable contract. Bressan v Squires requires to this situation, which states the importance of having consideration, offer, and acceptance elements to make a contract enforceable.[3]. Application On the basis of above definitions of an enforceable contract, it can be discussed that there is an enforceable contract between Samantha and Julie. It is because the contract between them includes specific components, which make it legally enforceable. Offer: An offer refers to a proposal made by a person to do a task or to pay an amount if the work is accepted. It makes a contract legally valid. In the given case, Samantha makes a proposal to Julie to prepare cakes and sandwiches for 100 people and Julie accepts this proposal by stating that "Yes I can and I will need one weeks notice and the price/charge will be $5 per person, so $500 in total". Acceptance: Another component is acceptance, which is related with an unconditional agreement to the exact terms and conditions of the offer[4]. The given case also contains this component because Julie accepts the proposal without any extra condition to the terms made by Samantha in the offer[5]. Consideration: It is also essential to make an enforceable contract that the payment must be exchanged for the promises comprised in a contract. This component also exists in the given case as Julie says Samantha that she will charge $5 per person or there will a $500 consideration in total. Samantha accepts this proposal and sends a text message on Julie's phone. Conclusion Thus, it can be concluded that as in the contract, there are all the essential elements such as legal consideration, proper offer and acceptance, the contract between Samantha and Julie is enforceable. 2. Samantha Vs Julie's Mother Issue: It is found from the case that ingredients for preparing cakes and sandwiches are used by Julie from her parents' household fridge and cupboard. Julie refuses to make a payment to her mother when she asks to pay her back for the ingredients. As a result, Julie's mother, Martha directly contacts Samantha and says that you need to give me $100 as Julie has used all my ingredients to prepare sandwiches and cakes. Martha says to adjust this amount out of the Julie's $500 in order to pay back for the expense incurred. The issue is that by assuming that 'there is an enforceable contract between Julie and Samantha, does Samantha need to pay $100 to Julies mother Martha'. Rule: As given in the case of "Australian Woollen Mills Pty Ltd v The Commonwealth", the courts recognize an enforceable contract valid, and thus, it is essential for the contract parties to make sure about the compliance with all terms and conditions[6]. It is assumed that there is an enforceable contract between Julie and Samantha and due to this, both Julie and Samantha has obligations to perform their tasks as per the contract. For example, Samantha will make a payment of $500 to Julie and Julie will provide cakes and sandwiches for 100 people. Application: As the contract is enforceable, Samantha is obliged towards Julie and make her payment as $500. In case, if she makes payment of $100 to Julie's mother and remaining $400 to Julie, it may result in the breach of the contract. It is because the enforceable contract exist between Samantha and Julie and Julie can sue Samantha for this.[7] Thus, there is no need for Samantha to pay $100 to Julie's mother Martha as it is the duty of Julie to make payment to her mother to pay back for the ingredients used. However, Samantha can guide Julie to pay to her mother as she also needs to pay back for the ingredients to the third party. Conclusion: Thus, it can be concluded that Samantha does not require to pay the mother of Julie. 3. Relevancy of promissory estoppel to Samanthas dispute with Dave from Outrageous Costumes Issue The main problem is to identify that whether 'promissory estoppel is relevant for the dispute between Samantha and Dave from Outrageous Costumes'. Rule: The courts of equity originally established the doctrine Promissory Estoppel. In some case, in which an individual reasonably believes that he/she has entered into a contract, the doctrine of promissory estoppel arises[8]. Based on this reasonable opinion that there is a contract, the promisee changes his position materially. This situation occurs when the promise made by the likely offeror is illusory or when the promise cannot be fixed objectively. The law does not allow a promisee to suffer, if it can be demonstrated that the promisee has changed his/her position materially in reasonable reliance on the promise. It will be the obligation for the promisor to compensate the promisee. It shows that the promisor is estopped through this doctrine 'from avoiding a promise because to do so would be unjust to the promise'.[9] To determine the existence of Promissory estoppel, it is essential to show that the promisee detrimentally relied on the promise, and that the offeror never meant to give a gift to the promisee. The case applicable to this situation is "Central London Property v High Trees", in which landlord P promised to reduce rent for D. But, due to changes in circumstances after war, he did not reduce the rent. [10] Application: In the given case, Samantha mailed to Dave to prepare three Smurf space suits, with extra silver and blue. Dave e-mailed back to Samantha about his requirement to know the costumes size. Dave also writes Silver and Blue material is extra expensive. I rarely use it and will have to order it in specially. By knowing this, Samantha replies at once and says please go ahead and order the material I will provide the measurements the week before the production. In addition, she also writes in the mail that we dont have much time to get this all organised. It shows that Samantha promises to design costumes by using the material.[11] On the basis of this promise, Dave ordered the material and after receiving the material, he informed Samantha about starting of making the costumes. After receiving the message, Samantha ignores it as a parent offered to provide the costumes for free. Before two days the school production, Samantha informs Dave to cancel the order, but at that time, Dave has ne arly to complete the costumes, which he would not be able to reuse. However, there is no mutuality of offer because Samantha did not ordered to design the costumes after receiving the material by Dave. She simply promised to buy the material so that Dave can start the work as early as possible because they have lack of time.[12] It shows that the doctrine promissory estoppel is relevant to Samanthas dispute with Dave from Outrageous Costumes. It is because Dave started the making of costumes after receiving the material as well as informed about in this concern to Samantha based on her promise. Thus, he can sue Samantha under this doctrine to recover his payment for the material and the designing of the costumes. Although the court will not give him the full payment, however will compensate him for his actual loss based on her promise. Conclusion: Thus, it can be concluded that promissory estoppel is relevant to 'Samanthas dispute with Dave from Outrageous Costumes'. 4. Evaluation of Will's Entitling to the Free Tickets Issue: The issue is as Will is amongst the first 10 parent, whether he is entitled to two free tickets offered by Samantha for helping in making arrangements for the school play. Rule: Between Will and Samantha, there is a contract, but this is not enforceable because it lacks the main elements of the contract. [13] The case, "Carlill v Carbolic Smoke Ball Co" applies to this event. In this case, the contract was valid as a unilateral contract comprising a valid offer and acceptance. [14] Application: Thus, it shows that there is an unilateral contract between Samantha and Will. As Samantha made a offer by sending an email stating requirements of some volunteers to help in making arrangements for the play to all the parents. She also says that ' The first 10 parents to arrive at 12.00 pm today to assist with the set up will receive two free tickets to tonights performance. In addition, there is also the acceptance of the contract by Will as he performed conditions stated in the offer by Samantha. For instance, Will sees the email and with the expectation to watch the play, he determines to work as a volunteer. As given in the case, 'Will is amongst the first 10 people to arrive and assists with the setup of the play'. It is assumed that Will plays the role of guardian for his younger brother regarding this play. Thus, it shows that Will is entitled to two free tickets as he assisted Samantha to set up for the school play. It is because he fulfill all the requirements of the promis e made by Samantha to offer two free tickets. Conclusion: It can be concluded that Will is eligible to get two free tickets from Samantha. Bibliography Barth, S. C. and Hayes, D. K. (2006) Hospitality Law: Managing Legal Issues in the Hospitality Industry. USA: John Wiley Sons. Blum, B. A. (2007) Contracts: Examples Explanations. Aspen Publishers Online. Galaty, F. W., Allaway, W. J. Kyle, R. C., (2001) Modern Real Estate Practice in Ohio. 5th ed. USA: Dearborn Real Estate. Goldman, A., Sigismond, W. D. (2010) Cengage Advantage Books: Business Law: Principles and Practices. Cengage Learning. Helewitz, J. A. (2007) Basic Contract Law for Paralegals. Aspen Publishers Online. Kelly, D., Hayward, R., Hammer, R. Hendy, J. (2013) Business Law. UK: Taylor Francis. McKendrick, E., (2012) Contract Law: Text, Cases, and Materials. UK: Oxford University Press.

Teaching Essay Example

Teaching Essay Teaching Name: Institution: Teaching We will write a custom essay sample on Teaching specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What Does It Mean to Teach (or Practice) Responsibly? Personally, the ideal of responsible practice in my context implies a collaborative approach towards facilitating learning. In my practice context, I have come to understand that working closely with students plays a crucial part in facilitating learning. Traditionally, teachers hardly developed personal associations with students. This factor is also similar to the structure of bureaucratic organizations. Such organizations de-emphasized relations between managers and their employees. As such, students never got the opportunity to interact and suggest propositions that may actually assist in mitigating their problems. Nonetheless, in my years of teaching, I understood that students form the core part of education. Without students, teachers would be an abstract part of society. The same applies for organizations; the main asset for firms comprises employees. A firm would be irrefutably useless if it discarded the input its employees contributed to its performance. My ideal of responsible practice involves developing a relationship with the students. Teachers and students both have certain purposes and goals. Students usually pursue education in order to secure stability in their future lives. On the other hand, teachers engage in teaching for a variety of purposes that range from fulfilling materialistic objectives to gratifying their passion for engaging in the field. Nonetheless, within my practice context, the ideal responsible practice focuses primarily on the achievement of success on the part of students. Engaging in a collaborative approach allows students to formulate relationships with teachers thus allowing them to voice out their opinions and even engage in critical thinking. As such, I believe that the purpose of responsible practice in my context should entail learner autonomy. I believe that learner autonomy and collaborative approach integrate perfectly to create the ideal responsible practice. Even though there is no single definition for the aspect, Balcikanli (2010) defines learner autonomy as self-instruction and independent direction among students. Regardless of its application in language teaching, I consider this aspect as rational towards ideal responsible teaching. In addition, instituting a collaborative approach will actually allow students to instruct themselves especially in solving problems. For instance, integrating the Socratic Method would be highly beneficial in facilitating this approach. Socratic Method allows students to exercise critical thinking concerning a certain subject matter. Usually, the teacher presents the students with informal and critical questions that give students the freedom to brainstorm. Such a concept is definitely impossible to apply without the integration of a collaborative approach between students and teachers. Furthermore, collaboration between the teacher and student may lead to a healthy interactive association between both parties (Ahlstrom, 2003). As such, an ideal responsible practice ascertains a bond between the student and the teacher in my retrospect. Another purpose that constitutes an ideal responsible practice involves cultural responsiveness. Since my ideal practice implies a collaborative approach, the rationale that would stem from this comprises cultural openness. In my years of teaching, I have encountered students originating from numerous cultures. At first, it was difficult to teach such students based on the different cultural symbols their cultures dictated. For instance, pointing a Japanese student, to my realization, implied accusation. Additionally, staring directly in the faces of Italian students was wrong since it denoted disrespect. From such experiences, I believe that an ideal responsible practice should imply a purpose involving cultural responsiveness. Cultural responsiveness involves exuding awareness and sensitivity to other cultures (Mansour, 2009). A collaborative approach will ensure that students from different cultures interact in problem resolution via brainstorming and other learning techniques. On my part, this will allow me to include culturally responsive teaching as a personal goal. Culturally responsive teaching involves the use of cultural knowledge, earlier experiences and performance approaches of different students in order to ensure appropriate and effective learning. This type of teaching exploits the strengths of students from various cultures. As such, my ideal practice, in facilitating collaborative approach, will allow students from a miscellany of cultures to interact. That way, students will also learn considerably from each other’s experiences. Furthermore, the students will also be able to create identity groups and thus attain a single and uniform identity in learning. According to Appiah (2005a), social factors such as race, culture and ethnicity are responsible for identity. As such, applying this concept positively for the mentioned purpose, the cultures of students will enable them to determine their identities individually and collectively as a group. In addition, being aware of one’s culture enables one to appreciate the diffe rences each possesses. This will also apply for my ideal responsible practice. Personal values should also constitute a significant part of my ideal responsible practice. In my delineation, personal values describe an individual’s sense of what is good and what is evil (Appiah, 2005b). They comprise the common expression of that which is important to me as a person. Consequently, such values are essential to my practice. In my respective practice context, values are significant based on the purposes that my practice embraces. For instance, a personal value such as effectiveness is crucial in my ideal responsible practice. Effectiveness, in this case, implies possessing the aptitudes to gauge student learning naturally and work together with students to devise instruction. My responsible practice should express effectiveness in facilitating learning. My ideal practice should allow me to facilitate learning by developing and evaluating proficiency among my students. This evaluation will be possible through experiences that comprise both formal and informal learning. Effectiveness will assist in measuring and valuing learning in official and unofficial contexts. The progress among students will base on the demonstration of mastery instead of the hours students put in class. Additionally, by expressing effectiveness, my ideal practice will engage every student with significant and meticulous content; inculcate their interests, advantages and experiences. Furthermore, the practice will express effectiveness by allowing students and teachers to engage in learning throughout the year. For instance, during holiday breaks, my practice context will enable me to meet the needs of students facing particular problems in their respective field of learning. That way, students will tend to acquire assistance and simultaneously, increase their capacity of understanding and performance within their learning contexts. In addition, by expressing effectiveness, my practice will comprise an ideal environment that will aid students in augmenting various learning asp ects. For instance, it will assist them in increasing their academic knowledge and originality skills. Leadership is also another value suitable for my ideal responsible practice. In this context, leadership implies the management of learning naturally especially among students and peers alike. Since my practice context assumes a collaborative culture, leadership in this case involves sharing responsibility (Martin, 2000). Sharing responsibility among teachers especially for student welfare and learning will provide a platform for involving collective decision-making. Leadership via collective decision-making will use classroom proficiency in order to advance the effectiveness among students. Therefore, there is evident correlation between the values of leadership and effectiveness in my ideal responsible practice. Furthermore, my ideal teaching environment should express leadership through collaborative associations. Teachers and administrators should assume a shared relationship illustrated by collective decision-making and responsibility. Teachers should also presume responsibiliti es that incorporate leading and teaching. This involves working closely with students as well as respective teachers and teacher leaders. My ideal responsible practice should also reflect a strong relationship between my students and me. This relationship should arise from the incorporation of a collaborative association between both of us. Regardless of students viewing me as an authority figure, it is imperative that students also view me as their friend. Usually, students face various issues that do not involve their lives in their classroom. Most of these students face issues that emanate from their social lives. Such issues comprise significant problems such as marital cases, financial problems, racism and bigotry as well as insignificant problems such as stereotyping. These issues pose considerable implications on students. Such implications affect their performance in class as well as their social performance. Therefore, an ideal responsible practice should empower teachers and students to develop relationships. These relationships will cater to the academic and social aspect of students. For instance, a mentori ng relationship will be tremendously beneficial in directing students facing social issues. Certain behaviors will also express my ideal responsible practice. One of the main behaviors that my practice should express is empathy. I believe that empathetic behavior is important in my definition of an ideal responsible practice. An empathetic behavior allows the teacher to envision himself in the eyes of the student. This particular behavior allows the teacher to formulate a formidable relationship between the student and teacher. By expressing empathy, the teacher will understand certain aspects of his different students. For instance, empathetic behavior will enable me to understand the problems some of my students. This factor will be crucial in furthering a mentoring relationship between my students and me. Additionally, sympathetic and understanding behaviors also express my ideal responsible environment. Normally, students associate with teachers that are sympathetic and warm towards them. As such, a teacher in my ideal environment should be sympathetic especially in cas es where students possess different levels of comprehending subjects. My actual practice does not quite equate with my ideal practice. Most of the factors that contribute to this disparity are actually uncontrollable and comprise institutional, organizational and personal aspects. Factors such as organizational culture make it difficult to create the ideal responsible practice. Organizational culture simply implies the behaviors expressed by persons within an organization. Additionally, it also involves the connotations that individuals append to their acts. Organizational culture is a formidable factor in creating this disparity especially in terms of the status quo (Mansour, 2009). For instance, organizations that embrace a bureaucratic culture hardly entertain sympathetic and empathetic behaviors. As a result, attempting to change such a culture by advocating for such behaviors only exudes resistance from members of the organization. In addition, other factors also illustrate the disparity between my ideal responsible environment and the actual prac tice context. For instance, aspects such as competition for intangible resources such as respect. More factors comprise student attitudes towards teachers as well as a weak student-teacher relationship. Reasons for the Gap between the Ideal and the Reality One of the main factors affecting my ability to practice responsibly involves the institutional aspect. In delineation, Scott (2001, 49) defines institutions as â€Å"multifaceted, durable social structures, made up of symbolic elements, social activities, and material resources†. Based on their composition, institutions affect social life and thus embody the fabric of the social life of an individual. They offer rigidity regardless of the dynamic changes in the environment. Conclusively, institutions comprise structures that govern individual behavior in a respective community. For instance, rules gain regard as institutions since they govern the behavior of persons in any given society. Additionally, other abstract concepts such as culture also receive definition as institutions because of the control they possess over individuals in certain settings. One common feature of institutions and their effect in this particular case involves their ability to express autonomy over i ndividuals in a setting. Even though institutions such as organizations originate from people, institutions actually end up assuming self-organization even above humans. This is evident in this situation. An institution such as culture controls the employees’ conscious intentions. Since the organization assumes a bureaucratic culture, it is exceedingly difficult to initiate an ideal teaching environment. This is because this culture governs the norms and behaviors of students alike. As such, teachers do not even attempt to change the way they associate with other students. Accordingly, administrators and teacher leaders also exercise an authoritative relationship with teachers. Furthermore, this culture only remunerates teachers on piecework basis. Consequently, once teachers are through with their classes, they do not spend supplementary time finding out the welfare of the students since it is not within their pay schedule. As a result, such adaptations exemplified by the culture restrict me from act ing responsibly within my respective practice context. Another factor affecting the ability to act responsibly involves the organizational aspect. The grounds for the disparity between the ideal and actual environment involves the relations between members of the organization. As mentioned, institutions govern an individual’s social life. An organization is also an institution that governs employees based on their activities. In my case, the bureaucratic culture plays a vital role in creating the disparity. Additionally, the culture also plays an important role in distinguishing the organization in the form of a system. According to Scott (2003), the organization stands out as a rational, natural or open system. However, in this case, the organization is actually a closed system because of its stance on formality. In this environment, there is lack of interdependence between teachers and administrators. Additionally, it also differentiates between formal and informal structures. As such, students face difficulty in attempting to i nduce informal relationships with their teachers, as well as other members of the teaching staff within the school. The last factor that affects acting responsibly comprises the personal aspect. This aspect mainly focuses on me as an individual in my practice context. Because of the influence of the institution on the environment, it is difficult for me to adopt certain behaviors especially with my students. At times, my easygoing nature allows me to interact with them informally and at least induce comfort among them. However, it becomes hard for me to mentor them based on the different roles both of us possess. My position as a teacher, emphasized by the organization, hinders me from reaching down to the students. As a result, I hardly employ empathy since I lack a mentoring relationship with my students. Additionally, the students seclude themselves in terms of their background. Such backgrounds are mostly racial. According to Appiah (2005), social factors reflect a person’s identity. This elucidates the reason why these students seclude themselves in such groups. The interaction between these aspects influences the ability to practice responsibly. Mainly, the interactive forces affecting this capability comprise organizational and personal forces. Organizational forces mainly imply the structures put in place that limit collaboration between teachers and students. As implied, the organization distinguishes between formal and informal structures. As a result, it is difficult to induce shared responsibility especially between administrators and teachers based on these structures. Furthermore, these organizational forces also influence my personal doctrines. It is evident that external forces generate influence on the internal part of any system. Organizational forces such as hierarchical rigidity influence my relations with my students. Since students do not interact on an informal level with their teachers and leaders, it becomes impossible to interact with me informally on a significant basis. Furthermore, lack of shared responsibility among teachers and administrators discards students and teachers from assuming a collaborative relationship. Closing the Gap between the Ideal and the Reality of Responsible Practice The difference between the actual context and my ideal responsible environment requires a contribution of efforts to close the gap. These efforts represent opportunities that will assist in conjoining my ideal practice and the current practice. Additionally, these opportunities will focus on changing a certain part of my respective area of teaching which involves English Language Teaching (ELT). Nonetheless, exploiting these opportunities will undoubtedly lead to the occurrence of certain implications that will certainly have a positive or negative impact. The opportunities comprise: Implementing a Peer Review Program The implementation of a Peer Review Program will require the collaboration of both teachers and administrators. This will be the first step towards advocating for change in English Language Teaching. The program will focus on allowing teachers to evaluate and analyze practice, as well as increasing qualified learning plans in the practice area. Furthermore, the program will substitute the need for tenure. Within any organization, tenure comprises one of the crucial organizational factors. It comprises the quantity of time put in by an employee in a day. It comprises the piecework basis in the actual practice context. Nonetheless, implementation of the Peer Review Program will have an impact on the piecework basis system. To an extent, the program will actually eliminate the system because of its preferences and disparate framework from the actual system. The piecework basis places emphasis on the quantity of time a teacher dedicates in class. As such, it does not provide any room for improvement. Accordingly, it does not enable a teacher to visualize and assess her performance. This poses a significant effect on students since most of them are unable to voice their opinion concerning their teacher. This applies similarly in ELT. Therefore, applying the Peer Review Program will surely affect the organization. Accordingly, it will also influence institutional factors. This is because adopting this system will necessarily imply a change in the organizational culture. Such a change will definitely lead to resistance since it disrupts the status quo within the organization. Additionally, this implication will imply positively to me personally since it will enable me to gauge my performance within this related area. In replacing tenure, the Peer Review Program will offer opportunities based on improvement. Consequently, the program will also in providing prospects where there is insufficient improvement. Therefore, applying this program in my practice context will affect the entire organization as well other areas of teaching and learning in the organization. The program will lead to a steady dissolution of formal and informal structures especially among teachers and students. Additionally, the program will also assure a due process during dismissal processes. Therefore, by assuring due process rights among teachers in the organization via a just and transparent system, employment will continue based on performance. This will clearly bring a considerable change in the organization. Teachers will at least have a right in safeguarding their stances. Furthermore, the bureaucratic institution will also dissolve into a more democratic culture that will see teachers sharing responsibility in decision making with administrators and other leaders. Instituting a Teacher-Student Led Curriculum A Teacher-Student Led Curriculum program involves a learning schedule designed by both teachers and students. This opportunity will aid in closing the gap in my practice context. This curriculum will take advantage of the collaborative approach. This approach will involve both the student and me in determining the curriculum for the students. Usually, my class consists of adult learners who also have other priorities apart from school. Therefore, instead of using a rigid structure from the organization, it will advantageous for us to create a curriculum that suits our needs. Additionally, the Teacher-Student Led Curriculum will focus on areas that students feel present the biggest challenge. Thus, it will encourage the facilitation and contribution of ideas and suggestions that will ease English Language Teaching and Learning (Keiser, Kincaid Servais, 2011). One of the main implications arising from this will focus on my personal side. Developing a Teacher-Student Led Curriculum will enable me to interact on a personal level with my students. This is a factor that was difficult for me to exercise based on the organizational and institutional influence on teacher-student associations. Furthermore, working together within the students will allow me to develop an empathetic behavior. The curriculum will mainly focus on scheduling the timelines as well as determining the areas that require maximum attention. Thus, working on these factors will enable me to understand the issues that bother some of my students in relation to their class work and social life. For instance, when working on scheduling the time for the lessons, various students might have reasons that may force me to adjust the timeline in order to suit them and the majority. Implementing such a curriculum will undoubtedly receive resistance from organizational and institutional factors. This is because such a curriculum will mark the beginning of a liberal manner of teaching. This form of teaching will comprise contributions from students. Organizational factors such as hierarchical rigidity will impede this process. This is because applying a strategy will eliminate the power relationship between teachers and students. Additionally, institutional factors will also impede this effort. The bureaucratic culture, which is responsible for guiding norms in the organizations, will be under threat. This is because of the application of a curriculum that values student input, and in a way, allows students to exercise a democratic effort in determining their education. Furthermore, implementing the Teacher-Student Led Classroom will attract maintenance of the program over the long term. Irrefutably, the maintenance of the program will focus on assisting new adult learners in the ELT course. Learning English is difficult especially for adult immigrants who had little exposure to the language. Thus, the curriculum will also cater for these students in various ways. For instance, the curriculum will allow me to divide my classes between old and new students. This is because teaching them together will only confuse the new students further. While working collaboratively with the students, I will be able to assign a peer-reviewed teacher, possibly from my class, to teach the new students. However, this will also require me to apply Staffing. Staffing will involve the employment of more liberal teachers within my practice context. Therefore, an increase in the number of teachers will actually allow new students to receive the attention they need. References Ahlstrom, C. (2003). Collaborating with students to build curriculum that incorporates real-life materials. Focus on Basics: Connecting Research and Practice, 6(C), 1-7. Appiah, A. (2005). The demands of identity. In A. Appiah (Ed.), The ethics of identity (62-71). Princeton, NJ: Princeton University Press. Appiah, A. (2005). The ethics in individuality. In A. Appiah (Ed.), The ethics of identity (1-35). Princeton, NJ: Princeton University Press. Martin, M. W. (2000). Shared responsibility and authority. In M.W. Martin (Ed.), Meaningful work: Rethinking professional ethics (119-137). New York, NY: Oxford University Press. Scott, W. R. (2001). Constructing an analytic framework I: Three pillars of institution. In W.R. Scott (Ed.), Institutions and organizations (48-70). Thousand Oaks, CA: Sage. Scott, W. R. (2003). The subject is organizations. In W.R. Scott (Ed.), Organizations: Rational, natural, and open systems (18-30). Upper Saddle River, NJ: Prentice Hall. Annotated Bibliography Balcikanli, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103. There is a significant amount of research concerning the issue of learner autonomy. Generally, the notion of learner autonomy arose in 1981 and focused on concentrating on language learning. Therefore, Balcikanli illustrates the conceptions, misconceptions, review and research encompassing this broad aspect. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116. Gay focuses on the impact of culturally responsive teaching in contemporary schools. The author delineates this type of teaching and even focuses intently on broad concepts such as race and ethnicity that encompass the society and possess a profound effect on teaching and learning. Keiser, N., Kincaid, M., Servais, K. (2011). Using a collaborative leadership model in a teacher education program. American Journal of Educational Studies, 4(1), 5-20. Keiser, Kincaid and Servais discuss the use of the collaboration approach. They discuss the contrast between the Conventional Method of teaching and the Collaborative Approach and advocate for the leadership model especially in teacher education programs. Mansour, N. (2009). Science Teachers’ Beliefs and Practices: Issues, Implications and Research Agenda. International Journal of Environmental Science Education, 4(1), 25-48. Mansour integrates the notion of beliefs in the field of teaching. Even though the author illustrates research on the impact of beliefs in science, he also discusses the topic in general and applies other concepts such as culture and status quo that affect teaching.