Evolution of the relationship between the EU and China Research Paper

Evolution of the relationship between the EU and China - Research Paper Example Sino-European relations, during the era of the Cold War, were generally derivative of the imperatives of the cold war as well as the broader associations with the superpowers. Because of the ideological and political constraints of this era, the development of commercial and economic relations took the precedence (UN 7). On April 3, 1978, a trade agreement was signed between China and the European Community (EC). This agreement was extended in 1985 to a wider Trade and Cooperation Agreement (TCA). China got the status of Most Favored Nation (MFN) from the EC and embraced Beijing in the GSP (Generalized System of Preferences) provisions from 1980 (Stepan & Ostermann 20). These European Union-China relations, in the past few years, have been growing gradually. Since 2004, the People’s Republic of China has become EU’s second largest trading partner, with the Chinese customs claiming that EU is the biggest trading partner of China. An annual summit between the EU and China’s state/government heads is held, since 1998, to discuss the bilateral and global issues. Moreover, since October 2003, China and EU have recognized each other as effective ‘strategic partners’. The idea that the relations between China and EU have acquired a fresh strategic significance and gained momentum remains fundamental to their strategic partnership (Pastor & Gosset 1). According to the European Union External Service Action, the two sides commenced their relationship in 1975 and the 1985’s Trade and Cooperation Agreement came into force to govern their relationship (Para 1). EU remains the largest trading partner of China, while Chin a is its leading supplier of imports and the second biggest 2-way trading partner (European Union External Service Action Para 2). Therefore, EU and China have had bilateral relationship since 1975. The purpose of this paper is to examine the evolution of the relations between them with the main objective being examining the development of their relationship since 1975 by looking at various aspects of their association. The two sides hold annual summits as well as frequent trade, economic, and political dialogues, including more that 50 sectoral agreements and dialogues, which range from industrial policy to environmental protection, culture or education. Human rights are regularly discussed as a part of the regular political dialogue and during specific dialogues on human rights, held twice a year since 1995. This paper will also clarify that EU and China are allies but not competitors. Events (Economic and Political) Dictating their Relationship and the Key EU Policies The relatio ns between China and the EU have faced some hardships since 2005 with some scholars expressing their deep

Different Cusines I Eat Essay Example for Free

Different Cusines I Eat Essay Eating with the people you love is the most blissful moments you could ever have, and eating your favorite kinds of ethnic cuisines with the people you love†¦ now that’s the best moments you could ever have. One of the delights of life is eating with friends, second to that is talking about eating. And, for an unsurpassed double whammy, there is talking about eating while you are eating with friends. said by Laurie Colwin. Every cuisine had its own taste, culture and history behind every cuisine we eat. My 3 favorite ethnic cuisines are Mediterranean, Far East Asian, and Indian. First kind of ethnic cuisine is Mediterranean. Which gain its name from the countries that border the Mediterranean Sea. The important aspects of the Mediterranean diet are high intakes of grains, fruits, vegetables, olive oil, onions, garlic, fresh herbs, seafood, and cereals, such as nuts, seeds, and dried beans. Cheese, yogurt, fish, and poultry are consumed in low to moderate amounts, and little red meat is eaten. Some of the common/my favorite foods that you might have heard are hummus, pita, chicken/ beef/ lamb kabobs, chicken/beef/falafel shawarma and baklava. Second kinds of ethnic cuisine are the Far East Asian cuisines. Food is an important part of their history and culture. Rice and noodles compose of the important part in the Asian cuisine. Besides, Asians’ daily meals consist of six food groups: grains (or starch staples), vegetables, fruits, legumes, meat, and spices. Asian cooking has developed into a very sophisticated art because Asian food also focuses on the harmony of sight, smell, taste, and texture. Moreover, color, aroma, and flavor are not the only the key elements in Asian cooking; nutrition is also highly concerned for most Asian dishes are cooked with meat and vegetables together, so the foods are low in calories, high in nutrients, invariably well balanced. In addition, the different climate and agriculture from East to West and North to South, and various cooking methods, such as roasting, boiling, steaming, stewing, and stir-frying create several kinds of Asian cuisine. Third kind of http://componchu. blogspot. com/2005/06/my-final-essay-for-this-semester. html http://jpgmag. com/stories/18131.

Ethical Issues in Emotional Intelligence Research

Ethical Issues in Emotional Intelligence Research Emotional intelligence Abstract This paper tries to explore major aspects of emotional intelligence (EI), based on the book the emotionally intelligent workplace by Cherniss and Goleman. In this paper various aspects of EI are examined including various methods emotional intelligence can be applied in solving misunderstandings between two colleagues working in a company together with addressing the discomforts caused by the misunderstanding among them. Various implications that come with the inability to apply emotional intelligence techniques well are also addressed. In trying to understand and restore emotional intelligence various ethical issues are usually raised especially where a misunderstanding exists between two co-workers. This paper tries to analyze some of those ethical issues that might arise. Keyword: emotional intelligence. In the case study an employee Paula who is a recent college graduate is being harassed by a Richard, who is her fellow collogue. However much she tries to ignore the advancements they eventually begin disrupting her from her duties both at work and at home. Later Steve who is her boss realizes that and upon engaging with her she explains everything to him. So it is now upon Steve to dictate relevant way forward to create an emotional intelligent workplace for both Paula and Richard. Alternative solutions to address the dilemma In cases where there are no clear company’s policy against harassment in the workplace it would be advisable that the company’s leaders consider coming up with a policy advocating against harassment. With this measure in place then they should make it known to all employees about the anti-harassment policy and the consequences that come with going against the policy. The employer should also make known to all employees on how to react in the event a harassment case occurs. This includes giving employees guidelines on who to report the grievances to. In cases where harassment cases do not cease then the company’s management may call the two involved parties and encourage them to negotiate among themselves. This gives the accused a better chance to explain themselves incase their actions were misjudged by the complainant. In case the accused and the complainant agree and reconcile then the whole matter is considered solved and their duties resume as normal. The reconciliations may be in presence of a member of the company’s management or between the involved parties only. If this does not fix the problem then formal or informal measures can be taken on the employee going against the policy. Informal measures include where both the complainant and the accused in this case Paula being the complainant and Richard being the accused are called together and the accusations against the accused are presented to him/her. This could be in the presence of a senior in the company or a panel formed to investigate the matter. During the informal meeting the accused is given the chance to defend himself/herself. In the event that the accused is found guilty the complainant or the seniors may choose to warn against further harassment or choose to punish the accused according to the company’s policy. Formal measures include where the complainant presents a written complaint to the relevant authorities in the company. The authorities then conduct a formal investigation into the allegations and come up with a conclusion. After the results of the investigation are analyzed necessary measures are taken on the accused if guilty including getting fired from the job or forwarding them to the federal authorities. In the event that the accused is innocent then the complainant is cautioned against false accusations and or necessary action is taken against them. Potential ethical concerns raised In situations where harassment cases are reported various ethical concerns are inevitable. These concerns may be made known to others or the parties involved may choose to keep it to their selves. The concerns constitute what specific parties describe to as the harassment and may be physical, verbal or non-verbal. Physical concerns include where the accused physically acts inappropriately on the complainant for example instances where the accused touches the complainant in a sexual way or assaults the complainant physically. At times physical assault may lead to the complainant getting injured or result to fights. Verbal concerns arise where the accused says various things considered by the complainant to be inappropriate for example suggestive comments about someone’s body parts especially the private parts. Verbal concerns may also arise from instances that the accused verbally insults or says nasty things about the complainant. Non-verbal concerns include the way the accused looks at the complainant, or the way they generally behave around them. These concerns may be genuine or arise from misinterpreted actions from the accused since some people do behave in a way they assume is appropriate although to others the actions are of irritating nature. Potential emotional intelligence Ramifications to an organization In some cases the authorities of certain organizations fail to take steps that ensure emotional intelligence in the work place. The failure to ensure emotional intelligence of all workers has numerous ramifications to the company’s production, output and general working environment. Sexual harassment for example causes great discomfort to the workers. With the workers not comfortable it is likely that the production will not be at the very best since their concentration is not clearly on the job but rather on the insecurities they face. Time too is wasted on cases between co-workers. The time wasted is hardly recoverable thus it contributes highly to failure of production in the organization. When the company’s management does not exercise control on the employees’ emotional behavior then it is hard for them to control how the employees execute their designated duties. An organization with no clear hierarchy of order execution cannot perform its desired duties to the fullest since all the employees think as if they are on the same hierarchy level with their seniors since they do not display their supreme mandates in handling employees’ disputes. Some employees decide to sue an organization in instances where harm has come to them at the work places. This law suits use up the organization’s money is in fines and legal fees. Even if the organization wins the case against the complainant the organization’s name is tarnished to a certain extent. With all this factors in mind it is advisable that the managers of various organizations ensure emotional intelligence in their workplaces to ensure the wellbeing of the organization and maximum output contributing to major financial gains. References Deckop, J. R. (2005) Human Resource Management Ethics. Information age publishing co; U.S.A. Print Cherniss, C Goleman, D. (2001) The Emotionally Intelligent Workplace: How to Select For, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations. Jossey-bass; San Francisco. Print.

The Hound Of The Baskervilles Essay -- English Literature:

The Hound Of The Baskervilles Introduction The Hound of the Baskervilles is a traumatic and adventurous story about a legend that comes with the birth right of the Baskerville family. The story both begins and ends with tragedy. The story firstly begins with the death of Sir Charles Baskerville and a cunning and eccentric detective. Sherlock Holmes is thought of as a highly mannered but stubborn man whom is willing to get to the bottom of any case. â€Å"Watson examines a mysterious cane left in the office by an unknown visitor, and Holmes sits with his facing his friend. Holmes asks Watson what he makes of it, and Watson declares that his friend must â€Å"have eyes in the back of [his] head,† since he saw what he was doing. Holmes then admits that he saw Watson’s reflection in the coffee service, providing to Watson and us that he is an astute observer.† This shows that Mr Holmes is an honest man. As the story continues the reader finds that there is believed to be a curse within the Baskerville family. In this essay I am going to be looking into this story and pointing out ten key areas: Baskerville legend Death of sir Charles Arrivals at the Hall Views of the Locals Barrymore of the window Discovery of Sherlock Death of the convict Waiting for Sir Henry Attack on Sir Henry Death of Stapleton Sir Hugo, is described in the legend as â€Å"a wild propane and godless man.† This suggests that his inhumanity and â€Å"evil† make him potentially a viable enemy who will stop at nothing. It is Sir Hugo that sets the scene for the setting. Sir Hugo uses his power and Baskerville hall as a prison for the young girl. She manages to escape by, â€Å"the aid of the growth of ivy which covered the south walk.† The ivy indicated the age and wildness of the hall a... ...askerville† follows the traditional structure of a Victorian tale, with all the stereotypical characters, and all is resolved at the end of the novel. However, we do not know what happens to Stapleton in the end. We presume that he gets lost in the Grimpen mire and dies, but the author does not tell us what actually happens to him, to end the novel in suspense. This would be a change from the usual, so would entertain the Victorian audience. â€Å"Stapleton never reached that island refuge†¦sucked him in, this cold and cruel-hearted man is forever buried.† It is as if the countryside is a character in its own right, the moor gave birth to Stapleton’s scheme but it also took it away. The land is unsafe, walking alone is ainsane idea. â€Å"Holmes sank to his waist as he stepped from the path†¦had we not been there to drag him out he could never have set foot upon firm land again.†

How Does the Dialogue Between John and Elizabeth Proctor in Pages 41 - :: English Literature

How Does the Dialogue Between John and Elizabeth Proctor in Pages 41 - 46 Reflect the Tensions and Strengths in their Relationship? During the first part of act two, the scene is set in the Proctors house, and a conversation takes place between Elizabeth and John Proctor. He has arrived home late, and the conversation that takes place between husband and wife seems, at first to be polite, maybe a little bit static, as thought they had both first met. We can tell from John words that he is trying to please her, and make up to her for being unfaithful. Elizabeth, his wife can tell that he is trying to please her, but she is still not sure of what John thinks of Abigail, and whether she still has a place in his heart. This topic is never raised between the two of them, but we can see that it is the main thing that they are both thinking. John Proctor, we can tell is very guilty about being unfaithful to his wife. He is very upset by the fact that Elizabeth doesn't trust him, and is doing everything in his power to try and gain her trust and make her happy. He wants his wife to know that he is ashamed of what he has done He doesn't feel like a very good husband and regrets what he has done. Even though John knows that he has hurt his wife, he doesn't feel that what he has done is unforgivable and still can get very angry with her, very easily. Elizabeth Proctor is a very kind, intelligent, but unhappy woman that has been deeply hurt by her husband. Whenever she is around her husband she tries to please him, as if she is inadequate for him, and replies to his questions quickly and pleasantly. She doesn't have the courage to say what she thinks at first, but eventually gets up the courage to tell him to go to Salem and tell the court about Abigail. In many of the questions she asks John, you can sense that she is still suspicious of him. Tensions between Elizabeth and John Proctor are prominent at first in the act. Miller describes in the stage directions that John "is not quite pleased. [With the food that his wife has prepared] He reaches to the cupboard, takes a pinch of salt and drops it into the pot". We can see from this stage direction that he doesn't want to make anything even more awkward between him and his wife, and if she sees what he is doing then she may feel insufficient.

Technology and Modern Communication Technologies

Modern communication technologies such as mobile phones, e-mails and internet chat programs like the MSN Messenger have brought significant changes to our lives in recent years. Yet, there remains some disagreement as to whether the overall effect of this innovation has been positive or negative. Although there are valid arguments to the contrary, it is my belief that the majority of people in the globe have benefited greatly from these powerful and effective means of modern communication. To begin with, mobile phones and other tools of modern communication facilitate not only contact with friends and relatives in faraway places but also global business. With the click of a button, the vast amount of information can be transmitted from America to China in just a few seconds. Furthermore, it is generally felt that the access to these tools of communication is available in every corner of the world. With a mobile phone or a laptop, a person can talk or send messages online at a bus stop, in a corner shop or anywhere they could imagine. Therefore, it seems that these new forms of communication do bring a great deal of convenience to humankind. Nevertheless, opponents of modern communications claim that only the more privileged are able to enjoy the benefits. They further point out that the wide spread use of these efficient and effective ways of communication costs a considerable amount of money. Anyone who aims to use these innovations have to not only pay for the appliances such as a mobile phone or a computer but also cover up costs for communication services. Consequently, people who live in poverty are less likely to be benefited from modern communication technologies. By way of conclusion, I believe that modern communication technologies will benefit more people in the future as the pace of life increases; however, the have-nots cannot be ignored simply because they couldn't afford it. Modern technology has increased material wealth but not happiness To what extend do you agree / disagree with the statement? According to recent statistics, the number of people who are stressed by the influence of a modern lifestyle is increasing. While having to suffer quick developments in advanced technology, people are always busy at work. Undeniably, modern technology makes people's standard of living higher, however, I am convinced that people will not be happy while they live in a modern society with modern technology all around them. First, technological advances, resulting in increased degrees of industrialisation, have changed a lot of things in society, therefore, people living in that society have to suffer influences of these big changes, e. . , instead of working for eight hours a day and spending time with their families or going out to enjoy chatting over coffee with friends, people must be in their office and do a lot of work, maybe ten working hours per day, even they have to take works to do at home and their meals are always fast food. Do you think is that a happy life? Moreover, modern technology makes people's life boring, after working time people often sit by their computer to play games or reading some information on internet. That means they do not refresh their mind and by accident they turn their own into slave of modern technology. In fact, a lot of teenage get stuck in their lives, they think that there is nothing to learn and to enjoy because they know everything thanks to technological advances, thus, they choose the death for their solution. For all above reasons, I thoroughly believe that modern technology can not decide the happiness, it has improved people's standard of living but not happiness.

Duties of A Teacher Essay

BEFORE A STUDENT BECOMES A STUDENT TEACHER HE NEEDS TO PASS THE GENERAL EDUCATION PROGRAM OF THE COLLEGE. THE COURSES IN EDUCATION ARE DESIGNED TO GIVE INSIGHTS INTO THE SOCIOLOGICAL, PHILOSOPHICAL, PSYCHOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF EDUCATION, THE CURRICULUM, METHODS OF TEACHING, UTILIZATION OF INSTRUCTIONAL RESOURCES, TECHNIQUES OF EVALUATION AND THE PROFESSIONAL RESPONSIBILITIES OF SCHOOL PERSONNEL. INDICATED BELOW ARE THE DUTIES AND RESPONSIBILITIES OF THE STUDENT TEACHER. 1. SET CLEAR PURPOSES — COMPETENT TEACHERS HAVE CLEAR PURPOSES IN MIND FOR EACH LEARNING EXPERIENCE. EACH DAILY LESSON PLAN, EACH UNIT OF STUDY, CONTRIBUTES TO THE ACHIEVEMENT OF WORTHWHILE PURPOSES. 2. STUDY INDIVIDUAL AND CLASS NEEDS — HE FORMULATES PURPOSES AND BASES HIS PLANNING ON THE SPECIFIC NEEDS, ABILITIES, ACHIEVEMENT AND INTERESTS OF THE PUPILS WITH WHOM HE IS WORKING. 3. STUDY THE COMMUNITY — THIS IS DONE TO GAIN UNDERSTANDING OF CHILDREN AND THEIR HOME BACKGROUND. 4. PROVIDE A BALANCED PROGRAM — UTILIZE TEACHER’S GUIDES, TEACHER’S MANUALS, COURSES OF STUDY AND OTHER CURRICULUM MATERIALS. 5. MAKE EFFECTIVE PLANS —GOOD PLANNING INVOLVES BRINGING TOGETHER CLEAR PURPOSES,  KNOWLEDGE OF THE CHILDREN AND THE COMMUNITY AND SUGGESTIONS FROM CURRICULUM GUIDES AND TEACHER’S MANUAL. 6. MAKE CONTENT MEANINGFUL — A THOROUGH KNOWLEDGE OF THE SUBJECT MATTER AND USE OF EFFECTIVE METHODS FOR DEVELOPING BOTH THE MEANING AND THE SIGNIFICANCE OF WHAT IS TAUGHT. 7. PROVIDE FOR INDIVIDUAL AND GROUP WORK —INDIVIDUAL WORK IS PROVIDED TO ENSURE THAT THE SPECIFIC NEEDS OF EACH LEARNER ARE MET. GROUP WORK IS PROVIDED WHEN COMMON NEEDS AND PURPOSES OF THE ENTIRE CLASS, OR A GROUP WITHIN THE CLASS ARE TO BE MET. 8. PROVIDE A GOOD ENVIRONMENT FOR LEARNING — IT SHOULD BE A HEALTHFUL ENVIRONMENT WITH PROPER LIGHTING, VENTILATION AND TEMPERATURE. THE ROOM SHOULD BE INVITING AND CHAL- LENGING TO CHILDREN. 9. USE APPROPRIATE METHODS AND MATERIALS — EMPLOY SKILLS IN USING THE MOST EFFECTIVE METHODS AND INSTRUCTIONAL RESOURCES. 10. EVALUATE FROM THE BEGINNING TO THE END — APPRAISAL OF CHILDREN’S LEARNING AND VALUE OF VARIOUS METHODS AND MATERIALS SHOULD BE DONE. 11. MAINTAIN PROFESSIONAL RELATIONSHIP —RELATIONSHIPS WITH ONE’S CO-WORKERS, PUPILS, PARENTS, THE COMMUNITY AND THE PROFESSION, ARE CLEARLY OUTLINED IN THE CODE OF ETHICS FOR SCHOOL PERSONNEL. IN ORDER TO CARRY OUT THE AFOREMENTIONED DUTIES AND RESPONSIBILITIES, THE FOLLOWING  EXPECTANCIES SHOULD BE BORNE IN MIND. STUDENT TEACHING IS THE CULMINATION OF ANY TEACHER EDUCATION PROGRAM, AND STUDENT TEACHERS REPORT THAT IT IS THE MOST CRITICAL ELEMENT OF THEIR PREPARATION. IT REPRESENTS THEIR BEST OPPORTUNITY FOR APPLYING THE RESEARCH, THEORY, AND BEST PRACTICES THEY HAVE LEARNED IN UNIVERSITY CLASSROOMS; RECEIVING FREQUENT, EXPERT SUPPORT AND FEEDBACK; AND REFLECTING ON AND LEARNING FROM THEIR PRACTICE. IT IS DURING THIS TIME THAT STUDENT TEACHERS BEGIN TO DEVELOP THEIR PERSONAL TEACHING STYLES AS WELL AS THEIR UNDERSTANDING OF HOW SCHOOLS  OPERATE. WE LOOK TO YOU TO HELP THEM ALSO DEVELOP A SENSE OF PROFESSIONAL EFFICACY, A COMMITMENT TO HIGH STANDARDS FOR ALL STUDENTS, AND THE HABITS OF MIND OF A GOOD TEACHER, INCLUDING THE HABITS OF REFLECTIVE PRACTICE, CONTINUOUS IMPROVEMENT, AND LIFELONG LEARNING. The Role of the Cooperating Teacher THE COOPERATING TEACHER PLAYS A CRITICAL ROLE AS THE STUDENT TEACHER’S MODEL AND MENTOR AND HAS GREAT INFLUENCE OVER THE STUDENT TEACHER’S LEARNING EXPERIENCE. STUDENT TEACHERS TEND TO ADOPT THE PRACTICES OF THEIR COOPERATING TEACHERS, SOMETIMES WITHOUT QUESTION,  ASSUMING THAT THEY HAVE NO CHOICE. WE ENCOURAGE YOU, HOWEVER, TO ENGAGE YOUR STUDENT TEACHERS IN ONGOING CONVERSATIONS ABOUT YOUR PRACTICE AND TO ENCOURAGE THEM TO ASK QUESTIONS, TO THINK FOR THEMSELVES, TO SHARE WHAT THEY OBSERVE ABOUT YOUR CLASSROOM AND PRACTICE WITH YOU, AND TO BE WILLING TO SUGGEST TO YOU AND TRY OUT STRATEGIES AND METHODS THEY HAVE LEARNED WITH WHICH YOU MIGHT NOT BE FAMILIAR. OVER TIME, AS STUDENT TEACHERS GET TO KNOW YOU, YOUR CLASSROOM, AND YOUR STUDENTS, WE ASK THAT YOU INCREASE THEIR CLASSROOM AND INSTRUCTIONAL RESPONSIBILITIES UNTIL THEY CAN  BECOME PARTNERS WITH YOU IN TEACHING YOUR STUDENTS. YOU DO NOT NEED TO SURRENDER YOUR CLASSROOM TO YOUR STUDENT TEACHER (NOR SHOULD YOU). WE EXPECT YOU TO WORK COLLABORATIVELY AND PRODUCTIVELY TOGETHER TO OFFER ENRICHED INSTRUCTION AND OPPORTUNITIES FOR INDIVIDUAL ATTENTION TO YOUR STUDENTS. WHEN THE COLLABORATION BETWEEN COOPERATING TEACHER AND STUDENT TEACHER WORKS WELL, THE STUDENTS BENEFIT THE MOST. PLANNING FOR THE ARRIVAL OF THE STUDENT TEACHER 1. THE COOPERATING TEACHER WELCOMES THE STUDENT TEACHER THE INITIAL DAYS OF STUDENT TEACHING ARE CRUCIAL FOR THE STUDENT TEACHER. EACH  COOPERATING TEACHER SHOULD ENSURE THAT THE STUDENT TEACHER FEELS WELCOME. INTRODUCTIONS TO TEACHERS AND STAFF MEMBERS, AS WELL AS OTHER PERSONNEL EMPLOYED IN THE SCHOOL, ARE IMPORTANT. THE STUDENT TEACHER SHOULD KNOW ABOUT THE BUILDING AND GROUNDS, MATTERS OF SCHOOL ROUTINE, AND APPROPRIATE WORKING RELATIONSHIPS WITH OTHER MEMBERS OF THE SCHOOL STAFF. 2. THE COOPERATING TEACHER INTRODUCES THE STUDENT TEACHER INTO THE CLASSROOM A DESK OR TABLE IS ALWAYS USEFUL FOR THE STUDENT TEACHER. THE STUDENT TEACHER SHOULD BE INTRODUCED TO THE STUDENTS IN A WAY THAT ENCOURAGES THEM TO RESPOND TO THE  STUDENT TEACHER AS A CLASSROOM TEACHER. Importance of NCBTS AS A PRACTICE TEACHER, KNOWING AND UNDERSTANDING THE NCBTS IS VERY IMPORTANT. THE NCBTS DEFINES WHAT IS EFFECTIVE TEACHING AND WHO IS AN EFFECTIVE TEACHER. THIS MEANS THAT I SHOULD USE THE NCBTS AS MY GUIDE IN MY PRACTICE TEACHING. IF I USE THIS AS A GUIDE, IT WILL HELP ME IMPROVE HOW I MAKE MY LESSON PLANS AND TEACH MY PUPILS. ALSO, THE NCBTS CAN ALSO SERVE AS MY BASIS IF I AM DOING THE APPROPRIATE THINGS IN MY LESSONS AND FOR MY PUPILS. I MAKE USE OF THE NCBTS BY ANALYZING FIRST ON ITS CONTENTS THEN TRYING TO APPLY IT IN REAL TEACHING. FOR EXAMPLE, SHOWING COURTESY AND RESPECTING EVERYONE AT ALL TIMES. I DO THIS BY ACKNOWLEDGING THAT CTS HAVE MORE EXPERIENCES IN HANDLING DIVERSE PUPILS AND LOOKING TO THEM AS MORE KNOWLEDGEABLE THAT THEY DESERVE HIGH REVERENCE FOR THEIR WORK. ON THE OTHER HAND, I DO THIS TO MY PUPILS BY NOT HUMILIATING THEM IN CLASS. I RESPECT THEIR ANSWERS AND OPINIONS IN DISCUSSIONS AS NCBTS WAS A PART OF THE BENCHMARK OF PRACTICE TEACHING, I WILL ALSO USE IT AS MY BENCHMARK IN MY TEACHING FIELD. I WILL TRY MY BEST TO APPLY THE COMPETENCIES AND FOLLOW THE RULES OR TIPS STIPULATED IN IT. I WILL USE IT AS MY GUIDE IN TEACHING AND IN MANAGING THE CLASS. FOR THE PROBLEMS THAT I MAY ENCOUNTER, I WILL USE IT AS MY â€Å"KEY ANSWER† IN SOLVING MY PROBLEMS. NCBTS WILL HELP ME TO BE AN EFFECTIVE AND EFFICIENT TEACHER. THESE WILL HELP ME TO TEACH HOW TO LEARN, PROBLEM SOLVE, AND SYNTHESIZE THE OLD WITH THE NEW. THESE WILL SERVE AS MY GUIDE AND MY BASIS. I MAKE USE THE NCBTS AS MY FRAMEWORK IN MY REMAINING PRACTICE TEACHING BY TAKING IN-DEPTH THE CONTENTS OF IT THEN PERFORM THE NECESSARY INDICATORS OF EACH DOMAIN. THE IMPORTANT CONCEPTS MUST BE IN MIND ALWAYS AND ABLE TO PORTRAY IT. FOR EXAMPLE, I DEMONSTRATE PUNCTUALITY IN ALL ASPECTS IN THE FIELD SUCH COMING TO SCHOOL BEFORE THE CALL TIME AND PASSING OF REQUIREMENTS; ESTABLISH AND MAINTAIN A GOOD ATMOSPHERE INSIDE THE CLASSROOM DURING THE TEACHING-LEARNING PROCESS AS WELL AS TO THE RELATIONSHIP BETWEEN PUPILS TO PUPILS, PUPILS TO TEACHERS AND TEACHERS TO TEACHERS BY BEING A GOOD ROLE MODEL TO EVERYONE AND ACT PROFESSIONALLY; AND TEACH EFFECTIVELY AND EFFICIENTLY TO ATTAIN THE HIGHER LEARNING OF EACH PUPILS BY USING VARIED STRATEGIES AND ACTIVITIES WHICH CAN ASSESS, EVALUATE AND TEST THEIR HIGHER ORDER THINKING SKILLS. I MAKE USE OF NCBTS AS: †¢ MY GUIDE FOR ME TO BE EFFECTIVE IN DELIVERING MY LESSONS †¢ MY BENCHMARK IN PLANNING, CREATING AND PUTTING INTO ACTIONS ACTIVITIES AND STRATEGIES THAT PROMOTES EQUALITY AMONG MY DIVERSE LEARNERS †¢ MY CHECKLIST OF THE THINGS I NEED TO DO FOR ME TO DEVELOP AND GROW AS A TEACHER †¢ MY DAILY REMINDER OF THE THINGS I SHOULD AND I SHOULDN’T DO AS A FUTURE TEACHER. IT REMINDS ME OF MY DUTIES AND RESPONSIBILITIES AS A PRACTICE TEACHER †¢ MY IMPROVEMENT/ DEVELOPMENT METER AS I VENTURE THE WORLD OF PRACTICE TEACHING How to Improve your Oral Communication Skills 1. BE SURE OF YOURSELF. YOU SHOULD BE CONFIDENT BEFORE YOU START TALKING. 2.. BE CONCISE AND CLEAR. DO NOT ADD IRRELEVANT STUFF IN YOUR SPEECH. 3.. READ A LOT. IF YOU HAVE KNOWLEDGE YOU CAN TALK ABOUT ANYTHING AND EVERYTHING. 4.. MAKE SOME MENTAL NOTES FIRST. YOU SHOULD BE PREPARED ABOUT WHAT YOU ARE GOING TO TALK ABOUT. THERE MUST BE A RELATION BETWEEN YOUR MIND AND YOUR WORDS. IT WOULD NOT LOOK GOOD IF YOU STOP BETWEEN A CONVERSATION AND START TO THINK. 5. TRY TO ADD HUMOR. BUT IT SHOULD BE UP TO THE MARK. VULGAR JOKES CAN BE A GREAT TURN OFF. 6. RELAX. YOUR BODY LANGUAGE SHOULD BE RELAXED. YOU SHOULD NOT STIFFEN UP. DO NOT SPEAK IN HURRY, AS IT WILL MAKE THE LISTENER THINK THAT YOU ARE CONFUSED OR YOU HAVE CRAMPED THE SPEECH. 7. MAKE EYE CONTACT. IT IS SO IMPORTANT. BUT IF YOU ARE FACING A CROWD YOU SHOULD NOT LOOK AT ONE FOR MORE THAN 5 SECONDS. ACTIVE LISTENING – THIS IS A KEY ELEMENT OF ORAL COMMUNICATION. ACTIVE LISTENING IS PROACTIVE RATHER THAN PASSIVE. IT INVOLVES LISTENING TO AND UNDERSTANDING WHAT IS BEING SAID – AND WHAT IS NOT BEING SAID. IT PICKS UP ON VERBAL COMMUNICATION, THE SPOKEN WORD, AND NON-VERBAL COMMUNICATION SUCH AS BODY LANGUAGE. IT LISTENS TO THE STORY BEING TOLD  AND ALSO TO THE FEELINGS AND EMOTIONS EXPRESSED; IT INVOLVES READING BETWEEN THE LINES, IDENTIFYING WHAT HASN’T BEEN SAID, AND ATTEMPTING TO UNDERSTAND WHY. DEAF PEOPLE CAN BE EXCELLENT LISTENERS EVEN THOUGH THEY MAY NOT BE ABLE TO HEAR; IN ADDITION TO LIP READING, THEY HAVE TO PAY PARTICULAR ATTENTION TO BODY LANGUAGE, GESTURES AND FACIAL EXPRESSIONS TO DETERMINE THE MEANING OF WHAT IS BEING SAID. PRESENTATIONS – TAKE OPPORTUNITIES TO PARTICIPATE IN GROUP AND INDIVIDUAL PRESENTATIONS DURING YOUR COURSES AND EXTRACURRICULAR ACTIVITIES. THE ABILITY TO PERFORM IN PRESENTATIONS IS A SKILL HIGHLY VALUED BY MANY EMPLOYERS. DISCUSSIONS – DEVELOP THE CAPABILITY OF DISCUSSING IDEAS AND OPINIONS IN MEETINGS AND OTHER WORK SETTINGS. YOU CAN LEARN TO PUT FORWARD YOUR IDEAS IN A PERSUASIVE AND STRUCTURED FORMAT BY PARTICIPATING IN DEBATES AND BY JOINING COMMITTEES SUCH AS UNIVERSITY SOCIETIES. INTERVIEWS – YOU WILL HAVE TO DESCRIBE YOUR EMPLOYABILITY SKILLS IN JOB INTERVIEWS. TO DEVELOP INTERVIEW SKILLS AND CONFIDENCE, YOU SHOULD PARTICIPATE IN MOCK INTERVIEWS AND SEEK GUIDANCE FROM YOUR UNIVERSITY CAREER SERVICE. ALWAYS SEEK FEEDBACK ON YOUR PERFORMANCE AFTER AN INTERVIEW – EVEN IF YOU ARE OFFERED THE JOB.