How does the economy of Iceland work Essay Example | Topics and Well Written Essays - 500 words

How does the economy of Iceland work - Essay Example As opposed to a purely capitalistic economy, the mixed economy in Iceland ensures regulated private ownership and safeguarded welfare of the citizens, a feature that limits exploitation of the public and concentration of resources in the hands of few individuals at the expense of other citizens. The country’s economy also operates through investments into creation of employment opportunities. Reported data on the country’s economy for instance indicates low unemployment rates, an indication that job creation is a prioritized economic policy (CIA, p. 1). One of the core bases of the Iceland’s economic sustainability is its fishing industry. According to CIA statistics, the industry is responsible for about 12 percent of the country’s economy and is a source of employment to at least seven percent of the country’s population. The fishing industry also sustains Iceland’s economy through the vast export of the fishery products. Contributing about 40 percent of the country’s export identifies fishing as a major source of foreign exchange to the country. The export aspect from fishing industry also indicates the country’s involvements and derived benefits of international trade. International trade is therefore another base for Iceland’s economic functionality and sustainability and includes other exports other resources such as metal ores. The economy is also characterized by significant foreign investments. With cheap energy sources such as geothermal power, the country has been able to attract investors from across the world. Investments in the economy have also undergone diversification towards exploration and exploitation of different available resources in the country. Further, the country has been able to attract foreign revenues through foreign investments by its domestic industries such as its financial institution. The

Business planning Essay Example | Topics and Well Written Essays - 1000 words

Business planning - Essay Example For formation of a successful business plan all the internal key players of the organization should be involved. Their suggestions and ideas should be valued by the top level management and the business head’ as they are more involved in the on field tasks and can give an insight of on field operations. Also all the core components of the business i.e. all the departments of the business should be actively involved in the business process of planning as they specialize in their respective departments. They know what their strengths and weaknesses are and through this the business can extract its strengths and weaknesses as a whole. By consulting and getting a vote of majority on which goals and objectives to pursue the business functions as a whole and the departments will make efforts for achievement of these goals and objectives later on in the execution stage as they were involved in the planning process and their opinions and suggestions were valued. As most of the busines s plans in the industry which have been successful had the inclusion of the internal stakeholders of the business in the planning process this indicates that the claim made by Stutley was quite true in the sense that if in the start all the internal key players of business from the start are involved in the business activities , this makes a sense of ownership and loyalty prevail amongst the members of the organization and each player feels as an important member of the business hence working for the good of business is taken up as a responsibility by the members of the organization which is quite necessary for business to expand and succeed. A business plan in simple words can be stated as those set of activities or the line of action which is needed to be followed or taken by an organization or a corporation to identify its goals and objectives. It can be termed as the backbone of firm’s business i.e. it guides the company or the organization to the right path so as to adhe re to its vision and stay put on its mission along with catering to the organization’s need for arrangement of resources and have certain contingency measures available at all times in case of problems and troublesome situations. For many people there is a certain misconception that a business plan is formed only while starting the business as it indentifies the short and long term objectives the business wants to achieve over a period of time. That is a structured presentation of business goals and objectives, along with the inclusion of financial statements through which business can approach investors for investments and loans. But in reality a business plan is a framework for running the business and according to certain situations or scenarios faced , the plan can be changed and new additions or modifications can be made in the original plan later on in to business. Not everything can be included in the business plan from the start as you cannot perfectly predict how muc h investment and resources will be required and how will the market trends change or shift from time to

Poverty in The United States of America Essay Example | Topics and Well Written Essays - 750 words

Poverty in The United States of America - Essay Example The federal government of US has taken some major steps in order to address the problem of poverty. From its initial stages back in 2001, it has come up with many plans that include the progressive income tax, public assistance programmes and economic development programmes. (infoplease.com, 2007) The Progressive Income tax levies higher tax on people with higher income rates and vice versa. All citizens avail the same services. However the tax payable differs. The public assistance programmes extend medical facilities and services like food stamps and medical aid that allow the poor to meet their basic needs. Economic development programmes provide financial aid to help working women and unemployed to establish self employment schemes. These also assist small businesses that cannot face the financial deficit. Money is flooded into training programmes and steps have been taken to reduce the imbalance in income levels. The steps taken by the federal government to generate full employment are appreciable. In spite of all these measures by the government, the citizens are not happy about the way reforms are working and the steps taken by the government. ... The assistance by the government for families with income group below the dynamic threshold calculated. Every year is not doing any good. A better measure would be to keep it as low as 40000 US dollars. (Sawhill, 2006) Statistics show that about 1.7 million poor youth (futureofchildren.org, 2006) came out of school and work by 2005. The steps taken by the government to aid the youth by having self-employment programmes are weak. A major contribution to unemployment is the problem of the former prisoners. These do not find stable way to become a part of the society. The country with highest incarceration rate hardly took major decision to re-integrate the former prisoners as working labor. The concept of providing unemployment insurance is appreciable. However, this being forwarded to only 35% of unemployed is an unhealthy sign. (Sawhill, 2006) Fewer steps have been taken to reduce costs and improve the financial assistance. The budget proposal of 2007 also has been unjust. It demands the poor, children and elderly to pay for no returns. This approximately eliminates around 300000 people in poor working families from using food stamps and more than 35000 children would be losing the free meals and more than 40000 poor aged would be deprived on supplementary food distribution. (Kuroiwa, 2007) This also implies a reduction of around $600 million as grants for the poor and also pressing hard on the eligibility criteria for TANF scheme (Temporary Assistance to Needy Families). (Kuroiwa, 2007) All this indicate that the welfare reforms of US failed to work efficiently. More than 60% of citizens are not happy about the

Being a doctor has severaldisadvantages that makes it a questionable Research Paper

Being a doctor has severaldisadvantages that makes it a questionable career choice - Research Paper Example small percentage (0.5%) can perform hemodialysis with special equipment at home and this is risky due to the increased possibility of infection and the requirement of having a very motivated patient. ESRD facilities are reimbursed mostly by Medicare part A (after the first 30 days). In fact, the vast majority of over 90% of dialysis patients covers this way. The patient’s physician is reimbursed through Medicare part B. Reimbursement coding at the facility is done using the International Classification of the Disease, 9th Revision, Clinical Modification (ICD-9-CM), while the physicians submits for reimbursement using the Healthcare Common Procedural Coding System (HCPCS). Data collected by the facility and physician play a critical role in the patients ongoing treatment plan. These environments are a uniquely challenging setting too many due to the very nature of the population needing services. Another challenge our health care doctors face is the deficit of nurses who assist them in treatment of patients. Part of this shortage is due to the lack of infrastructure. In the academic year of 2010-2011, 67,563 qualified students were not admitted into nursing schools due to the lack of faculty, training facilities and other budget constraints and this is a clear indication that unless there is improvement in the infrastructure, such as state and national funding, that there could be a collapse in the nursing educational system (Dunham, 2009). An increase in population has also caused the need for more doctors. The number of nurses is not growing at the same rate as that of the population. The lack of younger students moving into the field of nursing is also a primary concern. The current age of a Registered Nurse is between 43 and 45 years of age. In the next ten to fifteen years, these nurses will reach retirement age, which will only add to the current shortage (Williams & Torrens, 2010). Higher spending costs. The development of new treatments for previously

Hunger in Black Boy Essay Example for Free

Hunger in Black Boy Essay Hunger in Black Boy Have you ever experienced real hunger? The kinds of hungers that Richard experiences in Black Boy are not evident in the society where you and I reside. The present middle class citizens cannot really relate to true physical hunger. Hunger for most of us is when there is nothing that we desire to eat around the house and therefore skip one meal. This cannot even compare to the days that Richard endures without food. Physical hunger, however, is not the only hunger apparent in Richards life. Richard suffers from emotional and educational hungers as well. He yearnsfor such things as mere association with others and simple books to read. Both of which are things that most people take for granted. This efficacious autobiography, Black Boy, by Richard Wright manifests what it is like to desire such simple paraphernalia. From a very early age and for much of his life thereafter, Richard experiences chronic physical hunger. Hunger stole upon me slowly that at first I was not aware of what hunger really meant. Hunger had always been more or less at my elbow when I played, but now I began to wake up at night to find hunger standing at my bedside, staring at me gauntly (16). Soonafter the disappearance of Richards father, he begins to notice constant starvation. This often reappears in his ensuing life. The type of hunger that Richard describes is worse than one who has not experienced chronic hunger can even imagine. Once again I knew hunger, biting hunger, hunger that made my body aimlessly restless, hunger that kept me on edge, that made my temper flare, that made my temper flare, hunger that made hate leap out of my heart like the dart of a serpents tongue, hunger that created in me odd cravings (119). Because hunger has always been a part of Richards lifestyle, he cannot even imagine eating meat every day. This simple privilege would be a miracle to him, yet to most it is nothing. These weakening and piercing hungers are frequently evident where poverty dwells in the Jim Crow South. Furthermore, emotional hunger also represses much of Richards life. Richard desires attention from people. However, since he does not receive much of this at home, he does not really know how to associate with others. This provokes a problem when he leaves home because he cannot understand the friendliness of people around him. Nevertheless, I was so starved for association with people that I allowed myself to be.

Fallout Book Report Essay Example for Free

Fallout Book Report Essay P.S. I am sorry the summary is so long but I wanted to make sure everything in the book was covered and there being 3 people makes it 2 times longer. The novel is a memoir of the lives of three children of a meth-addicted mother, Kristina, and how her addiction affected their lives. They now live in different homes, with different parents, as well as different last names. Each of them has a different story, some more fortunate than others. Hunter knows about his sisters and new younger brothers, while Summer knows about her brothers and Autumn knows nothing. It starts with Hunter’s story; adopted and raised by his biological mom’s mother and stepfather. He refers to his adoptive parents as Mom and Dad. He works at a radio station in Reno, Nevada. His girlfriend, Nikki, supports him in everything he does. As Christmas approaches, he is living with Nikki and having relationship troubles. Hunter is doing drugs more frequently, and cheats on Nikki with a persistent radio groupie. All the while, Hunter is feeling like a piece of him is missing because of the lack of knowledge about his father. When he sees him, he knows, but his father is the date of his coworker, Montana. Hunter then gets drunk and calls Brendan (his father) out on his actions about how him raping Kristina produced Hunter. Once that situation is in the past, another problem occurs, as Hunter is approached by Nikki, who hears a voicemail left by Leah on Hunter’s phone about the cheating incident. He is kicked out of Nikki’s house and takes the guestroom in his parents house because, thanks to Kristina, his two younger brothers, David and Donald, have moved in and taken his room. Shortly after Hunter has moved back in, he is notified that Kristina will be spending Christmas with them. Autumn’s story takes place at her grandfather’s house in Texas. Her OCD (obsessive-compulsive disorder) and frequent panic attacks make her a loner at school, so her best friend is her Aunt Cora. Although she promises Autumn they will always be friends, she is wooed by her massage therapist professo r and taken away from her. A new boy comes to her school and is immediately taken with her. She has a hard time opening up to him and even tells him her parents are dead. His name is Bryce and he ends up being Autumn’s first boyfriend, first kiss and first time. When her aunt announces her engagement, the happiness she gets from her new boyfriend fades and she feels alone. Desperate to make sure he stays with her, she has sex with him without protection. Realizing that being drunk makes everything easier to deal with, she begins drinking to make herself feel better. Her fathers and grandmother’s interruption at Aunt Cora’s wedding only makes things worse, bringing her past to her present; then, Bryce finds out her parents aren’t dead. Devastated about the lying, Bryce leaves Autumn, and to make matters worse her drinking has gotten out of hand and she is almost raped by the groom’s cousin, Micah. The wedding ends when Autumn realizes how lonely she is and begins to wish she is pregnant, and her father finds her and tells her how she came to be. In the process, he convinces her to go to Reno for Christmas to see the mother she never knew. The California foster system took Summer away shortly after living with her f ather when they were abandoned by Kristina. She knows everyone in her family except for Autumn. Her father’s ex-girlfriends have molested and used her, causing her to be thrown in different homes with different problems. Her life is pretty stable in one home until one of the meth-using girls that also lives there molests one of the younger girls; it hits close to home and she is unable to control her anger. She gets in a fight with the meth girl and ends up getting sent to live back with her father and his girlfriend of the moment. The day after the fight, her boyfriend, Matt, saw her face and offered no sympathy, so she ran to his best friend, Kyle, who always showed interest. She ends up cheating on her boyfriend with Kyle by having sex with him. She knows that Kyle uses meth and other drugs but his loving nature has drawn her in. When he and Summer confront Matt about their newfound relationship, she sees the side of Kyle she never wanted to and realizes his addiction and anger may cause problems. The living conditions at her father’s house aren’t the be st; the constant smoking irritates her asthma and as Thanksgiving approaches, she starts to miss Kristina. She calls her, but can’t remember why; she was blown away by her mother’s selfishness and when her father is drunk later that night, he reveals that Kristina only cares about herself. Her father being drunk proves to be a much worse situation than just spilling the truth; his drinking costs him a DUI and he loses Summer. She is sent to another home in Fresno. Leaving her boyfriend and life behind, she is unwilling to move far away. When she gets to her new home, she is immediately taken aback by her new foster father. His demeanor worries her and makes her wonder what secrets the other girls in the house might have. She knows from experience not to get close to the other girls in the house, but one of the girls tells Summer her secrets and becomes attached to her. During the few days Summer is there, she hides her cell phone and planned to meet Kyle. When she sneaks from under her foster sister’s watch long enough to escape, she ends up running away with Kyle for Christmas—he is so in love with her that he even attempts to stop using meth for her, which means suffering through withdrawal. She and Kyle save up money and live out of his car while they head to a ski lodge, where Kyle plans to work. The stories collide when Kyle and Summer get in a car accident and the closest place to them is Reno, Nevada. Summer ends up calling her grandfather to pick her up from the hospital the morning after the blizzard hit and the accident happened. Hunter is out picking up Kristina and his grandfather from the airport after spending the early morning making up with Nikki. He knows that things wont quite be merry and joyful Christmas morning with the whole family being together. Autumn and Trey show up before Summer gets there and when Trey sees Kristina, they are immediately drawn to each other and spend most of the day before dinner talking to each other. Summer tries to be sisterly to Autumn and Autumn doesn’t know what to make of all of it. When dinner starts, David asks when he’ll be going home and Kristina says she doesn’t know; Donald gets angry and tells her he never wants to go back—that he never wants to be with her again. Hunter is the first one to jump up when Kristina acts offended and he yells at her, telling her the only person responsible for what happened to her was her. Summer jumps in the argument too when Kristina begins to complain that she doesn’t have the resources to take care of her kids or give them a good life. The book ends with a newspaper article saying Marie Haskins has put her new book ‘Monster’, on indefinite hold while Kristina is undergoing chemotherapy for cancer. At this point, Kristina has reunited with her husband, Trey, and with her resources, she is trying to make her life better so she can be the mother she has never been. I can’t personally connect to this book but I can emotionally connect to this book. I have a friend in my life that I like a brother to me and he has parents just like hunter, autumn and summer. Drugs are a very personal matter and mess up your life more than anyone can know until it happens to you. I felt what he felt becaus e he is such a dear friend that all I could do was worry about him and wonder how he was doing in that new foster home he was moved to. I always heard all about the stories and the way he was in the foster home. He said it wasn’t easy and it was painful to know that everyone he loved had bailed out on him. He soon developed many of the problems these kids experienced with drinking and doing other drugs. This life isn’t easy from what I have heard. This book is very easy to relate other books by Ellen Hopkins because all of the books I have read by her seem to be about drugs and complications in life including hardships and suffering. I don’t really watch movies in this type of subject but I did hear that there is supposed to be a movie coming out based on the crank series by Ellen. I’m not sure whether it’s out or not but the books are great and movies tend to ruin the reading of the book. Both crank and glass led up to this point in the book series and was consistent throughout the storyline of all three books. There is so much drug abuse in the books and making right decisions is not one of Kristina’s strong points. I believe that the theme of this book is that drugs can ruin lives especially to the young girls out there. The plot of this story is to tell a story from the perspective from the 3 abandoned children that Kristina left behind. There storied tell about the hardships they went through and how life was for them during this painful teenage years. Even though the plot wasn’t very funny, it is very intriguing and interesting to find out what makes people do this to their own children and why they do the things they do. This story is told from the three kids point of view. And it switched off every so often so it was very suspenseful. The setting of this book is in three different places considering the three different points of view. Hunters’ setting was in Reno while Autumn’s setting was in Texas and Summer’s setting was anywhere the foster system took her. In my personal view the climax of the story was when all three of the children met for the first time and got to be a family together. In conclusion, I would recommend this book to anyone that enjoys reading this type of book seeing as how it has sex and drugs in it. I would definitely restrict this book to anyone under the age of 15 or 16. This book is a lot more profane then the others and I feel that you should be at least old enough to understand the meaning and why the book is how it is. Not many people judge books but I would definitely recommend this book to anyone who wants a good read and interesting enough to make it to when you put the book down you can’t wait to pick it back up. I truly feel her books are amazing and make you see how messed up some situations are.

Algeria, A North African Country

Algeria, A North African Country Algeria, as a North African country, is a multilingual nation with one official language, namely Modern Standard Arabic henceforth MSA and more than two foreign languages French, English, Spanish, etc. It is a country whose teaching-learning contributions and interests are now in how to improve foreign languages for specific purposes particularly English so as to prove its position or status as a powerful and important country across the globe. Today, the role of English as a foreign language (henceforth EFL) in the world is influenced by many factors such as business, cultural, political and educational factors. The latter is the main factor which plays, now, strongly a major role to pull a lot of attention in the decision of the Algerian educational authorities to know how to deal with the positive qualities EFL has in undertaking methods and approaches as parts of reforms in order to improve and enhance English teaching and learning as it is in developed countries. Therefore, the questions to be raised, here, concerns basically how to deal with the qualities EFL has with non-native speakers, what significant scientific contribution EFL gives to the country (Algeria), and what the suggested approaches and methods the Algerian educational authorities make to enhance and work on English Language Teaching are. ELT (English Language Teaching) in Algeria was denied and insignificant before the independence in comparison with French. Because the French language was taught in schools as a first language(L1) due to the consequences of the French occupation in Algeria that was the longest period of colonization which took a long time from 1830 till 1962. Thus French became as an official language in the Algerian institutions. Andrew Freeman (1961:1) confirms what we are saying about French as L1 in the following quotation the French, in Algeria, between 1830 and 1962, tried actively to suppress Arabic. The French influence resulted at many different levels, mainly the linguistic level. The linguistic level reflected the impact of the French language on Algerians who were being forced to speak French and then obliged to learn it in schools, but prior to independence and after 1990s a new revolution came to the surface and the Algerian authoritarians started new relations with USA to give some importance to English as an essential medium to be integrated in the Algerian schools. Thereof, the 1990s brought about many changes: English was introduced as an optional second language as of 1992 and, in 1999, an increased awareness of the importance of education led to 6% of the countrys expenditure being devoted to education (see http://ezinearticles.com/?Teach-English-in-Algeriaid=3280135). It can be argued that the process of teaching and learning English as a foreign language has taken many steps to improve the way of acquiring and mastering this means for communication to become closer to joining the worldwide community. Answering the questions given before, the Algerian educational leaders started to enhance and hold tightly EFL, and shifting from traditional methods to modern to say to the world that we are able, as a multilingual developing country, to learn EFL as a second Language as major and significant as French in our schools and university and then be present everywhere across the globe. These challenges remind us about some debate on teaching EFL in developing countries as an insignificant contribution, by African designers, to knowledge and production. According to many writers, the emphasis on foreign languages like English (Graddol, 2006; Batibo, 2007) has been regarded as an insignificant contribution by African education policy makers to knowledge and production, but Phillipson (1996) observes, after independence, that those who were first responsible for making English official and developed are African leaders. For instance, in Algeria, prior to independence and after the 1990s, a new revolution came to the surface. The government or the Algerian authorities started new relations with the USA and they attached little importance to English that was taught in the middle and high schools. Before, our EFL students had been studying English from the eight grade in the middle school to the third grade of the secondary school up to 2005. English language teaching and learning too, at that time, was catastrophic because of the lack of interest and many other factors such as economic, political, religious, educational, and so on. According to some older generation teachers, the majority of pupils were not interested in learning English and even French because they focus their studies on mathematics, physics, life sciences and nature and other fields but not languages, i.e., their world was closed or limited to their social life. Moreover, the majority of teachers were not at all interested in the syllabus presented to them and they found it meaningless and boring. About the reasons behind the failure of these teachers, Bouhadiba (2002) states that under the old time-based teaching program, the learner were supposed to learn at the pace imposed by the teacher, the text-book, or the course itself. Bouhadiba also argues that the failure of a time-based teaching program, no matter where it is implemented (developing or more advanced societies), lies in the way the teacher that he or she moves on to the next lesson or the next unit to be within the limits of the scheduled teaching program unlike the competency-bas ed approach. Because English has become the most dominant language, a lingua franca (henceforth ELF), which is defined functionally by its use in intercultural communication, English as a global language (e.g. Crystal 2003; Gnutvzmann 1999), English as a world language (e.g. Mair 2003) and World English (Brutt-Griffler 2002) English as an international language (EIL) becomes influencing force everywhere across the world, and useful language among many European languages, many governments have adopted various policies that promote ELT and Algeria is no exception. At present, English is considered as a foreign language that is offered as a required subject at all levels of university education. In order to understand and recognize that the efficiency of English language development in the Algerian educational system paves the way for learners to take part in the globalization, our government has made a huge effort to change the ELT policy and some changes were made in the 1990s. Due to these facts of the current status of English, Algerian Government decides to go through changes in various fields to hold and improve this global language in higher studies. Among these changes are the implementation of policies made in education related to new approaches and system were brought to Algerian institutions such as LMD System and Competency Based Approach (henceforth CBA) in primary and secondary schools. CBA approach has been brought to the Algerian schools in 2002 as a new approach and a part of reform in the primary, middle and secondary school. It has been imposed as a primary part of reform and complimentary to LMD reform on EFL teacher. To make CBA approach successful, the education minister mobilized all responsible for schools (primary, middle and secondary) to follow the CBA implementation. Moreover, Algerian ministry contribute, morally and financially, to give all opportunities and provide all those who are responsible for helping teachers and students with materials needed and equipments to be familiar with CBA success in the classroom. Thus, inspectors spent much time and money for making seminars in all over the country to instruct and correct the teachers ways in the teaching of English language and following the planning of English curriculum. In addition to the CBA, the LMD (Licence Master Doctorate) reform is also brought to the Algerian university in 2003 to continue the correctness of the teaching of English. In this work, we shall focus on some changes of approaches and systems such as LMD to see whether it is towards a more communicative use of English as a second language and a more focus on English language teaching. ELT is not easy responsibility for EFL teachers to teaching all of the students assigned to a classroom in university. The latter becomes, now, the world question in holding English as an international language which becomes increasingly important and required in Algeria in the last decade. Nowadays, there are much debate on what is teaching and how it becomes in the twentieth century, some people say that teaching is a creative way to become joined with and support others to help all learners learn. Others say that without teaching learning is not a way to make teachers and students more efficient. McKay (2002) says, The teaching and learning of an international language must be based on an entirely different set of assumptions than the teaching and learning of any other second and foreign language. McKay (2002:1) The quotation above makes us think many times of the processes of enhancing ELT to respond to the needs of those who are interested in English lingua franca ) currently. Thus the questions come in mind are as follows: 1-How should English be taught under LMD system as a challenging language in Algeria? (Our focus in this work). 2- What purpose of learning English should we achieve? (That is what we are looking for) 3- Can we be best English teachers? (This is our hypotheses to be proved) According to the questions above, we begin to analyze these issues regarding the role of English in our own lives and in our society. We first start looking at EFL teachers role, i.e. how do they play a central role in the teaching of English language perfectly? How do they apply the instructions given to teach English and how to be responsible for motivating their students to learn? It is essential that teachers themselves are aware of the way they are following to go through the four skills of listening, reading, speaking and writing including, grammar, vocabulary, and spelling all contribute to successful effective English communication. The much attention we give to each skill is due to the teachers input and learners competence as well as their needs. In addition, teachers should know themselves who they are and how can be adjusted in the light of the current status of English in the world. Palmer focuses here on the consciousness towards his students and how strongly he wants to be close to the students. Parker Palmer (1998, p 2) emphasizes on the teachers intention to see well his students; he must know himself before and when teaching his students. We can understand his illustration through the following quotation: When I do not know myself, I cannot know my subject-not at the deepest levels of embodied, personal meaning. I will know it only abstractly, from a distance, a congeries of concepts as far removed from the world as I am from personal truth. (See http://301f2012.wordpress.com/2012/11/29/writing-prompt-for-the-courage-to-teach/) It is clear to know how able we, as teachers, are to make our students understand and know ourselves in society as well as we can understand from P. Palmer the relative position and attention given to English has been considered and examined from ideological and cultural or political standpoints rather than pedagogical concerns. The latter is a very important point to discuss in accordance with our situation as Algerian EFL teachers. Unfortunately, with the classical system we, cannot be adjusted in the light of the current status of English in Algeria because, up to 2005, there are many obstacles and factors make our EFL teachers incapable to make all students understanding such as: 1-The number of students is overmuch in a class (40 50) 2- Insufficient communicative activities use for teaching English language skills such as reading, listening, writing, grammar, etc. 3- Inadequately equipped classrooms and the lack of ICTs use. 4- The impact of a social factor on EFL teachers as well as learners 5- Being authoritarian traditional teachers 6- Being passive traditional learners. 7- Being too shy to speak English in the classroom. 8-The impact of mother tongue (L1) on students and some teachers pronunciation too Due to some deficiencies mentioned above, the Algerian government started rebuilding the skeleton of university which is the image of the country abroad. So since 2OO1, the ministry of higher education has decided to diagnose the situation in order to provide immediate and sustainable solutions for university and here a new Algerian university system has imposed itself. Following the recommendations of the National Committee of the education reform, a reform plan was adopted by the Cabinet in April 30, 2002 and the Ministry of Higher Education and Scientific Research has adopted a ten-year strategy to develop the sector for the period 2004-2013, one of whose main themes is The development and implementation of an overall and deep reform of higher education, the first step is the establishment of a new architectural educations, including an updating and upgrading of various educational programs, and a reorganization of the educational management. Thus, the choice goes towards the new BMD: Bachelor-Master-Doctorate system, or LMD (Licence, Master and Doctorate) as it is known, to meet the expectations of society and also to be in concordance with the new guidelines and global trends in higher education. This system examines, evaluates and improves the way the teachers and learners are following now to better and develop their English. It also defines the ways and means to teach study and evaluate differently in higher education. It aims to motivating and enabling students across the world by allowing diplomas to be compared and become equivalent to European diplomas, developing the professionalization of higher education whilst preserving the general interest nature of the teaching, to strengthening the learning of transverse skills such as fluency in foreign modern languages and computer skills encouraging the students mobility and encouraging the students access to the world of work in Europe allowing the student to build up a personalized education plan gradually. Therefore , in order to understand and recognize that the introduction of English language into the Algerian educational system lead us to have part in the globalization, our government made huge effort to change the policies that have been being followed in 1900s. For instance, at the level of university, the LMD system is about a new approach based on the Communicative Approach that has been implemented in the Algerian university almost in all subjects and specialties, as we have already said above. LMD system has been introduced into our universities by August 2003 to make changes in syllabuses and curriculum development in order to reduce and overcome the difficulties and the obstacles cited (see page 7) and make English teaching and learning successful under the new system LMD. On the one hand, to achieve good results, EFL university teachers must be ready to change from traditional teacher to modern one changing the traditional approaches into more communicative innovative activities to teaching to what extent we pay much attention to the four skills perfectly. On the other hand, the changes made and brought to universities contribute to achieve success in teaching and learning languages. For instance, Sheena Gardner (2008), in his paper, believes in changes he states that English language teachers have changed, or are changing, from a traditional approach to teaching formal grammar rules to a more communicative approach to teaching how to use grammar meaningfully in context. We as EFL teacher agree on the principal of the changes at all kinds of levels particularly in higher education so as to have part in globalization. Interestingly, in Algeria there are changes towards teaching English more explicitly, and with more of a focus on form. Furthermore, to explore these changes the educators emphasis is on to what extent do systems and approaches impact, positively, on ELT to improve EFL students levels in order to get much knowledge and then achieve perfect English to securing their jobs through acknowledged degrees and high levels of employment because the spread of joblessness across the world particularly in Algeria have upset authorities. From the various opinions of learners, even longer studies are not an end in themselves everyone now understands that schools and universities are the first starting point for everyone desires to realize any project. Aiming to get higher studies is simply a means to access better jobs likely to lead to higher social status (profession, security, wage, etc.). For that reason, English language becomes, for EFL students, a dominant subject, an international language English (Brutt-Griffler 2002) English as an international language and a means for getting job easily. It is now required, across the globe, and important for the Algerian learners and/or job seekers. The question then is what concrete roles does English improvement contribute to the EFL LMD students in the Algerian university? Coleman (2010) addresses a similar question by reviewing the functions of English as a foreign language in development. He identifies four areas where English has often been given a role to play: 1-for employability 2-for international mobility 3-for unlocking development opportunities and accessing information 4- as an impartial language. These four points must find an answer in the implementation of LMD systems results. Thus, the present work study is devoted to overcome the difficulties and problems Algerian teachers and learners are encountering in acquiring English language for specific purpose. The latter has been conducted by many researches to discuss the various problems that Arab universities encounter and mainly Algerian university. These kinds of problems refer to their ability as teachers or their competence in transmitting skills. Mukattash (1983) divides the problem that learners of English encounter into problems of pronunciation, spelling, morphology and syntax at the level of university as well students or learners unable to express themselves that what makes difficulties spread. For Mukattash the students major difficulties arise from the fact that they cannot use English correctly and appropriately in and out the classroom when required; he says: Comfortably and efficiently either when dealing with academic topics or common everyday topics (1983:169). What we can understand by the difficulty of English efficiency is related to the students deficiencies in communicative competence and self -confidence. Consequently, to encounter these kinds of problems of communicative competence, Ministry and educational experts run to find solutions to these problems by changing the strategies and encourage the training abroad that gives the learners a good knowledge and culture as well as make them confident. The queries to be raised here are how universities could be developed into places where advanced knowledge was disseminated and what are the strategies and the reforms are going to be followed. It is only recently that universities have become the almost systematic pragmatics, looking for motivation and aptitude for higher and perfect studies. As a main part of this work, we have also shed light on another part of reform which is called ICT (information, communication and technology). It also plays a major role in understanding the changes brought to the teaching and learning of English language. Through our reading in some books concerning the use of technology in the classroom Robert J. Marzano (2007:3), in his book Using Technology with Classroom Instruction That Works, states that Research indicates that technologys use in the classroom can have an additional positive influence on student learning when the learning goals are clearly articulated prior to the technologys use (Pitler, Hubbell, Kuhn, Malenoski, 2007; Ringstaff Kelley, 2002; Schacter, 1999) Moreover, it is said that the impact of the technologys use on teaching and learning is a promising scope of interest for researchers in various disciplines such as mathematics, informatics, education and sports, literature, English studies or teaching foreign languages and so forth. The latter becomes one area where ICTs influence is widely investigated. It is good and interesting to say we admit technologys use to enhance learning and teaching in the classroom. We, as EFL teachers familiar with the use of technology in the classroom, agree on such point of view, but does it match with our LMD students : First , second and third year LMD student as well as Master 1 and 2 students (our case study) ; this is what we are going to approve during this investigation. From that fact, we make some questions to respond to those who are interested in the use of the ICTs. (See appendices) To make this theory coincide with EFL classes let us see the use and the integration of ICTs use impact in the LMD system. Does ICT indeed provide students with much information in learning E L (henceforth English language) competency as well as make better and more attractive the quality of EFL teachers and students learning under LMD and CBA experience? Some of teachers approve that the use of ICT becomes an effective medium to better and develop the English language. As well, ICT helps in the use of interactive lessons through the four skills to enhance the teaching and learning of English perfectly, but some teacher disagree on this point saying to as that student become so boring when using them in the classroom. (For more details see chapter 3) Nowadays, the rapid developments and the frequent use of ICTS in Algerian society is not only impact on a quick computing discourse has generated linguistic convergence it is also the focus on the use of ICT in schools and universities. The latter now require much availability of computers provided with the net/ internet because they become a support for learning and teaching any discipline and mainly languages. Thus, the use of ICT in both education and higher education must become important to reinforce and ensure the effectiveness of systems implementation such as LMD in higher education. The latter goes with the ICTs use which becoming more important to contribute to the growth and development of learning and teaching in the 21st century. In this part, we highlight the effectiveness of ICT in higher education and we seek to explore how it will impact on the way courses will be given to learners and delivered in the universities. Having spoken on the whole study work, generally, leads us to think of the following: Statement of the problem Through our experience of 5 years of teaching English under the new system LMD in the Algerian university particularly the University of Mostaganem as well as Didi Bel Abbes University, we have noticed changes in the attitudes of our students and teachers towards LMD system and the integration of ICT in the classroom. Students come to university with no idea about LMD; the only idea they have had in mind is the CBA approach which is implemented in 2002 in the secondary school. They have already been familiar with the competency based approach in undertaking all kind of new tasks, techniques and methods given to be applied. Our aim behind this study is to study whether there is a coherent coordination between both institutions: university and secondary. In addition, we try to respond to some questions were given by many about CBA and LMD such as: the relationship between LMD and CBA, LMD contribution to the CBA approach, ICTs use. Hypotheses On the basis of what have been preceded, we are going to formulate the following hypotheses: 1. In relation to CBA, we would like to see whether the LMD system responds to the students and teachers needs in mastering English or no. 2. Curriculum development regarding the new implementation system such as LMD and CBA does fit the world demand in education. 3. The importance of the ICTs use in LMD system to respond to the teachers needs as well as to enhance foreign languages/ English. The Chapters Outline Our doctoral research revolves around four chapters. The first chapter introduces our research methodology and how was our investigation undergone. The research methodology chapter will present to the reader a detailed overview of various methods and techniques we used in dealing with our corpus and collecting data. The second chapter is to be devoted to the presentation of a broad review of the relevant literature relating to the fundamental basic and key concepts related to teaching and learning theories, and we will end up with some clarifications about what is curriculum as well as including the various systems that have been implemented in teaching languages such as LMD system and the CBA approach. In chapter three, we will introduce our readers to both CBA (Competency Based Approach) and LMD (Licence-Master-Doctorate) as two new international educational systems applied and implemented in many developed and developing countries. The aim of this chapter is to help students and teachers alike understand what is CBA as an approach introduced to primary middle and secondary schools, what is LMD as an educational system and how are CBA and LMD interconnected as well as to highlight the effectiveness of ICT in higher education Chapter Four is devoted to discussing the feedback of the participants and the results attained. By interpreting the answers of teachers and students and their responses, we were able to come to a set of conclusions that we present in the last section of this chapter that we entitle conclusions and recommendations. Through the general conclusion, we will have come to validate or invalidate our hypotheses that base primarily on LMD, its relation with CBA and the effectiveness of ICTs use for LMD teachers and learners. Thus our purpose, all through this study, is to establish a strong connection between LMD, CBA and the importance of the integration of new technologies, notably the ICTs, in our classes and lectures.