MICROFINANCE

Social Business and Microfinance

There is a new concept related to microfinance that is a tool to fight against poverty in the world: The Social Business. This is a new concept referring to the creation of companies that do not distribute dividends and use their profits to social ends, such as health, poverty, education and environment. The idea is that these companies are self-sufficient and investors can get their investment gradually, but their investment has to be profitable. Mohammed Yunus, 2006 Nobel Peace Prize winner, in his seven principles are postulated to be met:

1. Business objective will be to overcome poverty, or one or more problems (such as education, health, technology access, and environment) which threaten people and society; not profit maximization.

2. Financial and economic sustainability

3. Investors get back their investment amount only. No dividend is given beyond investment money.

4. When investment amount is paid back, company profit stays with the company for expansion and improvement.

5. Environmentally conscious

6. Workforce gets market wage with better working conditions...do it with joy [1]

One example of a social business is oGrameen Danone Foods that was founded in 2006 with the objective of providing the poorest children in Bangladesh the necessary nutrients in their diet. This initiative was undertaken together with the Grameen Bank and Danone Group. One of the products they offer is a special yogurt called Shakti Doi powerful means yogurt. This yogurt is offered at a very affordable price for a poor person in Bangladesh (0.05 Euros). Grameen Danone is developed under the seven business principles Yunus and social issues raised by attempting to establish 50 production plants in 10 years in that country, besides providing employment.

Regarding microfinance, Yunus was who founded the Grameen Bank in 1976 with the aim of providing microcredit to the neediest people of Bangladesh. Microloans have enabled many poor people, especially in developing countries, carry out their investments and, thus, generate their own income to live in a dignified manner. While his criticisms are like that solutions should come from the private sector, there is no doubt they have given a tremendous help to all those people. The World Bank estimates there are 7000 institutions engaged in microfinance in the world, helping to nearly 16 million poor people in developing countries [2].

In Costa Rica some institutions are dedicated to fight against poverty, IMAS is an example where the governments work together to provide loans to poor, for economic development or projects such as education, housing and to raise money for direct aid to these poor people. Normally, this money is a gift or donation for those individuals to improve education, health, and agricultural resources. I think the true concept of microfinance does not yet exist in our country. Credits are made for medium businesses or entrepreneurship, but a concept such as microcredit or bank for the poor created by Yunis, nowadays does not exist.

This would require a change in the financial culture of the country by raising awareness of the poorest’s needs ; it is not just charity. It also requires a bridge that allows them be permanently out of poverty, organizations or small banks that provide tiny loans to those poor people to help them start or expand small businesses, and some domestic firms adopting the concept of social businesses since this will take more people out of poverty.

Sources:

http://grameenfoundation.wordpress.com/2008/02/06/creating-a-world-without-poverty/
http://www.muhammadyunus.org/Social-Business/seven-principles-of-social-business/

VERBS IN ENGLISH

Verbos ingles

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CONDITIONAL SENTENCES BY KRISSIA CANTILLANO

English iii, conditionals 1

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GERUND AND INFINITIVES BY KRISSIA CANTILLANO

Gerunds + infinitives, theory

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PRESENTATION UNIT 7

Presentation unit 7

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THE MOZART EFFECT

The Mozart effect

“The Mozart effect can refer to: A set of research results that indicate that listening to Mozart's music may induce a short-term improvement on the performance of certain kinds of mental tasks known as spatial-temporal reasoning. Popularized versions of the theory, which suggest that listening to Mozart makes you smarter or that early childhood exposure to classical music has a beneficial effect on mental development. A US trademark for a set of commercial recordings and related materials, which are claimed to harness the effect for a variety of purposes"[1]

According to some scientists, the Mozart effect has great benefits for humans, such as developing the intelligence of children or mitigating the effects of some specific diseases such as Alzheimer's. Since 1993 there have been several experiments to show that listening to the music of Mozart has important benefits for the body. Although the effect is not lasting, listening to Mozart for a few minutes leads to increased mental performance according to neurobiological researchers from the Centre of Learning and Memory at the University of California.

With some diseases, the music of Mozart works wonders, coming to have a temporary improvement. In children between 3 and 12 years it has improved the capacity of reasoning. On the contrary, the Mozart effect does not affect other abilities such as memory, verbal fluency and attention. The researchers sought to define the characteristics of the music of Mozart as compared with other types of relaxation music, and tried to explain physiologically the Mozart effect.

The first explanation given was that there was a similarity between music and activity in terms of frequency of activation and spatio-temporal changes. Another explanation was that the music of Mozart was able to activate brain areas that other types of music could not activate.The latter explanation came from the tests performed, to show that the music of Mozart activated brain areas related to emotions, auditory (as some other types of music) and also motor coordination and vision. There have been all kinds of tests, including rats, auditions, and improved learning capabilities of them.

The fully expanded benefits of these auditions should convince even politicians in Costa Rica. I think this music should be used in to nurseries and schoolsto make kids listen to classical music to improve the way they learn. Even though it would be expensive, especially in some rural areas, it is worth it to support a better education (higher quality) for our children.

Experts in the "Mozart Effect", after completing several studies and testing in children and young people, agreed in saying that it is the sonata for two pianos K448 W. A. Mozart piece ideal for the use of this effect. Mozart's music has, among others, the following positive effects: the development of skills in reading and writing, oral language development, math skills development, development of the ability to remember and memorize.

Sources:

http://en.wikipedia.org/wiki/Mozart_effect

http://hubpages.com/hub/Studies-Showing-Amazing-Benefits-of-Music-Education

http://onlinelibrary.wiley.com/doi/10.1002/smi.2460110124/abstract

[1] http://en.wikipedia.org/wiki/Mozart_effect

LETTER ENGLISH FEST

San José, August 17st, 2010

GOES
Students Government
ULACIT
Dear Students Government



My name is Jose Castillo Navarro; I am one Business Administration student at this University. I participated in one English Fest activity sponsored by English III students, group # 05 of Professor Krissia Cantillano Prado.

The organization of this activity began one and a half month ago. We were encouraged to bring our own ideas to choose the best one. The best proposal was the one brought by Javier Diaz, who is here. He proposed to do a similar activity to the program "Who Wants to be a Millionaire?" which airs every Tuesday on Channel 7. We call it "Who Wants to eat?" because we wanted to give food instead of money.

I believe that all participants and the public, that we were in the activity, really enjoy the show. I bring an introduction to the show, along with others partners. We work together and hard during the activity, everyone did their best for the success to this English Fest activity. I think we did it, even the professor Krissia, we congratulate our.

I congratulate the organization of the English Fest. It is because; all the activities were excellent and showed the creativity that each group has. I will hope, in the future, more that this activities that contribute to our development as professional carriers. It is a great idea by the university.
We teach teamwork, awaken our creativity and help us understand the language, not only as a means of communication between people, but as an interactive idiom that allows us to have fun, while we learn.

Thanks you, for the great experience.

PRESENTATION RED CROSS

Presentation of red cross

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PREVIOUS ENGLISH FEST ACTIVITY

GERUNDS AND INFINITIVES

Here is a brief review of the differences between gerunds and infinitives.

Gerunds are formed with ING:

walking, talking, thinking, listening

Infinitives are formed with TO:

to walk, to talk, to think, to listen

Gerunds and infinitives can do several jobs:

Both gerunds and infinitives can be the subject of a sentence:

Writing in English is difficult.To write in English is difficult.

Both gerunds and infinitives can be the object of a verb:

I like writing in English.I like to write in English.

But...
Only gerunds can be the object of a preposition:

We are talking about writing in English.

It is often difficult to know when to use a gerund and when to use an infinitive. These guidelines may help you:

Gerunds are often used when actions are real, concrete or completed:

I stopped smoking.(The smoking was real and happened until I stopped.)

Infinitives are often used when actions are unreal, abstract, or future:

I stopped to smoke.(I was doing something else, and I stopped; the smoking had not happened yet.)

When you are ready, you can go on to the exercises


Cloze Exercise: Gerunds and Infinitives

Yuri was in his first year at university, studying History. He was rather a lazy student, and he tended to avoid (work)_____ whenever he could. In the middle of the semester, his history professor gave out an assignment, due in two weeks. Yuri intended (do)_____ the assignment, but he postponed (write)_____ it for a week. The following week, he forgot (do)_____ it. The night before the assignment was due, he suddenly remembered it, and rushed to the library. He tried (read)______ as much as possible on the topic, but there wasn't enough time. Yuri considered (ask)_____ for more time to do his paper, but the History professor was known to be very tough on students, so finally he decided (cheat)_____ and copy his paper from somewhere else. He found an old article on the same topic, and quickly typed it out. The next day, he submitted the paper. The following week, he was alarmed (see)_____ the professor approaching him, looking angry. "Is this your own work, or did you copy it?" asked the professor. Yuri denied (copy)_____ the paper. "If you expect me (believe)____ that, you must be very stupid," said the professor. "Every word is taken from an article I wrote myself five years ago. Did you really think I would forget (write)______ it?"

TAKED TO: http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/gerinf1.htm