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

GOOD ORAL PRESENTATION

GOOD ORAL PRESENTATION

Know the needs of your audience and match your contents to their needs. Know your material thoroughly. Put what you have to say in a logical sequence. Ensure your speech will be captivating to your audience as well as worth their time and attention. Practice and rehearse your speech at home or where you can be at ease and comfortable, in front of a mirror, your family, friends or colleagues. Use a tape-recorder and listen to yourself. Videotape your presentation and analyze it. Know what your strong and weak points are. Emphasize your strong points during your presentation.

When you are presenting in front of an audience, you are performing as an actor is on stage. How you are being perceived is very important. Dress appropriately for the occasion. Be solemn if your topic is serious. Present the desired image to your audience. Look pleasant, enthusiastic, confident, proud, but not arrogant. Remain calm. Appear relaxed, even if you feel nervous. Speak slowly, enunciate clearly, and show appropriate emotion and feeling relating to your topic. Establish rapport with your audience. Speak to the person farthest away from you to ensure your voice is loud enough to project to the back of the room. Vary the tone of your voice and dramatize if necessary. If a microphone is available, adjust and adapt your voice accordingly.

Body language is important. Standing, walking or moving about with appropriate hand gesture or facial expression is preferred to sitting down or standing still with head down and reading from a prepared speech. Use audio-visual aids or props for enhancement if appropriate and necessary. Master the use of presentation software such as PowerPoint well before your presentation. Do not over-dazzle your audience with excessive use of animation, sound clips, or gaudy colors which are inappropriate for your topic. Do not torture your audience by putting a lengthy document in tiny print on an overhead and reading it out to them.

Speak with conviction as if you really believe in what you are saying. Persuade your audience effectively. The material you present orally should have the same ingredients as that which are required for a written research paper, i.e. a logical progression from INTRODUCTION (Thesis statement) to BODY (strong supporting arguments, accurate and up-to-date information) to CONCLUSION (re-state thesis, summary, and logical conclusion).

Do not read from notes for any extended length of time although it is quite acceptable to glance at your notes infrequently. Speak loudly and clearly. Sound confident. Do not mumble. If you made an error, correct it, and continue. No need to make excuses or apologize profusely.

Maintain sincere eye contact with your audience. Use the 3-second method, e.g. look straight into the eyes of a person in the audience for 3 seconds at a time. Have direct eye contact with a number of people in the audience, and every now and then glance at the whole audience while speaking. Use your eye contact to make everyone in your audience feel involved.

Speak to your audience, listen to their questions, respond to their reactions, adjust and adapt. If what you have prepared is obviously not getting across to your audience, change your strategy mid-stream if you are well prepared to do so. Remember that communication is the key to a successful presentation. If you are short of time, know what can be safely left out. If you have extra time, know what could be effectively added. Always be prepared for the unexpected.

Pause. Allow yourself and your audience a little time to reflect and think. Don't race through your presentation and leave your audience, as well as yourself, feeling out of breath.

Add humor whenever appropriate and possible. Keep audience interested throughout your entire presentation. Remember that an interesting speech makes time fly, but a boring speech is always too long to endure even if the presentation time is the same.

When using audio-visual aids to enhance your presentation, be sure all necessary equipment is set up and in good working order prior to the presentation. If possible, have an emergency backup system readily available. Check out the location ahead of time to ensure seating arrangements for audience, whiteboard, blackboard, lighting, location of projection screen, sound system, etc. are suitable for your presentation.

Have handouts ready and give them out at the appropriate time. Tell audience ahead of time that you will be giving out an outline of your presentation so that they will not waste time taking unnecessary notes during your presentation.

Know when to STOP talking. Use a timer or the microwave oven clock to time your presentation when preparing it at home. Just as you don't use unnecessary words in your written paper, you don't bore your audience with repetitious or unnecessary words in your oral presentation. To end your presentation, summarize your main points in the same way as you normally do in the CONCLUSION of a written paper. Remember, however, that there is a difference between spoken words appropriate for the ear and formally written words intended for reading. Terminate your presentation with an interesting remark or an appropriate punch line. Leave your listeners with a positive impression and a sense of completion. Do not belabor your closing remarks. Thank your audience and sit down.

Have the written portion of your assignment or report ready for your instructor if required.

By: English II review.

JOURNAL WEEKLY

Week 1
May 12- May 14
Introduction My-self

In this week we could saw the first introduction to this course and discuss about the content of the course syllabus. We review the vocabulary, language use, and mechanics. I read all of Unit 1 and I practice listening and speaking, I also checked some thing in the virtual lab “MyNorthStarLab”. I created a blog at https://www.blogger.com/start, called “ESSAYS ENGLISH III”. The address is: http://essaysenglishiii.blogspot.com/. I experiment with my blog, choosing an innovative format, uploading images, writing a welcome entry, and such. I Write a full introduction of myself and upload in blackboard and my blog.

Week 2
May 19-May 21
UNIT 1 “the Internet and Other Addictions”

Our activities (listening and speaking) were related to most common addictions we see in daily life, such as alcoholism, drug addiction, sex addiction, among others. I wrote in my column about gambling addiction, which was very positive because it knew a lot about this topic, because for a time, I was addicted to gambling and did not come out of the casinos. Thank God my family and I leave those vicious that could destroy me.

Week 3
May 26-28
INNOVATION WEEK

For this week I wrote a letter, to the organizer (her name is Ms. Paula Brenes), on what I learned at the activities I attended, and upload it to Blackboard. I did an oral presentation about what I learned. I need to admit, I failure in the presentation, I was confused and I forget what I had to say. What a shame!

Week 4
June 2-4
UNIT 2 “Honesty Is the Best Policy”

When I wonder if being honest is always the best policy, unfortunately I have to disagree. I repeat that lies are sometimes justified. Of course, this topic is controversial, but is my opinion only. I was learning a lot about modals-Degrees of certainty- and advance a level more in my knowledge of English. I invite you to visit the website: http://www.grammar-quizzes.com/modal1.html for more information about this topic.


Week 5
June 9–11
UNIT 3 “The Bold and the bashful”

People have different personality, you can see “bashful person” and reticent people, and every one is special. The problem is when your personality interferes in your daily life, for example in you are shy are not big problem, but in you have shyness, you’re in trouble.
The vocabulary I learned was: reticent, phobia, merit, extroverted, syndrome, chronic, kindred souls, misattributions, handicap, aloof and condescending; this came to increase my vocabulary previous.

Week 6
June 16-18
UNIT 4 “The Tipping Point”

This week we learned about “the principles of tipping point”. We discuss about the components of the model, those are: Connectors, Mavens and Salespeople. We did a presentation on how to apply these principles to a specific topic? In our group chose to design virtual classes in English to support and reinforcement to the English classroom lesson. I did my essay about “TECHNOLOGY WORLDWIDE TREND”: I enjoyed the adverb clauses of result and the story of two historical figures to American Revolution in the eighteenth century.

Week 7
June 23-June 25

For this week the best I remembered were “The corrections that the teacher had us do in the essays of other students. First, is good because we can learn more when other corrects our mistakes. Besides that led us on what he wanted to meet. We need to find the mistakes of form, content, grammatical structure if there were any such error. I thought it was an interesting way to learn.

Week 8
June 30-July02
UNIT 5 “FENG SHUI”

Everyone appreciates the benefits of beautiful, comfortable living environments. This is the promise of “Feng Shui way”, because if you follow its principles you can improve your physical and mental health, your relationships, and your worldly success.
Feng Shui (pronounced "fung shway") examines how the placement of things and objects within it affect the energy flow in your living environment, and how these objects interact with and influence your personal energy flow. Your personal energy flow affects how you think and act, which in turn affects how well you perform and succeed in your personal and professional life. Feng Shui affects you every moment of the day. I read about Feng Shui, but the presentation of my partner giving me more information about where are Feng Shui and this was excellent and very clear.
Read more about Feng Shui in: http://www.dummies.com/how-to/content/understanding-the-principles-of-feng-shui.html#ixzz0wAEIoXpI

Week 9
July 07-10
UNIT 6 “SPIRITUAL RENEWAL”

In modern life, there are many forms of spiritual renewal. Many people practice small daily ritual, pray to God, such as intentionally remaining quiet or spending time alone, a growing number of people believe in the life after dead, every body look for a spiritual life. This is one reason for a few people withdraw from mainstream society to live in a monastery, and become a monks (males) or nuns (females).
I love this topic, because I believe in God and the live after death. The monasteries throughout the world share a similar commitment: harmony, prayer, communal work and brotherly love, and for my, this is one way to know your self and a God.

Week 10
July 14-16

PREVIOUS ENGLISH FEST ACTIVITY

We were getting ready for the English Fest activity on time. We talk to our classmates and getting together to have all the details ready. We made a plan and assign all the functions and roles that each partner had to do that day. In my case, I got to say a little introduction which was:

"Good evening Teachers, students, and classmatesMy name is Jose Castillo Navarro; I am one Business Administration student at this University. I welcome all of you to this English Fest activity sponsored by English III students, group # 05 of Professor Krissia Cantillano PradoLet me tell you the steps we followed to develop this activity:1. One and a half month ago we started to prepare this activity. We were encouraged to bring our own ideas to choose the best one.
2. 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.

Today we are here, some weeks later, with this result.

We hope you enjoy the show because it is for you"


Week 11
July 21-23
English Fest activity (University Festival)

We did excellent. The teacher was very happy and we congratulate you.


YOU DID AN EXCELLENT ENGLISH FEST ACTIVITY!!!

FOR YOUR UNIQUE ENGLISH FEST ACTIVITY
"WHO WANTS TO EAT?"
Thank you for your participation and hard work!!!!!
English III Group 05 Students rock!!!!
I am very proud of all of you!!!!


Week 12
July 28-July 30
UNIT 7 “WORKPLACE PRIVACY”

In Wed. July 28th we had a debate in class. English Major Students from ULACIT visited our class to direct this debate. The topic was Biometrics method of personal identification taken to “BIG BROTHER IS WATCHING YOU”, page 168-169 in UNIT 7. The class was divided into two team, and debating about the biometric system. The use of this technology is very controversial due to serious privacy concerns related to the method and amount of data collection. One team was in favored and the other in unfavored.
This day, we discussed about this method, the pros and cons. First, one of the team outlined their arguments, then hand it to question and answered the question. It was very entertaining and educational.
The last Friday the group participated in another debate in class #210. This English activity is sponsored by English II students. The topics are technology and Illegal immigration. It was very interesting and the participants are well-dressed.

Week 13
Aug. 07-09
UNIT 8 “WARRIORS WITHOUT WEAPONS”

I did my last oral presentation about UNIT 8 “WARRIORS WITHOUT WEAPONS”. We spoke about the Red Cross organization and its seven principles: Humanity, Impartiality, Neutrality, Independence, Voluntary service, Unity and Universality. You can read more about those principles in: www.ifrc.org/what/values/principles/index.asp

IRREGULAR VERBS IN ENGLISH

irregular verbs in English

AID FOR LEARNING ENGLISH

It you need help to learn English (everybody need help in this case), these are some link for you:

http://buscador.rincondelvago.com/verbos+en+ingles

This site brings a list of irregular verbs in English but used:

http://apuntes.rincondelvago.com/verbos-irregulares-en-ingles_1.html

And if what you want is to practice I recommend:

http://www.mansioningles.com/ejercicios00.htm

PRONUNCIATION OF VERBS IN PAST

Pronunciation of -ED

There are basically three ways in English to pronounce the ending -ed of verbs as set out in the past tense. Let's look at each:

Sound [d] voiced (+vibration)

When the verb ends in sound vibration (ie when to pronounce the last letter feel that the sound vibrates in your throat), then, to pronounce the-ed past, it uses sound vibration [d]

listen listened [lísend]
study studied [stádid]
enter entered [énterd]
receive received [risívd]
memorize memorized [mémoraizd]
jam jammed [yámd]
rob robbed [róbd]
clog clogged [clogd]


Sound [t] voiceless (-vibration)
When the verb ends in dull sound (ie when to pronounce the last letter the sound does not vibrate, only thunder in the throat or lips and teeth), then, to pronounce the-ed past, use the dull sound [t]

walk walked [uókt]
talk talked [tókt]
stop stopped [stopt]
jump jumped [yompt]
laugh laughed [laft]
practice practiced [práctist]
match matched [matcht]
watch watched [uátcht]
wash washed [uásht]
close closed [clost]

Sound [êd] ó [id]
When the verb ends in sound [t] or sound [d] (noting that in previous groups none of the verbs ending in these sounds), then, to pronounce the-ed past, it uses sound [ed] whose voice sounds very tight and short.

repeat repeated [ripírêd]
invent invented [invéntêd]
wait waited [uéirêd]
want wanted [uántêd]
decide decided [disáidêd]
add added [ádêd]
include included [inclúdêd]
need needed [nídêd]

Taken to:
http://foro.univision.com/t5/Idioma-Ingl%C3%A9s/Pronunciaci%C3%B3n-de-la-Terminaci%C3%B3n-de-los-Verbos-en-Pasado-en-ED/m-p/64971622

-I AM JOSE-

THIS IS A FULL INTRODUCTION OF MYSELF. IS MY LIFE IN SMALL TIME.