Economics

Eurozone is going though the worst ever crises since the adoption of the common currency in 1999. In the aftermath of financial crises of 2007, many EU government due to their own fragile banking system and imbalance economic structures persued a debt-spending financing which resulted into a full-fledged sovereign debt crises .Though indebtedness increased in all members of the union to over come the recession but some states become more vulnerable. EU tried different measures to check the contagion but lack of an adequate institutional setup, poor coordination and the absence of a permanent mechanism to cope with such crises made the situation more worst. Many options have tried so far to get out of the mess but these have failed to address the underlying cusses of the catastrophe. The systemic policy failure has not only exposed the union to the risks of breakup but also render the future of Euro as a reserve currency more uncertain. Nevertheless, the challenge in the current situation demands a very well carved policy which ensures the integration of the union and stability of the Euro as the reserve currency. This challenging situation underpins the necessity to move further with a strong political will. Improving the euro area's fiscal woe by a balanced economic growth and overhaul of the regulatory architecture are the few areas calls for the serious attention of authorities. JEL Codes: G01, H12, H63, E44, E62, F36

"“Think Global but Act Local” seems to be nowadays the right expression that translates the process of elaboration and implementation of economic policies. The territory is therefore regarded as an effective level of production organization and decision-making that requires appropriate management of collective interests, while taking into consideration individual interests. This type of management is called territorial governance. In this article, we will tackle the case of wine production in the Bekaa valley (Lebanon) that seems to constitute an emerging territory, since it has favorable natural conditions and an involved human community. Wine sector in Lebanon in general and in Bekaa in particular faces problems highly related to the types of management adopted, and that could be solved through territorial governance.

resumé:
« Think Global but Act Local » est de nos jours l’expression qui traduit le mieux le processus d’élaboration et d’exécution des politiques économiques. Le territoire (au sens infranational) est ainsi devenu un niveau pertinent d'organisation de la production et de prise de décision qui nécessite une gestion appropriée des intérêts collectifs tout en tenant compte des intérêts individuels. Ce mode de gestion est connu sous le nom de gouvernance territoriale. Dans cet article, nous abordons le cas de la production du vin dans la plaine de la Bekaa (au Liban) qui, dotée de conditions naturelles favorables et d’une communauté humaine mobilisée, semble constituer une forme territorialisée en émergence. Le secteur du vin au Liban en général et dans la Bekaa en particulier fait face à des problèmes liés en grande partie aux carences des modes de régulation en vigueur, et auxquels la gouvernance territoriale semble constituer une réponse adéquate."

The idea behind this paper is to counter traditional thinking on economic and social development that considers development as dependent byproduct of macroeconomic policies led by governments, or as a sole byproduct of entrepreneurial dynamics on the micro level. The idea we are defending here is that the ”Community”1 as defined by German sociologist Ferdinand Tönnies, (a tighter and more cohesive social entity) is a context where the "social" and "economic” are less separated and where the spatial dimension becomes more significant. This context could be an adequate analytical framework and a tool for regional development in the context of a developing country like Lebanon.
In this context several questions arise: Could the concept of “community” be considered as an appropriate analytical framework of socioeconomic dynamics in the context of developing countries and how? What tools, does a community approach provide for regional development in Lebanon? What role do the existing tangible and intangible resources in the community play in the development process?
In order to find answers to these questions, we shall employ the wine industry in the Bekaa Valley in Lebanon as a case study.
After a brief background, we shall attempt, in the first section of this paper to present the socio-economic developmental situation in the Bekaa Valley. In particular, we shall focus on the agricultural sector, and examine the failure of both private and public sectors in developing this economic activity, and analyze the repercussions thereof.
In the second section, we shall demonstrate how the wine industry not only grew, in spite of this failure, but in fact outpaced most other local agricultural activities and industries as well.
Section three will examine the "community organization" surrounding the vine tree and the wine industry in the Bekaa Valley. This aspect goes beyond the economic factor, as important as this factor is in organizing the sector's activities, to touch upon social, geographical, cultural and historical aspects too.

O capítulo " Do Antigo Estado à Máquina Mercante " do livro " Dialética da Colonização " de Alfredo Bosi analisa a poesia de Gregório de Matos, especificamente o poema " Triste Bahia " e tece comentário sobre três pontos: análise histórica do poema, a representação da mulher branca versus mulher negra e poesia sacras. Para explicar o poema, Bosi recorre a uma análise histórico e categoriza Gregorio como pertencente a uma nobreza luso baiana cujo lugar social estava ameaçado pela decadência da economia açucareira. O poema é de um eu lírico conservador e reacionário sobre a decadência da Bahia. Zomba dos comerciantes, da acedência da economia mercantil, como fica claro quando se refere aos britânicos usando o adjetivo pejorativo " brichotes " (pequenos britânicos), para classificar os protagonistas da " máquina mercante " como corruptores da antiga ordem social. Gregório, homem branco e português, apegado aos valores de sangue e da nobreza, saudoso dos privilégios de uma sociedade estamental e da proteção política e econômica que o Antigo Regime proporcionava para os fidalgos, percebendo a perda de seu status social, discrimina as novas classes ascendentes compostas por comerciantes, e a ascensão das classes mestiças a posições de status políticos e econômicos. O poema descreve a ascensão do mercantilismo e se percebe um jogo entre o passado glorioso e o presente decadente, pois antes os negócios eram assumidos por nobres honrados e agora são tocados por uma classe de desqualificado. No final, o eu lírico julga a presente situação com vil. Outro ponto da poesia de Gregório de Matos é que as mulheres brancas são angelicais enquanto as negras e mulatas são degradadas e misturam um carácter de sensualidade, deboche, irreverência e escatologia. Bosi também comenta a poesia sacra gregoriana caracteriza por um ethos moralista e de salvação, por meio de um diálogo com deus, negociação com Ele para se redimir de seus pecados por meio de raciocínio muitas vezes tortuosos.

O papel das elites na política de transporte regional de Minas Gerais entre 1850 e 1940.
Projeto de monografia apresentado ao curso de graduação em Ciências Econômicas da FACE/UFMG, no primeiro semestre de 2012.
Orientador: Marcelo Magalhães Godoy

FACULDADE DE LETRAS -UFMG Curso de Letras – Disciplina LET212 - INTRODUÇÃO A LITERATURA PORTUGUESA – TN5.

1. Vida e Obra.
2. Interpretação do livro.
3. Biografema "Memória".
4. Fernando Pessoa e Cardoso Pires e conceito de memória.
5. "De Profundis, Valsa Lenta" é diário?

Población: 50 miliones.
Economia de ingressos medio-alto
Café, petroleo y finanzas bien desarrolada
20% de la población es estudiante universitario
Salario minimo de 250 dólares
Esperanza de vida de 75 ãnos
Población aumenta 1% por año.
Hay cerca de 11 dialectos de español en Colombia
Un colombiano médio gana un poco más de mil dolares por mes.

Spada (2013) explain the innatist perspective in the point view of Noam Chomsky stating that all human language are innate, because human been has a universal grammar in their mind and to acquire a language, child only need to be exposed to language, once our biological endowment will developed our language capacity naturally. Moreover, Chomsky states human have a critical period of acquisition, somewhere between 6 years old. After that period, humans don't acquire language anymore, but learn by receiving inputs, feedbacks and environmental interaction. Brown (2007) explain the innatist model using Krashen theory. It comprises five hypothese, cited below: 1) The input hypothesis: learners developed their language as they receive language inputs that are slightly more advanced than their current level. 2) The acquisition–learning hypothesis: acquisition and learning are different; once acquisition is subconscious process and learning is a conscious process, 3) The monitor hypothesis: the rules learned of a language is used to correct our language output, not to produce a communication spontaneously. 4) The natural order hypothesis: human learn language in a certain order, for example, from simple structure to more complex. 5) The affective filter hypothesis: learning process is affected by emotional factors. The innatist model has several limitation to use in today teaching practice, once teaching process involved not only linguistic aspects (based only on inputs), but also by pragmatics aspects (language in use, not only how to speak, but when and in which contexts). Moreover, Chomsky critical period only consider biological factors, whereas it noticeable and known that language acquisition is influenced by identity, motivation and values factors of the learners.

Language learning is complex because it has many factors and variables involved. Thereby is hard to simplify and rationalize in order to construct of model able to explain these phenomenon. Despite the difficulty to analyises human learning process, some basic principles have been found, as: learning is a process, children and adult learn differently, social aspects are also important. Brown in chapter 10 states the following term for theoretical second language acquisition(SLA) models: Explicit and Implicit Learning; Awareness; Input and Output; Frequency. In few words, theses concepts means the learner must be conscious, be attentious and have to be involved in the class, or emotionally connected with the language, culturally speaking. Input is a key concept and refers to information, knowlege the apprentice are exposed in the learning process. On the other hand, Output is the production of language, e.g., speaking and writing. Brown also explains the Innatist Model, which states we acquire language subconsciously and learn consciously , the last is supported by the teacher monitoring the learning process. Moreover, students have to be in a confident environment be secure and friendly to learn. Besides the innative model, there is the "Cognitive Models" which avoid the concept of consciousness, to broad and unmeasurable and based it hypotheses in a more biological approach. Hence, our brain works with focal and peripheral attention, meaning we memorise dialogue as we train and pratice it. So it is a skill we learn through pratice, but there is also peripheral attention, which is more automatic process, as we use in small conversation and greeting, which means the language is used wihtout consuming much energy. Finally, explicit and implicit model concepts mean the first one when the language is used with awareness (knowing the rules of language) and the second spontaneously. Brown also mention the construtivist model, which puts more importance in social interaction and learning only is possible when it makes sense to the learning, hence we have to consider social factor when teaching. Models about learning process are complex, so in our teaching pratice we have to fit each model depending on the situation because all have advantages and disadvantage , and in real life we use all tools possible. In conclusion, each model brings a new aspects to consider when teaching and they are all bring interesting perspective for teachers.

Brown (2007) in chapter 2 explains the historical cycles and trends of Second Language Teaching methodologies and key concepts of the field, such as method, techniques and approach. For example, for Edward Anthony (1963) approach "is a set of assumptions dealing with the nature of language, learning and teaching", method is "an overall plan for systematic presentation of language" and techniques are "specific activities manifested in the classroom". On the other hand, for Jack Richards (1982) approach is "assumptions, beliefs and theories about the nature of language", method he calls "design" is "the relationship of these theories to classroom materials" and method "procedure" is " techniques and practices derived from one's approach ". The first methodology was the Grammar Translation Methods, which consists of vocabulary list exercices, grammar rules and passive learning with no importance given to communication. Therefore, learners never speak during class or practiced oral activities neither listening activities. It main goals was to teach learns how to read in a foreign language. Other kind of teaching approach, are the " Community Language Learning " , which considers language more than a communicative tool, but also a cultural knowledge and hence put emphasis in the relationship between teachers and learners. " Suggestopedia " advocates memorization in a relaxed environment, thus recommending to use baroque music to teach. The " Silent Way " is based on the observation of children language acquisition, which associate language with action and context. in its turn " Total Physical Response " is based in role play and in the teacher giving orders to the learners. " Natural approach " focus the learning process on the teacher, who gives input to the learners. Finally, " The Audiolingual Method " is based on use of audio and images, on the association between words and images, on dialogues listening and repetition, drills, in a way that learners " absorb " and " internalize " the language structures. The chapter makes an history of methodology used in past and in some case used until present day. There is not the perfect and the correct methodology that fit all case and classroom situations. Each approach brings new insight and tools that can be used by teachers as a tool to improve its classroom performance, but no one can be followed strictly and uncritically. Nowadays, the action approach is the last trend. It focus the learning process on the learner by teaching in context, demanding lot of interaction between the learners and by using an inductive grammar approach. In few words, methodology are evolving with time, technology and new scientific discoveries. Therefore it's wise to used and criteriously select the best tool available in our daily teaching practice, according to the material available, school infrastructure and learning approach and student profiles.

Language learning is complex because it has many factors and variables involved. Thereby is hard to simplify and rationalize in order to construct of model able to explain these phenomenon. Despite the difficulty to analyises human learning process, some basic principles have been found, as: learning is a process, children and adult learn differently, social aspects are also important. Brown in chapter 10 states the following term for theoretical second language acquisition(SLA) models: Explicit and Implicit Learning; Awareness; Input and Output; Frequency. In few words, theses concepts means the learner must be conscious, be attentious and have to be involved in the class, or emotionally connected with the language, culturally speaking. Input is a key concept and refers to information, knowlege the apprentice are exposed in the learning process. On the other hand, Output is the production of language, e.g., speaking and writing. Brown also explains the Innatist Model, which states we acquire language subconsciously and learn consciously , the last is supported by the teacher monitoring the learning process. Moreover, students have to be in a confident environment be secure and friendly to learn. Besides the innative model, there is the "Cognitive Models" which avoid the concept of consciousness, to broad and unmeasurable and based it hypotheses in a more biological approach. Hence, our brain works with focal and peripheral attention, meaning we memorise dialogue as we train and pratice it. So it is a skill we learn through pratice, but there is also peripheral attention, which is more automatic process, as we use in small conversation and greeting, which means the language is used wihtout consuming much energy. Finally, explicit and implicit model concepts mean the first one when the language is used with awareness (knowing the rules of language) and the second spontaneously. Brown also mention the construtivist model, which puts more importance in social interaction and learning only is possible when it makes sense to the learning, hence we have to consider social factor when teaching. Models about learning process are complex, so in our teaching pratice we have to fit each model depending on the situation because all have advantages and disadvantage , and in real life we use all tools possible. In conclusion, each model brings a new aspects to consider when teaching and they are all bring interesting perspective for teachers.

UFMG - FALE - Disciplina: FUNDAMENTOS MET. DO ENSINO DE INGLÊS: AQUISIÇÃO E ABORDAGENS - TNS41.
Professora: Valdeni da Silva Reis
Aluno: Oswald Stuart Nascimento Rabelo. Data: 15/05/2018

BACKGROUND ISSUES IN LANGUAGE LEARNING. Harmer (2007). Response Paper #5.

Harmer (2007) states that children until the of around 6 year acquire language, because these is a subconscious  process or natural and it is a result of massive exposure of the mother languages. These scenarios are specific to infant once they have an urge to communicate basic instinct and they are seen by adults with special attention. Therefore, children are exposed to a special kind of language with different intonation and shorter sentences.  These process is completely different with adult language learning, once the adult learning process is conscious and they has a mother language already organised in their mind. Various method aims to address the second language learning issue. One approach is the behaviourism, which focus basically on conditioning. For example, right  sentences are reinforced with compliments. On the other hand, wrong sentences are punished by requiring repetition until an "appropriate" language production are made. Other approach, the Direct Method aims to teach by associations between objects and names. Finally, an approach which mix both Direct Method and behaviourist principles, the audiolingualism method targets drilling and repetition. Currently, the latest researches on language learning consider the importance of student learning centered approach, meaningful communication, students feelings and emotions, the importance of a comfortable and positive classroom environment, less explicit grammar explanations and focus on more interactions between students.  Critics about contemporary approaches may arise when student empowerment tend to led to teacher authority weakening. Also teacher awareness of the importance of emotions is challenged by today's limited human mind understanding and limited widespread of cognitive knowledge among society. Moreover, humanism may not be an universal value, once today society is even more individualistic and materialistic than before.

UFMG - Inglês Sem Fronteiras
Professor: Italo Esteves
Aluno: Oswald Stuart Nascimento Rabelo
Data: 21/05/18
I am applying to Harvard’s doctoral program in Education in pursuit of a career in
academic research. I entered Education research because I enjoy teaching by using
new methods and approaches, mainly ones with Internet-based-technologies. This
interest was confirmed by my teaching internship, which included projects on
organising cultural fairs, class material creation, and substitution of teachers. These
experiences also led me to discover that I enjoy classroom environment, especially
class of students that are beginners, younger and highly motivated, allowing me to
employ last education tools available on the market, such as apps, translations and
streaming websites. My interest in Linguistics and Bilingualism recently led me to
explore the subfield of learning process in bilingual countries, in which I have a few
research ideas. I entered educational research because I enjoy the process of
teaching methodology theory area. I am fascinated of the teaching chain process,
since lesson planning until thinking about the key empirical factors of a successful
class, and making the correct approach to generate a motivated, engaged and
participative students. For example, one project I worked on for Professor Cristina
Bustamonte involved finding cognatas that are used both in Portuguese and French,
thus given to beginner students the feeling of french language awareness. In this
project, I enjoyed researching various words and expression used in both languages
and elaborating an illustrated, joyful and familiar material adapted to brazilian
students reality. Moreover, the project aimed to use inductive grammar technique as
part of the learner-centered-method. Hence, I assume the principles that pure
grammatic and metalinguistic use should be avoid in classroom and the main focus
of a language course is to enhanced students confidence and ability to communicate
based in real world and meanful situation. Overall, the greatest barriers are to boost
students confidence and to elaborate comprehensive tasks to the target student
audience. During my practice, I also began to discover students communicative
interests, especially those related to shopping, fashion and travels. For the French
cultural fair project, my major personal contribution was training my students to
correctly pronounce the ingredients and commands of a “French recipes” using
speech analysis software and Phonetics theory. I discovered that I enjoy carefully
thinking about the highly physiological aspect of the problem, like the existence
different mouth, tongue and tooth articulations for an accurate pronunciation, thus
leading myself of the development of interesting accent reductions techniques.
Similarly, I enjoyed the process of finding vocals insights in my survey project. One
insight involved describing brazilian french students speaking pattern; another insight
involved interlinguism between Brazilian Portuguese and French language. In both
findings, I was especially satisfied to know that these studies contribute to the
language field discoveries. My revealed interest in Languages Teaching led me
towards theoretical fields with wide applications, such as Psychology and Physiology
where human behaviour theory, specially neuroscience, increase the power and
scope of all of teaching theories. For example, neuroscience, it is known that
emotion and reasoning are intimately related in the learning process. In Physiology,
the mechanism in which humans articulate their communicative apparatus are
insightful whereas it is come to explain how to pronounce words. Also Evolutionary
Psychology are powerful theory to explain and give hints to educators about class
management and coping critical classroom situations. However, work in Humanities
often lacks of empirical research, once many hypothesis testing lack of data and
suffer from ethical issues constraint. To build a technical toolbox, I have studied
almost five years of linguistics and statistics undergraduate courses. Overall, I am
fascinated with teaching and enjoy research, especially building models and
analyzing empirical data. I am interested in Language Methodology Theory, Teaching
and Evolutionary Psychology and would like to explore these and other educational
fields in graduate school. My fascination with research will provide me with the
necessary ambition to succeed in Harvard’s program, while my extensive
coursework and field preparation will provide me with the necessary skills to succeed
in Harvard’s program.

Peer feedback is any comments given by the teacher or other classmates regarding rhetorical structure in a text in order to improve the student writing skills. It is a collaborative work and reinforce the idea that writing is a process, not a product. In other words, writing is a work of always rewriting our drafts until the text get nearly perfection. Usually, peer review is done in class after teacher comments erros of student's texts and ask for the pair of student to explain the mistakes committed. This methodology of peer feedback is interesting because it can make the evaluation process less impersonal, because if a student has another student correcting his text, he don't have the same hierarchical power than the teacher. One problem that arise from these approach comes when both student have lower writing skills and the peer feedback experiences is poor. Thus, is necessary to the teacher to guide the student about how to correct and, as I said, it is interesting that first of all, the teacher correct the text without given deep explanation and then the student try to find the reason why the errors were committed. One example I have experienced in peer reviewed was the teacher giving a list of abbreviation of common mistakes, then explaining for the class of what they consist and then asking for the student to identify their mistakes in pairs besides correcting it. But it is also true that due to time constraint, only fews feedback can be done by the teacher, who is more accurate on the task of correcting student tasks. One way to counter these difficulty could be the teacher collecting one or two writings and fully correction then to the class with the most common mistakes, because it's better having a partial complete and final feedback than any feedback at all after the peer review. Nowadays, peer review is very common and it also can be done online using computers and it has be proven to be an effective method of improving my writing.

Teaching English at school is important because it is the universal language or lingua franca in today's society. If somebody know english well, it can have more access to culture, knowledge and job opportunities, hence he or she could have a more complete citizenship, because he or she would enjoy a status of global citizen. My personal experience with English at school was not so great, because even studying in private high school, from my teenager years the class has around 50 students and I could barely participate orally during the courses. So, my family choose to enroll me in a english course outside the school to fulfill these gap we have in our regular english course. Also, I think my teachers use limited resources during class, because during the 2000 the Internet was already widespread for the middle class, but the materials used was restricted to the book. That's true that sometimes we watch some movies at school, but we didn't study english relates to ours daily life. The references books were from abroad and moreover, the teacher weren't languages professionals, most of them were native speakers, I think another myth in school is that the native know the language and how to teach it. As we see during our Linguistic course, I remember that controversial themes were avoid, such as politics, feminism, besides we saw a movie about racial issues in United States without debating it after watching it. We also saw a movie about a little boy during the Afghanistan war but also the teacher don't discuss it with the class, promoting any debate and even worse, she didn't display all the movie for us to watch. These examples illustrate that my school don't have a really engagement in debating taboo issues. Unfortunately key concepts of current education theory weren't apply besides being stated at the school pedagogical project, like critical literacy and multimodality. I think it happen because our english teacher didn't hold a teaching degree. Having traditional languages class, I could learn during my teens only the standard english and only the english spoken in britain and america. I remember my colleague asking