Environment Analysis

A STRATEGIC MANAGEMENT MODEL IN ENGINEERING

EDUCATION

Emília Maria Delgado Domingos Antunes Malcata Rebelo

Territorial and Environment Planning Section, Faculty of Engineering of Oporto University, Rua Dr. Roberto Frias, 4200-465 PORTO, PORTUGAL,

emalcata@fe.up.pt

Abstract

This article begins by a theoretical analysis of the strategic management process. A new overall model is developed and applied to Engineering Education that is based upon a strategic rationale. In this model, it is analysed the importance of the university/faculty structure, their environment and their real and potential inter-connections and integrated relations with the internal and the external environmental agents and features.

Finally, a case study is featured: The Oporto Faculty of Engineering. The inter-connections with the environment reality are pointed out: the community in general, the governmental organisms, the financing funds, the research and development centres, the firms and the industry, the professional associations, the graduated students, and the other high level and professional schools.

1. A STRATEGIC RATIONALE IN ENGINEERING HIGH SCHOOLS MANAGEMENT

The strategic planning and management process consists in a cyclical inter-related analysis that consists in the following steps:

According to the Harvard Rationale, the process of strategy establishment comprises an opportunity analysis, as well as an assessment to the organisational and exterior strengths and weaknesses.

In the Engineering Faculties there should be lead a strategic planning and management process (Holdaway e Meekison 1). The environment should be analysed, and the consequences of the changes evaluation over the proper organisation should be considered (Mintzberg,2). This connection between the institution and its external environment is crucial to its success. In the following diagram is pointed out the main agents with which the institution has to deal, considering that the strategic elements are the environment, the university, the existing and the proposed programs, and the abilities and plants:

MAKING IMPLEMENTATION

Figure 1. A Strategic Management University Model

The existence of the organisation is based upon its capacity to attract individuals and group that are willing to collaborate in mutually b eneficial changes (Chaffee3). These co-operation mechanisms to which people and groups freely adhere, allow perception adjustments, and the definition of frameworks common to the individuals that belong to the organisa tion and those that keep straight relations with them. The legitimacy and the ability to motivate and communicate are the values assumed to be the most important in these kinds of institutions.

1.1. The Importance of the Organisational Culture

The organisational culture consists in the values and believes an organisation has concerning the way it should be driven, as well as the way its human resources are expected to behave, and should be treated.

The Organisational Culture represents a stabilising infl uence over the activities that are being performed by an Organisation, thus it is a crucial factor in the strategic management process.

A culture with strong features faces the environment uncertainties in a more controlled way, allows the prediction of be haviours, and the organisation of the appropriated answers beforehand.

The importance of the organisational culture is visible in the meanings transmitted to the institution members, thus gathering their involvement in the project. These meanings include behaviour regularities observed, norms developed, dominant values assumed, dominant philosophy, rules needed to remain in an organisation or to be accepted as a new member; and the feeling spread over an organisation due to its physical environment and the way its members interact with the extern al entities (Rue e Holland4).

1.2. The Structural Organisation

An organisation consists in a consistent group of people within an organised system in evolution, whose co-ordination efforts are targeted to the attainment of certain goals, in a

dynamic environment.

The specific features of Universities require a structural or ganisation that Mintzberg5 call the professional bureaucracy. Teachers have a considerable autonomy, which allows a concentration of the power in the lower layers of the hierarchy. This power in based in a specialised knowledge, that is too much complex to de supervised by managers or patterned by analysts, and on the production of patterned services.

Mintzberg5 point out two fundamental mechanisms to co-ordinate the work of the professionals:

? The pigeonholing process, that consists in the division of the activities of an organisation in a collection of components or patterned programmes, which in

turn are applied to pre-determined (or contingent) situations;

? The standardisation of knowledge and abilities, that occurs along the learning and training process of the specialists in their areas, making up expectations about

what is expected they will perform in their professional work.

These co-ordination mechanisms allow the professionals to concentrate in the performance and improvement of their activities near their clients/pupils, far away from the supervision from colleagues and hierarchical superiors.

In this kind of structures emerge two parallel hierarchical structures: the one of the professionals, which is a democratic one, oriented from the bottom to the top; and the other one of the support personal, bureaucratic, and oriented from the top to the bottom. In this last hierarchy, the status and the power of the lower layers are under the supervision of the higher ones (Bidwell6, 1965; Blau7 ). There often turns up some conflict situations due to the opposite approaches of a professional orientation to services, and the bureaucratic orientation to the scrupulous performance of behaviours (Blau7).

The institutional administrators have specific responsibilities:

? To face disturbs in the organisational structure, thus they need to negotiate with the representatives of the different units within the institution, without imposing

them final solutions;

? To manage the pigeonholing process, that is still incomplete, and they need to interfere in disputes between the professionals that may result from problems that

do not fit the pre-determined patterns;

? To solve problems of co-ordination between the professionals hierarchy and the administrative one.

The institutional administrators in the professional bureaucracies, however, play a key role in the relationship of the organisation with its external parts (government, local authorities, representatives of the local community, etc.). This role consists in (Mintzberg2):

? Protection of the professionals autonomy from external pressures;

? Negotiation processes established with the external parts in order to get

financial, ethical and moral support from them;

? Capability to get as much resources as needed so that they can assure the

professionals an efficient performance of their tasks.

The external roles for a University administrator have, thus, a strong informational and inter-personal component, and manifest themselves:

? In the establishment of communication contacts through which they construct

the informational system concerning the organisation external environment;

? In a figurative role, because the managers develop certain routine tasks with

some ceremonial;

? In a spokesperson role, that stands upon their ability to establish public

relations, and to inform and satisfy people that somehow influence the

organisation.

The fundamental power feature within a higher Education Institution is that if the administrator exercises it in an effective way, thus the professionals become dependent upon him. Indeed, the professionals renounce to some of their administrative power giving it to the institutional managers. But a manager only keeps his success if he is perceived by the professionals as representing their real interests, what he reinforces through his experience in the relation with the envir onmental parts.

1.3. Mission

The Mission expresses the fundamental reason for an organisation′s existence, and establishes what it wants to perform in order to satisfy the society expectations. Its formulation has two faces:

? The explicit expression defines the core of its operations in terms of its product/service and its market, and supposes a decision making related to the

basis institutional values (the clients, as well as to the responsibilities and

functional compromises it establishes with them). It allows the identification of a

particular institution by its own specific characteristics.

? The implicit expression consists in a set of values shared by all within the organisation, which shows the basic reason for its existence, and also provides a

common framework for the decision making and for the management process. Considering the specific features and decision-making models in the education institutions, its mission mainly results in the development of political consensual processes, and it influences the ethical, strategic and personal decisions made up by its members.

1.4. Objectives

The objectives set the specific targets to be attained. In these kinds of institutions the objectives are not clear, in opposition with what happens in firms. The management of educational institutions focuses in broad objectives, values and mission, and it follows a set

of qualitative and quan titative approache.. It is also very important a good fit between the institution and its environment (Hofer8).

Considering that the organisational structure that is typical to these institutions corresponds to an inversion of the organisational pyramid, where the classes and the knowledge transmission are the main activities, frequently the objectives app ear quite disconnected and reflecting divergent positions of the different units within the organisation.

This is why there isn’t a hierarchy of objectives, but rather a matricial pattern in its detection, where there is important to consider the differen t parts involved: the institution, the functional areas, the pre and pos-graduated courses, and even the groups of individuals.

1.5. Strategies

According to Mintzberg2, in Universities the strategies are patterns of decisions and actions that emerg e from a variety of interactive processes. There are two opposite extremes in the process of their formulation:

? The intentional or deliberated strategies, performed according to the leaders planning models;

? The emergent strategies, that consist in patterns or consistencies performed without, or besides, the intentional reasons.

The power within this kind of institution is highly diffused and fragmented, and teachers develop their activities in a quite autonomous way, strictly related to their pupils, wh at leads each group to develop their own strategies, and tries to interfere in the decision making process, taking advantage of it.

Mintzberg2 identifies the following strategic patterns in the Higher Schools Institutions:

? There aren’t clear objectives. The process formulation reflects a division of

the power within the members of a complex coalition.

? The strategy formulation is more a reactive answer to existing problems than

a proactive search of new opportunities;

? Decisions are made in a sequential way, through incremental and disjoined

steps.

It means that the planning and strategy processes don’t consist in the conscious design of objectives and tools, but rather in the detection of the lowest level of coherence in the emergent decisions and actions, within an orientation to future.

1.6. The decision making process

The decisions are taken in a diffused, diverse and cyclical way, by a great number of individuals or organisational units, and they make viable great changing flows through incremental adjustments.

The powers of the traditional administrators concentrate in the defence of the interests of the different internal components of the organisation, in its relationships with the external environment. Their involvement in the strate gic planning and management processes is crucial.

In these institutions there appear to be four different implicit models of decision making :

? In the analytical model or model of the rational actor it is made a choice between the different possible alternatives, though the rational evaluation of their

respective consequences in what concerns the attainment of the organisational

objectives;

? The dust-bin model, which has clearly irrational characteristics, centres in non-intentional behaviours that provide an a random perspective of the decision

making processes. It consists in a set of choices that seek problems, the

appearance of themes matters and feelings that look forward to decisional

situations, by proposed solutions to values to which they can answer, and by

decision agents that search for work (Van Vught9).

? The collegiality model approaches the decision making as a consensual

process in which participate different individuals that, although playing different

roles and keeping different specificnesses, share common objectives to the

organisation;

? The political model consists in the turning up of processes of power resulting

from differences between the different groups inside the organisations, that lead

to the constitution of coalitions and to exert pressures over the decision agents.

Great deals of decisions in these kinds of institutions are clearly political ones. There exists also a great diversity in the decision-making agents:

? The decisions concerning the teaching activities are responsibility of the

teachers because they are the only ones that supervise their speciality areas;

? The administrative services, such as the financial management or the treasury

or accounting systems are assured by the administrative agencies of the

institution;

? The potential students and external parts decide upon the attitudes to adopt

towards the institution;

? The global institutional decisions are the responsibility of the government and

the proper organisation, and play important roles that contribute to their success

or failure expectations.

The decision making process is frequently characterised by a general lack of coherence because the decisions taken result from a variety of interactive processes. The compromises can be established based on negotiation processes or on a conflict between interests.

1.7. The strategy implementation process

In what concerns the implementation of the strategic patterns in Universities, different planning proposals stress the flexibility, which is the capacity the institution has to adapt to non-predicted and permanently changing circumstances. It allows the organisation can give convenient answers because there are high levels of uncertainty in its external environment, and the ability to c ontrol them is rather incomplete. Thus, the flexibility mechanisms that are proposed by the different strategic planning conceptions are (Van Vugh9):

? The incremental planning proposes the decisions should lead to the resolution

of specific problems, and to the accomplishment of little changes, instead of great

deep reforms;

? The communication and transaction planning suggests that the different

opinions and organisational positions should be integrated in the decision making

process through dialog pro cesses that allows the social learning, and lead to

consensual positions;

? The cybernetic planning defends that the different cells in the institution

should use their own images, symbols, values and self-conduction abilities in

order to avoid the failure of the whole organisation they belong to. It also

proposes that decisions should be delegated in the units or individuals that have a

deep and detailed knowledge of the situations in which the planning process

should occur.

? The processual, the mixed insp ection, and the adaptative planning propose the

introduction of accompanying systems at the different levels, as well as the

consideration of feedback circuits, as well as the postponing of more deep

decisions. This allows a continuous evaluation process and a re-direction of the

planning process, best fitting it to the changing circumstances.

1.8. Organisational Problems

The main problems that emerge in the professional bureaucracies depend directly upon its characteristics of autonomy and democracy, and reflect the lack of conscience of the professionals in relation to co-ordination, discretion and innovation questions (Mintzberg10.

The co-ordination mechanism, in which the professional bureaucracy is based, is the standardisation of knowledge and abilities. This process occurs through the long theoretical and practical formation and the training of the specialists. The co-ordination mechanisms (usually applied in other kinds of organisations, such as the direct supervision, the mutual adjustment, or the standardisation of work processes and outputs), cannot be applied because the work is highly complex, their results are uncertain, and there is a deep approach between the professionals and their clients.

However, the standardisation of knowledge and abilities has many restrictions when it deals with many of the problems of higher education institutions. The kinds of problems that can emerge are the following ones:

? Co-ordination problems between the professionals and the support personnel,

that results from the contradictions between them: the vertical power of the

authority line, and the horizontal power of the professional specialists;

? Co-ordination problems between the proper professionals, that result from the

pigeonholing process application. Professional bureaucracies, indeed, are not

integrated entities, because people who work in them only share the search for

resources and support services, and the allocation of the needs to programs and

pre-defined contingencies is artificial.

The design of the professional bureaucracy considers that all the professional tasks uncertainty is cleared away through the pigeonholing process. But the discretion problems appear because this process, when concentrates power in the hands of singular professionals, doesn’t consider only their complex capacities and the standardisation of work, but also believing in their constructive criticism. Problems may turn up because incompetent or unconscious professionals may not want to update their knowledge, may concern more with the income than with the pupils, may overvalue their abilities over the needs of the pupils, or may not want to oppose their pairs.

In the professional bureaucracies, the professional’s unwillingness to work co-operatively with one another may lead to the appearance of innovation problems. These organisations present performance structures that, although well adapted to the production of existing problems (deductive rationale), do not fit difficulties previously predicted (inductive rationale), an d that will require the re-arrange of the existing pigeonholes.

The power to perform changes is diffused, as a result from the operators’ autonomy, and the inversion of the decision-making power. Their implementations require the accordance of everyone, a nd it is a slow process, characterised by a succession of tiny negotiated adjustments.

A background of interactions among different subjects is needed to deal with the dynamic environmental conditions. It also requires a deep change in abilities, and the development of a co-operative spirit.

2. Case study: the Faculty of Engineering of Oporto University (Portugal)

In the Faculty of Engineering of Oporto University (Portugal) there have been attached particular attention to the following management processes:

? Students – Selection processes should include not only the evaluation of the scientific knowledge but also psychological and technical tests, interviews and

group dynamics that show leading, communication, initiative and

entrepreneurship features as well as the motivations of candidates to high level

studies. The teaching and learning processes should allow to deep scientific and

technical knowledge, but also reinforce and develop important professional

characteristics.

? Budget – there should be devel oped autonomous financial sources: accomplishment of works to outside firms, development of marketing in order to

attract new proposals, up-to-date information about financial supports to projects, pupils or certain works.

? Research and Development – strict relation to exterior investigation centres and firms in order to identify important developments with a big potential economic

impact.

? Management – High School Boards should include representatives of the environment community, firms and public entities of the most related economic areas.

? Extra-curricular works – should include professional training and conferences with the participation of representatives of firms and other environmental entities.

? Skills and installations – they should include a modern technology up-to-date library, modern installations, and different-level support: informational,

psychological, professional oriented, exterior -related opportunities, legislative,

economic and financial.

The strategic management has been performed in a successful way, taking advantage of the following organisational structure:

The analytical model proposed has great success potentialities in Oporto Faculty of

Engineering: it shows the many perspectives through which the strategic thinking can be applied to Civil Engineering Faculties, allowing to incorporate in the management and education process all the information coming from its changing environment.

* SYSTEMS ADMINISTRATION UNITY * N ETWORK D ATA C OMMUNICATION U NITY * INFORMATION SYSTEMS UNITY

*APPLICATIONS AND USER SUPPORT UNITY * HIGH PERFORMANCE COMPUTING UNITY

**PRE-GRADUATION UNITY *POS-GRADUATION UNITY *ADMINISTRATIVE WORK UNITY * R ECRUITMENT A ND P ROFESSIONAL NTEGRATION UNITY * CAREER MANAGEMENT UNITY * PSHYCOLOGICAL SUPPORT UNITY * CIVIL CONSTRUCTION UNITY * TECHNICAL MANAGEMENT UNITY * EQUIPMENT MAINTENANCE UNITY

* HYGIENE, ENVIRONMENT AND SECURITY UNITY

* BIBLIOGRAPHIC PROCESSING * INFORMATION RESOURCES *RECEPTION

*DIGITAL LIBRARY *EDITORIAL

* INFORMATIC SYSTEM *HISTORICAL ARCHIVE * MARKET AND IMAGE UNITY * FINANCING PROGRAMS UNITY *COOPERATION UNITY

* ACCOUNTING, BUDGET AND PATRIMONY UNITY * STEWARDSHIP UNITY * TREASURY UNITY * BUDGET EXECUTION UNITY

BIBLIOGRAPHIC REFERENCES

1. Holdaway, E. A.; Meekison, J. P., Strategic Planning at a Canadian University, Long Range Planning, Vol.23, no4, 1990

2. Mintzberg, H., The Manager′s Job: Folklore and Fact, Harvard Business Review, July-August, 1995

3. Chaffee, E. E., Three Models of Strategy, Academy of Management Review, 1985

4. Rue, L.W.; Holland, P.,Strategic Management – Con, McGraw-Hill International Editions – Management Series, 1989cepts and Experiences

5. Mintzberg, H.; Waters, J., Of Strategies, Deliberate and Emergent, Strategic Management Journal, Vol. 6, 1985

6. Bidwell, C. E., The School as a Formal Organization, in J. G. March (ed.) The Handbook of Organizations (Rand McNally), Capítulo 23, 1965

7. Blau, P. M., The Hierarchy of Authority in Organizations, American Journal of Sociology, pp. 453-467, 1967/68

8. Hofer, C. W.; Some preliminary research on patterns of strategic behaviour, Academy of Management Proceedings, pp. 46-59, 1973

9. Van Vugh, F. A., Flexibility Production and Pattern Management, Higher Education Policy, Vol.4, no 4, 19

10. Mintzberg, H., The Structuring of Organizations – a synthesis of the research, Prentice-Hall Inc., Englewood Cliffs, 1979

BIOGRAPHICAL INFORMATION

EMíLIA MALCATA REBELO is a civil engineer and Master in Business A dministration and is Assistant at the Territorial and Environment Planning Section, at the Faculty of Engineering of Oporto University. In her MBA thesis she developed new concepts about strategic planning and management in higher education institutions.

雅思大作文环境保护图文稿

雅思大作文环境保护集团文件发布号：（9816-UATWW-MWUB-WUNN-INNUL-DQQTY-

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Work out / make / enact environmental policy encourage low carbon economy 3.企业方面： 推出环保产品引领大众绿色消费习惯 Promote environmental products / production lead green consuming habits Environmental-friendly 4.个人: 提升环保意识倡导低碳生活方式Improve public’s green awareness encourage / advocate low carbon life style Raise Arouse Increase 5．科技： 开发可再生清洁能源投资开发节能科技 Exploit renewable clean energy invest in energy-saving technologies 你认为环保一定是政府或企业的责任吗? 范文

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雅思大作文环境保护

环境保护类 一．环境问题 1.气候变化、全球变暖：climate change global warming 2.空气污染、垃圾增多：air pollution increase of rubbish / garbage 3.能源危机、缺水、森林砍伐：energy crisis water shortage deforestation 4.自然灾害、酸雨、沙尘暴、干旱、水灾： natural disasters acid rain stand storm drought flood 二．原因（根本） 人口增长工业发展人类活动 Population growth industrial development long-term human activities 三．方法 1.世界方面: 全球合作达成共识制定环境保护国际准Global cooperation reach agreement set international standard s for 2.政府方面： 环保政策鼓励低碳经济发展 Work out / make / enact environmental policy encourage low carbon economy 3.企业方面： 推出环保产品引领大众绿色 消费习惯 Promote environmental products / production lead green consuming habits Environmental-friendly 4.个人: 提升环保意识倡导低碳生活方式 Improve public’s green awareness encourage / advocate low carbon life style Raise Arouse Increase 5．科技： 开发可再生清洁能源投资开发节能科技 Exploit renewable clean energy invest in energy-saving technologies 你认为环保一定是政府或企业的责任吗? 范文 第一段：（背景句）environmental protection is one of the most important challenges almost every countries is facing . (复合句) 六种：宾从、定从..... however ，whether only government and big firms have resources and powers to preserve our environment is a controversial issue .

雅思写作7分官方评分标准解析

Some experts believe that it is better for children to begin learning a foreign language at primary school rather than secondary school. Do the advantages of this outweigh the disadvantages? Foreign languages have increasingly gained popularity among students these years, given that the world is shrinking and each country now has a more frequent contact with the outside world. Many people[c1]argue that children should begin learning a foreign language at elementary school, instead of waiting until [c2] they enter secondary school. There are several reasons for this. Firstly, despite the fact that parents do not want to put too much pressure on their children, they also do not want them to lose at the starting line. This means, if the kids start to learn a foreign language early, their parents are relieved from the thought that their kids will have to catch up later on, which is true to some extent. On the other hand, it is scientifically proved that children tend to learn a language faster before the age of 12. As far as I know, my friends who started to learn English when they were six or seven now have a much more satisfactory English level than those who started at12 or 13. So it is wise to have foreign language course in primary school curriculum. Additionally, learning a foreign language at an earlier age can lay children a solid foundation for future studying.Rather than just learning a language itself, children learn a lot more about the learning methods. As a result, when they enter secondary school, they can explore more languages and enrich their knowledge by extensive readings.

保护环境的英语作文10篇完整版

《保护环境的英语作文》 保护环境的英语作文（一）： Now， our side of the car constant more up， the environment also increasingly worse! That the air around us there are many harmful substances。 Therefore， we want to Sue around things start to do。 For example， we can go to school by bike or walk， it can exercise。 If you have time can use less elevator， many climb stairs。 We can not only physical exercise， but also to protect our environment。 此刻，我们身边的汽车不断的多了起来，环境也越来越糟糕！以至于我们周围的空气有很多有害物质。所以，我们要苏身边的小事做起。比如，我们能够骑自行车上学或者步行，这样还能够锻炼身体。有时光的话能够少用电梯，多爬楼梯。我们不仅仅能锻炼身体，也能保护我们的环境。 保护环境的英语作文（二）： There are still many problems of environmental protection in recent years。 One of the most serious problems is the serious pollution of air，water and soil。 the polluted air does great harm to peoples health。 The polluted water causes diseases and death。 What is more， vegetation had been greatly reduced with the rapid growth of modern cities。 To protect the environment， governments of many countries have done a lot。 Legislative steps have been introduced to control air pollution，to protect the forest and sea resources and to stop any environmental pollution。 Therefore， governments are playing the most important role in the environmental protection today。 In my opinion， to protect environment， the government must take even more concrete measures。 First， it should let people fully realize the importance of environmental protection through education。 Second， much more efforts should be made to put the population planning policy into practice， because more people means more people means more pollution。Finally，those who destroy the environment intentionally should be severely punished。 We should let them know that destroying environment means destroying mankind themselves。 保护环境 目前环保还存在着许多问题。最严重的问题就是空气、水和土壤的严重污染。污染的空气对人类的健康十分有害。污染的水引起疼病，造成死亡。更有甚者，随着现代社会的迅速扩建，植被大大的减少。

环境类--雅思范文Environmental-problems

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2016.12.17雅思真题大作文7分范文

Task：Some people think getting old is entirely bad. However, others think that life of the elderly in modern world is much easier than in the past. Discuss both views and give your own opinion. 思路解析： 2016年雅思收官之战的作文来了一道新题，问当今社会老年人的生活是不是很 糟糕?说是新题，因为本题以前从未原题出现过，但关于年龄的话题却不缺少。 比如2010年7月10日“年轻人是否适合担任政府要职”，2012年3月10日“老 龄化现象的原因及解决方法”，2012年3月31日“年轻人和老年人谁的价值更 高?”，2013年6月8日“政府是否应该对老年人养老提供财政支持?”，2015 年1月1日“年轻人当领导，行不行?”，2015年4月11日“老年人与年轻人 争夺工作职位，怎么办?”等等。 本题需要论证的对立观点是：年老很糟糕 vs. 当今社会年老没有那么糟糕。那 么，变老有哪些坏处呢?首先，当然是身体条件没有以前好了，甚至可能出现多 种疾病(物质层面);其次，不工作了，与人的联系少了，心里可能会感觉孤单， 甚至感觉没有价值了(精神层面);最后，变老后对社会的依赖程度更高，给社会 增加了压力(社会层面)。那么，这些问题在当今社会是不是得到了解决呢?首先， 医疗条件的改善有助于保持老年人的身体状况;互联网的出现有助于缓解老年人 的心理孤单问题;物质水平的提高也降低了老年人给社会造成的压力。如此观之， 现代社会老年人的生活的确容易多了，但我的观点是：外部条件只是改善老年人 生活的一个方面，最重要的还是老年人自己要积极调整心态，努力适应退休后的 生活，从而过一个更幸福更祥和的晚年。 Sample answer： Getting old is a natural process that nobody really likes. When you reach a certain age, your physical conditions will inevitably deteriorate, and you may suffer from various kinds of diseases. When you retire, you will feel isolated because your previous work contacts may be all gone, then you may feel useless to the world. Furthermore, when you get too old, you’ ll have to rely heavily on the support from others, either physically or emotionally, and your life will become a great pressure to your family and the whole society as well. For all these bad things about getting old, many people argue that the life of the elderly today is much easier than in the past. In the first place, medical advances nowadays have made it possible for the old people to stay sound and healthy for quite a long while even after they retire. Diseases such as diabetes, hypertension and heart attack which might have

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雅思7分作文集

Popular events like the football world cup and other international sporting occasions are essential in easing international tensions and releasing patriotic emotions in a safe way. To what extent do you agree or disagree with this opinion? The World Cup football match and the Olympics are held worldwide with great national support and expectations. As a fan of those competitions, I agree with the idea that sporting events can be necessary for international relations and national unity. In this essay, I will think about the effects of these popular sporting events. First of all, the World Cup, Olympics and other international games work for easing tensions among different nations. For example, South and North Korea have football games regularly which give two nations a chance to understand each other deeply. In the mid 1990s, a hundreds of North Korean supporters came to South Korea with the footballers and they were very excited during the sporting events. Even if it sounds ridiculous, many South Koreans were quite surprised at that moment when North Koreans shouted and cried during the match. We all realized that they were very normal sports fans even though they were occasionally very secretive. Through the sports, two divided nations could reduce their political and ideological tensions and could feel the patriotic unity. On the other hand, some sports matches can make international relations worse. For instance, football or baseball games between Korea and Japan are always big matches in two countries where full of tensions overflow. Sometimes, after the matches, the two rivals blame each other and their patriotic emotions explode in an aggressive way. Even much worse scenario is that the troubles caused by losing games affect the players directly. As far as I know, a couple of Korean players in Japan are suffered from invisible discrimination after the match between two countries. In conclusion, I think that international sporting occasions can be one of the good ways to ease tensions or to release patriotism safely. However, I believe that games can not be the fundamental ways for the sound patriotism or peaceful international relations Some people say that the Internet is making the world smaller by bringing people together. To what extent do you agree that the internet is making it easier for people to communicate with one another? In today?s world _ due to the advancement of technology new inventions are coming into existence. It is a certainty that ?necessity is a mother of invention?. _ Internet is just like a wonder box, which contains every type of information. Besides it has also proved as a very important tool to connect people with each other. In today?s modernized era nobody has sufficient time to write letters to their loved ones. Moreover it also takes longer to send or receive any information. But through an internet it is an easiest way to send massages to our loved ones. Either it can be in the form of an e- mail or by text messages from internet to cell phones. We can send and receive messages straight way. In other hand today?s youth generation mostly prefer to do chatting on () internet. Through this chatting we can write messages and straight way can get their reply. Moreover voice chatting is going to be very popular day-by-day.