Tuesday, 14 July 2015

Blog Discussion July 16 2015 (Thursday)

Please read the article, try to understand the main idea of it, and have a look at the questions below.
Remember, this is the discussion for Thursday.

Man Tries to Beat Bank at its Own Game with Fine Print that Gives Him Unlimited Credit

When it comes to fine print on user agreements and terms of service, I’ve found that there are those who blame companies for making these documents so long and complicated that most people will never read them (and might not even be able to understand the terms even after reading them), and then there are those who say consumers can’t complain if they don’t first read and understand everything they agree to. Here’s a story out of Russia that should appeal to both sides of that debate.
RT News has the story of a man who looked at an unsolicited credit card offer from Tinkoff Credit Systems back in 2008 and wondered what would happen if he signed the agreement, but only after writing in his own additional terms by hand.
Among the amendments in his version of the contract — unlimited credit, 0% APR, no fees, including the stipulation that he “is not obliged to pay any fees and charges imposed by bank tariffs.” Since the contract included a URL for a web page containing the full terms of service, the customer also wrote in a new URL of his own so that the bank couldn’t just say “but these terms are different than what’s published on the site.”
Per the amended terms, every change to these terms would result in a payment of 3 million rubles ($91,000) to the customer, or a cancelation fee of 6 million rubles ($182,000).
A pretty sweet deal. No way Tinkoff would agree to it.
But of course Tinkoff did agree to it, because it did exactly what most of its customers do — accepted this contract without reading it.
“The opened credit line was unlimited,” said the man’s lawyer. “He could afford to buy an island somewhere in Malaysia, and the bank would have to pay for it by law.”
He didn’t buy that island, but he did use the card for two years, racking up only $1,363 (including interest and fees) during that time. Not bad, considering the sweet deal he’d written for himself. But of course he wasn’t paying that amount because he maintained that he had a 0% APR and could theoretically just keep making charges on the sheer promise that he’d pay up someday.
And so Tinkoff sued the customer. However, the court held that his amendments were binding since the bank accepted them, whether it looked at them or not. The court said the customer only owed the principal balance of around $575.
Perhaps emboldened by this victory, the customer then sued Tinkoff for a whopping $727,000 for its failure to honor the amended agreement and for not paying out the agreed-upon penalty of $182,000 when it cancelled his account.
“They signed the documents without looking,” explains his lawyer. “They said what their borrowers usually say in court: ‘We have not read it.’”
Tinkoff insists that it will be vindicated and that the customer will ultimately get four years in prison for fraud instead of the pile of cash he sought.
“We don’t have small print, everything is clear and transparent,” wrote the bank’s founder on Twitter. “Try to open a card – then we’ll talk. Stealing is a sin – in my opinion, of course. Not all in Russia think so.”
By Chris Morran – Consumerist - August 9, 2013


Related articles:



Discussion Questions
With your partner, discuss the following questions. Feel free to ask any follow-on questions you like.


1.     What are your thoughts on this story?  Whose side are you on, the man or the bank?
Who do you think will win in the end?


2.     Do you usually read the small print before you sign documents?  Do you usually understand it?

 
3.     Have you ever regretted not reading the small print more carefully?   


4.     Are you good at managing your finances or you often find yourself spending more than you intended to?


5.     Do you have any financial tips for your classmates to help them manage their finances better?


6.     Are you happy with the service that your bank/credit card provider gives you? Do you ever have problems with them? Have you ever complained or contested any fees they charged you?


7.     Do you think that banks in general treat their customers well? Explain


8.     If you had a credit card with 0% APR and unlimited credit, what would you do with it?



Sunday, 12 July 2015

July 14 2015 Discussion Topic (Tuesday)

Remember, this is the Tuesday blog.

Please read the article and look at the questions. Your goal is to understand the vocabulary and the main meaning of the article. You do not have to understand every part of the article, but understanding and being able to describe the main meaning is very important.

The article blow does not include the pictures. You can find the pictures at:
https://in.news.yahoo.com/parents-fury-at-10-year-old-supermodel.html


Parent’s fury at 10-year-old ‘supermodel’

Read the following and be prepared to summarize it in class. Look up any vocabulary you don’t know.

The images that have upset parents and Mother's Union organisation. Photo: Sharif Hamza for French Vogue.Thylane Lena-Rose Blandeau in the Vogue Paris fashion editorial. Sharif Hamza for French Vogue.Supermodel Thylane Lena-Rose Blondeau’s appearance in an edition of Vogue Paris has prompted fury from parents... because she’s only 10-years-old.










The mini-model was featured in the January 2011 issue – as part of a 15-page picture spread called ‘Cadeaux’ (gifts). It included shots of a heavily made-up Thylane posing seductively in a chair, bed and on an animal skin rug, with her legs and neckline bared. The controversial pics were shown on US TV this month and reignited concern over the sexualisation of children in the media.

The debate comes as the Government announced a crackdown on inappropriate clothing and raunchy ads aimed at young kids earlier this year. They commissioned the Bailey Review to investigate enforcing restrictions on the sexualisation of children in the media and sexual content in advertising.  Reg Bailey, Chief Executive of the Mother’s Union is in charge of the independent review.

Thylane wearing heavy make-up, is this too grown up? Photo: Sharif Hamza for French Vogue.Fleur Dorrell, Head of Safe Policy at the Mother’s Union, told Yahoo! UK that these images were “blurring all thoughts of beauty” and were “physically disturbing” for adults. She added: “Modelling agencies think that it is ok to use pre-pubescent girls as models but this is completely selling us a different idea of beauty. They are making this girl look and feel as though she has to dress this way in order to be perfect.” “If you think about it in reverse they wouldn’t ask me, a 43-year-old woman to dress like a girl, so why would they want to dress her up like that?”

Despite concern over the images of Thylane, there is huge fan support for model, with a blog and several Facebook fan pages dedicated to her work. On one fan page a woman wrote: “I don't find this unusual, she is super talented...plus it’s French Vogue!!! FRENCH. VOGUE. Totally ok.”  Another fan added: “I am frustrated with all the people who deem this as sensual... Art is totally subjective and depends on the individual viewing it.”

The Mother’s Union and David Cameron have invited the fashion and advertising industries to reassess the representation of young people under the age of 16 at a summit in October.


Video -              http://www.youtube.com/watch?v=gy3T1zj4soY


Discussion Questions

With your partner, discuss the following questions. Feel free to ask any follow-on questions you like.

1.     When you first looked at this article, read the title and saw the pictures, what were your initial thoughts?  Do you find the pictures disturbing?


2.     What is your opinion of Thylane’s parents?  Are they doing anything wrong? 
Do they deserve to be criticized?  Are they bad parents?

 
3.     What do you think life is like for a 10 year old supermodel? 
Do you think she enjoys her career?  Would you?  


4.     What do you think Thylane’s life will be like ten or twenty years from now? 
Will she still be modeling?  Will she be rich, successful and happy? 


5.     Is it good for a child to have a career?  Is it healthy?  Will they thank their parents for the opportunity or will they resent their lost childhood when they grow up? 


6.     Would you encourage your child to be a model?  What about a child actor or singer?    Why/why not?  What if you were offered a lot of money? 


7.     What is a good age for someone to start their first job?  How old were you when you started yours?  How did you feel?  How did you spend your wages?


8.     Did you have any special talents when you were young?  How did you use them? 





Wednesday, 8 July 2015

July 8 2015 Student Blog

What’s wrong with English education in Japan? Pull up a chair

TOKYO ―
When you speak to foreign English educators in Japan, one thing becomes crystal clear: English education in Japan isn’t working. It’s just awful. While English classes are mandatory in Japanese schools, the percentage of students who emerge with actual English abilities are surprisingly low. Students in China, Korea and Japan are in an arms race to see who can produce students with the best English, and Japan seems to be trailing far behind in third place.

With the Olympic Games coming up in 2020, the Japanese government has proposed changes to increase the level of English ability in their students. Changes like starting introductory English classes in 3rd grade elementary school and making the subject compulsory from the 5th grade. Are these changes really going to help? We’ve gathered opinions from both foreign teachers and Japanese citizens about issues with the system and what might improve it.

Every foreigner who spends any amount of time in Japan will understand the fundamental need to change the way students study English. But a recent thread on the Japan subreddit, which seems to have been started by an English educator, tried to assemble as many opinions as possible about the matter in one place. Many of the complaints fell into three main categories:

1. Teaching to the tests

For those unfamiliar with the Japanese school system, most high schools and universities have a test that prospective students must take and pass. Especially in the case of high schools, there is a mandated set of content that appears. And so, Japanese Teachers of English (JTEs) focus on the grammar and vocabulary that will be on the test. A broader understanding and the practical uses of English are largely ignored because they have to cover the specific material and don’t have time for anything else.

So, if Japanese students have to learn specific material for the tests, why should they learn anything else? There is no point in actually learning the language if all that is required is being able to pick the correct answer on a multiple choice test. Many Japanese netizens agree, “Why change anything unless the style of testing is changed?”

2. The quality of the textbooks is quite low

Many foreign language teachers criticized the textbooks used in the classrooms, complaining about all manner of things including content and grammatical errors. Even more specifically, many people found the choice of grammar included to be suspect, saying it wasn’t grammar used very often in native English. The JTEs have to teach these archaic forms through topics such as recycling plastic, people and animals dying in WWII and boring Japanese history, causing students to be apathetic. (Topics like these are required in government approved textbooks.)

3. A focus on translating into Japanese and JTEs speaking in only Japanese. Where is the English?

Perhaps one of the biggest complaints was the amount, or lack of English used in the classrooms. The JTEs often teach all the grammar in Japanese, and check that the students can follow the textbook by translating the English into Japanese. Assistant Language Teachers (ALTs) are regulated to human tape recorders, and then set free to roam the class and “help” the students. Of all the hours of English education, how many of those hours were spent actually listening to and speaking English? (Repeating English is not the same as speaking it.)

Japanese people agree that the current teaching style often limits students to what little English they hear from the teachers and what words are put in front of them. Successful teaching should include as many senses as possible to surround students in English. One Japanese netizen suggests that TV dramas should be utilized to hear real English, while seeing the facial expressions and mouth movements all together in one package. How can a student not be excited to learn phrases like “OK, I’m on my way”, “What’s the problem?” or “Freeze! You’re under arrest!”

Which brings us to the main problem with the current system: Japanese students don’t understand the benefits of learning English. This is certainly not limited to Japanese learners, but how many time do you hear a student say, “I’m Japanese, so I will never use English in the future.” Studying English as a language is one of the least interesting things about it. But, what about all the different things that you can experience when you understand English? TV shows, movies, books, games, and it’s not even limited to entertainment, scientific journals, international business and the majority of the Internet is conducted in English.

When the exposure of English is limited to the classroom and the unfortunate textbooks, a majority of the students will disengage from it and end up not learning anything. When students are forced to study and learn about certain grammar points and vocabulary, with no knowledge about how you can apply it to all the amazing things in English, of course, the students are going to do poorly. Expose them to the idea that, yes, this is a subject you have to study, but look at what you can do with it outside the classroom. You can excite students with that and promote self-study, which is a much better approach than learning “This is a pen” for the sake of a test.



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Questions

Q1,Japan should make English its second official language?

Q2,How can I improve our English skill?

Q3,When should Japanese start study English?

Q4,How do you think English education in Japan?

Sunday, 5 July 2015

Thursday, July 9 2015 Blog Discussion

This is Thursday blog.

Please watch both videos and make sure you understand their meaning. We will be discussing them in class.

Thank you and I'll see you in class!

Matthew



Tuesday, July 7 2015 Student Discussion

Remember, this is the Tuesday discussion.

Please read the article and have a look at the questions below it. Make sure you understand the vocabulary and the meaning of the article and questions. This is very important. You do not need to write down answers, but be prepared to discuss the topic.

Thank you and I'll see you in class!

Matthew

Apprenticeships? It's the 1950’s and 60’s all over again 


You could be forgiven for a sense of deja vu over today’s story that top performing A-level students are shunning going to university to take up apprenticeships.
What goes around comes around. Apprenticeships were very much in vogue in the 1950’s and 60’s. Now they are back in fashion.
There is one difference, though, and it is crucial one. The university places just weren’t there in the 50’s and 60’s. Apprenticeships were the only option for many.
I welcome their return - it’s just a pity that they seem to have gained their new popularity through the negative route of would-be students being put off by the rise in university fees to £9,000 a year.
And we have to guard against any snobbish attitude towards them and hope no-one dismisses them on the grounds they don’t cut the mustard. No “sorry, dear boy, but I mean - only an apprentice!” then.  You have to get to the situation where a parent is just as proud of a child for adopting this route as going for a traditional university course.
The reason I like apprenticeships is they can provide the skills sets needed by particular industries.  If a school leaver knows his or her mind and what they want to do, why not opt for them.
In a funny way, they are delivering on the target set by Tony Blair when he was Prime Minister when he set a target of 50 per cent of young people going on to higher education.  He never meant they should all be taking academic subjects at the country’s most elite universities.  This, I believe, is the kind of mix he wanted but the message never quite got across.
By Richard Garner – the Independent - Thursday 15 August 2013



Related articles:





Discussion Questions


With your partner, discuss the following questions. Feel free to ask any follow-on questions you like.


1.     What do you think of apprenticeships? Are they a good idea? 


2.     Is it really that important to graduate from university?


3.     Do you think the cost of tuition fees is worth paying? Is it a good investment?

 
4.     Does university adequately prepare students to join the work force? 


5.     What percentage of the population do you think should be educated to university level?  Why? 


6.     Do you regret any of the choices you made regarding your education or career?
If you could go back and change things, what would you change?


7.     Do you have any advice for your classmates on the best route to success?


8.     If you ran the country, what policies would you enact with regard to education, training, employment, tuition fees, student debt, etc in order to ensure a healthy economic future for everyone?