Can Terrorism Be Defeated Only By Military Means Criminology Essay

Can Terrorism Be Defeated Only By Military Means Criminology Essay We blindly cant say that terrorism is the only option to reduce or stop terrorism without examining how terrorist groups end or fade out after some years. The governments in the other hand will have different options like military force, intelligence team, political negotiations and economic sanctions. The governments should prioritise their options on the terrorist organisations. According to a research, which examined more than 250 terrorist organisations from the period of 1965 to 2006, it found that many of the terrorist organisations ended because of the local police intervention like that of the Al-Umma organisation which carried out attack in Coimbatore during 1998. Many other organisations stopped their or dissolved their campaign due to intelligence or because of the settlements with the governments. It is to be noted here that military force did not have an adverse effect on the terrorist organisations to stop their violence against the non-combatants. United States stance on Al-Qaida proved wrong when the chief (Osama Bin Laden) was caught only by the intelligence force rather than the war on terror which lasted for more than a decade. Until the year 2006, there were around 648 terrorist groups and the research found that their survival for a longer term was due to the factors of economic condition, control type, their ideas, size and their goal. According to this research by Memorial for the prevention of Terrorism, it states that 268/648 groups ended within the year 2006, 136 groups fell apart because of difference in strategies and goals and the remaining 244 were active. The main reason for most of the terrorist organisations to quit terrorism was due to local police intervention and intelligence or a beneficial agreement with the governments to satisfy their needs for a particular group of people. Only very less terrorist organisations ended because of the military force. Military force was affective only when the terrorist groups were large and had the state-of-the art weapons to defend their goals and needs. The only place where military force turned out to be a good idea was in Sri Lanka when the government fought against the Liberation of Tamil Tigers Eelam (LTTE). This group demanded a separate land for Tamils in Sri Lanka which caused the biggest civil war in the history. Only in this case, governments action of using military force was beneficial because the opponent was well armed and had a large army to reach their goals. The research also found that the terrorist organisations which had some religious sentiments took longer time to stop their activities but rarely achieved their goals. Size of the group also determined their results. The example of a bigger group coming out victorious in terrorism was that of the army found by Mohammed, the founder of Islam which conquered Mecca in the Holy war or Jihad. The research also found that the terrorist from upper-income groups were nationalist and rarely were religiously motivated. COUNTERTERRORISM RATHER THAN WAR ON TERRORISM: After the September 11 attack by Al-Qaida on the World Trade Center, United States strategy to fight terrorism was mainly by the military action. They have also employed some non-military operations like reducing the foreign assistance and securing their states with more power. It was only during the Obamas regime, counter terrorism proved to be effective rather than the War on Terror Obama employed the intelligence squad to break in to or kill the al-Qaida chief in 2009. This initiative proved beneficial and the U.S killed their target in Pakistan on May 2, 2011. This made a way for many countries to withdraw the aspect of War on Terror and employ counterterrorism. As of 2008, the war on terrorism had not much effect on Al-Qaida as it remained strong and well organised. Its goal of uniting Muslims to fight the west remained strong and it continued to encourage terrorism to be employed in more places around the world. They conducted many such attacks without any problems when military attacks were employed on them. Military force only helped the governments to reduce some bigger attacks like that in New York or Mumbai. United States then decided to change their strategy to negotiate some political settlement with the Al-Qaida. As Al-Qaida was religious and fought the war against the west in the name of Allah, the negotiation strategy was not effective. So the governments should decide to abolish them by two strategies. They are: Governments should start to depend on intelligence and policing to destroy Al-Qaidas plans in attacking the non-combatants. Al-Qaida is a large group who are active around the world and commit some deadly acts only when a message is received from the head of the group. In order to track their moves and those peoples involved in the attacks, U.S has employed Central Intelligence Agency and FBI to track and demolish the terrorist activities with the help of foreign police and some intelligence agencies. The governments should also reduce their military personnel in the borders and promotes local forces to take charge as they had a greater understanding of the places. The main aim of this move is to promote counterterrorism as this proved to be effective than War on Terrorism in many countries who are fighting terrorism. This replacement in strategy also makes the terrorist think that they are criminals and not warriors who are fighting for the religious cause of Jihad. DEPENDING ON INTELLIGENCE: The U.S government should concentrate more on police forces and an intelligence agency at least after the Al-Qaida Chief was killed in the counter attack by the U.S Navy Seals. The governments should now focus on CIA, FBI and increase the budgets which specialises in counterterrorism. The military forces should have the same strategy for the groups involved in insurgencies and for large groups. According to Hoffman, he suggests the intelligence agencies to cooperate with the local police and the intelligence agencies in the countries where terrorism is prevailing to build more effective ways to combat them. Policing and intelligence are best suited to demolish the terrorist organisations like Al-Qaida because of their operation in many countries. These terrorist organisations are decentralised and receive funds and messages from a particular place to carry out a operation. The operations of these terrorist organisations are a little complex and have different nodes for operation. The se nodes can be easily identified and demolished only with the help of police and intelligence groups. The main drawback of this type of act is reducing the nodes of the terrorist organisation in many countries than in a single country. This method of counterterrorism is only possible only by the full support of the local police and the community unlike that in Pakistan. The terrorist organisations in the present days are easy to be demolished by the police and intelligence networks because of its structure. The terrorist organisations employ top-down or bottom-up approach to communicate between themselves. As the message needs to be passed by many people, it is easy for the intelligence agencies to track their location. These terrorist organisations dont get demolished if only the key members are caught or killed as in case of Al-Qaida. The terrorist organisations have a large network and can work without the commandments of the key leaders. These terrorist networks are active for long term because of its the presence of its hubs. The terrorist organisations get isolated if the hubs that send most messages are destroyed or demolished. These hubs are also easily isolated because it is considered as the information centre for the terrorist organisations. These hubs can be busted with good intelligence activities like tracking down the telephone lines, monitoring the email, couriers and fax facilities in countries like Pakistan. By these measures by the personnel, terrorist can be caught, arrested and enforced in the court of law. There are different steps involved in this kind of approach which include data analysis, capture of key leaders of terrorist organisations and amending the law in some special cases. For the list of above operations, police and intelligence agencies are best suited to do the acts. DATA ANALYSIS AND INFORMATION COLLECTION: Data collection and analysing the information proves to be one of the important aspects of intelligence bureau on terrorists. There are different ways in finding the terrorist activities. They are by human intelligence or by signal intelligence. The information got by the human network proves to be the most beneficial one. But it takes determination and patience to break up the human network of terrorists by recruiting the terrorists who are already in the terrorist groups. It is difficult to recruit the informants from the terrorist groups because of the faith and love for their friends and religion. According to an intelligence agency, it takes around 18 month for a terrorist to carry out any attack on the public. This period of establishment is the important period for the intelligence agencies to identify, arrest and reveal the plan of their action. Another source for the intelligence agencies could be from the fundamentalist mosques who oppose terrorism. They might prove to be useful recruits as they might provide some information on the relative or friends of some terrorist and their recent activities. Detaining some important individuals who are associated with the terrorist groups would make them less capable of launching some large attacks. If this case of detaining and arresting the individuals in a small terrorist organisation takes place, the other operator may lose confidence and become some mere criminals. Making these men mere criminals would be possible only with the help of media and the intelligence personnel and not with some counter attack by the military forces. Another difficulty that might be faced by international intelligence agencies is with the cooperation with the local police and intelligence agencies as they might have their internal security issues to be solved. The information got by human couriers wa s more beneficial than the signal intelligence. The top terrorist individual understood the drawbacks of using cell phones and internet to transmit some information to their hubs. So they decided to send the information through some trusted individuals who had been in the organisation for many years. Only by continuous monitoring by the intelligence agencies, the couriers can be caught and be beneficial. This was the case when the U.S Navy seals found out the whereabouts of the Al-Qaida chief Osama Bin Laden. The U.S intelligence agency spied on some couriers to find out and kill the chief. In this case open action by the U.S Navy was unavoidable because of the doubt he (Osama) tried to defend him by hiding behind his wife. Capture of Key Leaders: Another important way of counterterrorism is to capture their key leaders and punish them severely according to the law. The terrorist should be punished severely because they were involved in some deadly acts to kill the non-combatants in the particular country. The law should punish them in a way which should be as an example for the other criminal and terrorists in the country. This task also involves collection of evidence for some terrorists before producing the convict before the court of law. Producing an individual before the court of law for terrorism might not be easier as that of drug trafficking, it should have direct connection with the deadly acts. The capturing of terrorist in any position of their group hierarchy will reveal much important information about their future attacks. The communicating devices used by terrorist such as diaries, laptops and cell phones will provide some very sensitive information on the future attacks and the names of other group members. Fo r example, capture of Khan Muhammad with his laptop in 2004, revealed the plans of Al-Qaida to attack the gold mines in Pakistan and also some attacks on IMF and Citigroup buildings in United States. Another good example to prove this fact is that of capturing of Osama Bin Laden on May 2. In the recent news, it revealed that his diaries contained some very sensitive information about the Al-Qaidas links with other terrorist groups and their future plans to attack many places in the world. Other measures to combat terrorism: Other ways to stop terrorism is by the help of legal approvals. This process may involve accusing the acts of terrorist organisations such as recruiting members, buying of weapons from other countries. These legal procedures will help the intelligence agencies and the local police to stop the acts of terrorism by some means like freezing the bank accounts of the suspected terrorists, conduct searches by modern means and to interrogate suspects who pose a terrorist threat to the community as whole. Freezing the accounts of the terrorist organisations also help the intelligence agencies to get leads about their whereabouts. But nowadays, terrorist exchange the money to fund their operation through some third person in the place where the money should reach and this illegal activity is called hawala in Islamic terms. The money transferred by the hawala means is not recorded or taxed by the governments. Monitoring of the money movement from the terrorist organisation is a tedious task fo r the intelligence agencies.

Mona Lisa Compare Contrast

In the 14th century, a new cultural movement known as the Renaissance began. Young Leonardo Dad Vinci constructed a portrait known as the Mona Lisa. This painting is arguably the most famous painting of time. Now in the 21st century, a fresh artist â€Å"Abstract,† has developed a similar work of art associated to the Mona Lisa known as â€Å"Wonder's Finest. † With both pieces of work containing the same subject along with different time periods, there is no doubt that both of these paintings contain it's differences and similarities accordingly to their centuries.The differences include the backgrounds, the different colors, and the way â€Å"Mona Lisa,† is represented. The Mona Lisa has its many mysteries, but none other than it's background and landscape. The landscape of the Mona Alias's painting describes both the negative and positive viewpoints on society during the time of the Renaissance period. To the left of the artwork, represents a green healthy env ironment with a river signaling the peace and tranquility of the time period. To the right of the landscape, a dry wasted and appears with a bridge.This represents a switch of spirit between good and evil. It foreshadows the period to when Medici took over Florence through tyranny and took over the Pope's spot in Italy. In comparison with â€Å"Wonder's Finest,† it too shows a spiritual battle between evil and good. The angel is trying to lure â€Å"Mona Local,† back from the wraths of the demon and beneath the window, appears a garden of peace and tranquility. In today's society, it's that same type of conflict. We live in a spiritual oral between God and the devil as both trying to win the souls of mankind.The morality of this abstract reveals how the devil has almost completely claimed the life of once-innocent Mona Lisa. The background suggests that those who have fallen to the devil are now trapped within the deserts of Egypt. The bottles of alcohol suggests that her life has been consumed by heavy drinking as well. In the original Mona Lisa painting, the female who is drawn is a light-hearted madam who smile and body position describe who she is, what she is living and why s she living it.In the artwork â€Å"Mona Lisa,† the light colors represent lightness in her life and heart. Although, the painting features both light and evil colors, the amount of light represented outshines the darkness. Her smile represents the goodness in her heart. Also, it represents the mood as she has successfully defeated the darkness of those ages. Her black dress with the golden sleeves represent a a well respected housewife. Both paintings suggest Mona Lisa and Mona Local were well fascinated by their breasts.They both expose the cleavage of breasts presuming to the seduction of men. In contrast, â€Å"Mona Local,† is a straight on where Just by how she was drawn with the naughtiest position and dark image. The black and gray colors symbolize t he dead soul inside of her. Her posture sells her out completely. Her legs are wide open and her exposed breasts explaining the hustler business she runs. The light colors by the near side window can be explained as to her life in a different dimension. The life where she dreams of going, but yet sees it so far away due to her condition.The clothing she wears are fishnets attached with dirty money, with a short skirt and a see-through bra. Her face melting away is a clear sign she is almost disappearing from this world. I have seen thousands of paintings, but none like these two. Both of the painting share it's extremes coincidences in differences and similarities that tie both paintings together to society. It is crazy to think that young inspired artists drew these not knowingly the effect they would have on society through it's interpretation.

Dimensions of Diversity - 1127 Words

Introduction Each and every individual has his own unique characteristics that set him or her apart from other people. In that case, diversity as a term is used to denote any dimension utilized to bring out or identify the various differences between people and groups. It is important to note that today, with the world increasingly becoming a truly global village, it has become necessary for individuals to appreciate and embrace differences in others. In this text, I define diversity and highlight its dimensions (both hidden and visible). Further, I come up with a brief analysis of my tendency to judge individuals on the basis of their superficial, external or visible characteristics. Diversity: A Brief Overview Diversity according to Daft and Lane (2007) is essentially the existing differences among people in terms of age, ethnicity, gender, race, or other dimensions. It can be noted that the proper management of diversity must be preceded by a clear understanding of diversity and its nature. As I have already noted in the introductory paragraph, the world is increasingly becoming a global village and with this, the level of interaction between individuals from different backgrounds continues to be enhanced even further. Below, I highlight the various dimensions of diversity that help us outline the differences among people. The Various Dimensions of Diversity In general terms, diversity is made up of a myriad of traits. It is these traits that I refer to asShow MoreRelatedReport- Dimensions of Diversity1578 Words   |  7 Pages Dimension of Diversity Race and/or gender are not the definition of diversity. Diversity is all of us and how we are so different. To better understand diversity it can be broken down into four different dimensions and classifications. These points will help you begin to pick apart the complex topic of diversity. 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What Is a Microliter Definition and Example

While the liter is the standard metric unit of volume, its much too large to use in certain laboratory situations. Other common units include the milliliter and microliter. Microliter Definition A microliter is a unit of volume equal to 1/1,000,000th of a liter (one-millionth). A microliter is one cubic millimeter. The symbol for microliter is ÃŽ ¼l or ÃŽ ¼L. 1 ÃŽ ¼L 10-6 L 10-3 mL. Alternate Spelling: microlitre Plurals: microliters, microlitres The microliter is a small volume, yet measurable in a typical laboratory. An example of when you might use microliter volumes would be in preparation of an electrophoresis sample, when isolating DNA, or during chemical purification. Microliters are measured and dispensed using micropipettes. Example: My sample had a volume of 256Â  ÃŽ ¼L.

An Report On Information Security - 1999 Words

Introduction Information security has become a fundamental aspect of successful running of any company. Consequently, there is a growing need for secured communication to ensure companies and their clients enjoy the benefits that the advancement of the internet has brought. As such, adequate measures in security of information need to be implemented with competency. This is because there is a growing risk of exposure of companies’ information through attacks from malicious people and other risks. This paper will develop an information security plan NextGard Technologies (British Standards Institution, 2001). 1. Research solutions and detail the appropriate Microsoft Windows access controls including policies, standards and procedures that define who users are, what they can do, which resources they can access, and what operations they can perform on a system. 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Beowulf Literary Analysis Essay Free Essays

Ronis Aba September 27th, 2012 Period 6th â€Å"No better king had ever lived, no prince so mild, no man so open to his people, so deserving of praise. † This is an ultimate description of the heroic events of Beowulf, an old Anglo-Saxon poem about a warrior who battles and destroys three horrifying monsters. Although written long ago, the emotions expressed within this work, emotions of bravery, valor, and ethics still speak to us centuries later. We will write a custom essay sample on Beowulf Literary Analysis Essay or any similar topic only for you Order Now The anonymous author of the poem convinces us through the masterful use of various literary elements that emphasize its meaning and message. Conflict, imagery and setting are three literary elements that contribute to the effectiveness of the poem. The use of conflict aids us to visualize the struggles between Beowulf and his opposing forces. To begin with, we are first introduced to Beowulf’s strength as we read lines 390-392; â€Å"and the bleeding sinew deep in [Grendel’s] shoulder snapped, muscle and bone split and broke. † This first battle exemplifies the readers respect towards Beowulf; this clearly demonstrates that the readers are in fact in awe of Beowulf’s strength and capability to fight Grendel with his bare hands. Furthermore in the story, we learn that Grendel’s mother â€Å"rose at once† and â€Å"repaid [Beowulf] with her clutching claws† (lines 513-517). This passage shows the readers, not only the struggle but, the effort Beowulf put forward to defeating Grendel’s mother in the hopes of glorification to his people and maintaining his pride. Finally, in lines 768-775, we read, â€Å"I swear that nothing ever did deserve an end like this†¦. As he dove through the dragon’s deadly fumes. † This final battle grants the readers with the logic of suspense. This is an epic scene because it is shown to the readers that Beowulf is indeed aware that this is his final battle meaning, with or without help, he would have to go to ultimate ends in order to complete his mission of defeating the dragon. Finally, these are just some of the many conflicts that help us understand the fights between Beowulf and his differing opponents. Another literary element that offer meaning to the poem is imagery, by simply allowing the readers to envision the events of the story. In the first part of the story (129-134), Beowulf is described as coming over â€Å"seas beating at the sand† while â€Å"the ship foamed through the sea like a bird. † This scene truly guides the readers to admire the vivid description of how proud and tough the ship looks. This ship in this case, becomes a metonymy for Beowulf himself, who is certainly proud and strong, resulting in the readers’ admiration. Additional imagery is used describing the mere, or lake, discussed above, with â€Å"storms [an] waves splash[ing] towards the sky, as dark as the air as black as the rain that the heavens weep† (440-442). This clearly illustrates how dreadful Grendel and his mothers’ home is. It intensely aids us to picture how grotesquely unpleasant the lake actually is. Near the end of the tale (lines 651-653], Beowulf â€Å"[strides] with his shield at his side and a mail shirt of his breast†¦.. Toward the tower, under the rocky cliffs. † While Beowulf awaits the battle, the description of his armor and the details of each entry help us to respect how ready he is for his concluding battle. Even as an elderly man, Beowulf is a hero beyond compare. In closing, the use of imagery greatly enriches the readers’ experience of this heroic epic. Evidently, the setting of Beowulf helps the readers to better understand the cultures and events that occur in the story. In lines 60-63, the mead hall (Herot) is described as â€Å"[standing] empty, and stay[ing] deserted for years, twelve winters. † This makes the readers feel and understand the seriousness of Grendel’s attack. Before Grendel, Herot was described as a beautiful and happy place, and so the readers feel terrible regret when it is destroyed by the creature. Later in the story, we are shown the lair under which Grendel and his mother lives: â€Å"secret places, windy cliffs† and a lake which â€Å"at night†¦.. Burns like a torch† (424-433). This passage shows the readers the monstrous, awful conditions of where the monsters lived. It also causes us to feel disgust and revulsion at their horrible habitat. Finally, in the episode with the dragon, its cave is depicted as a â€Å"hidden entrance† with â€Å"a streaming current of fire and smoke block[ing] the passage† (lines 659-661). The cave is intimidating, helping the readers to believe that the upcoming battle will be a real challenge for Beowulf. And it turns out to be so as the powerful dragon ultimately causes the hero’s death. Evidently, these settings, along with others, make the stories come alive for the readers. The poet effectively combines the literary elements conflict, imagery and setting to show the reader the qualities of an Anglo-Saxon warrior and hero. To the old English people, no one was more praise worthy than Beowulf, Despite it being written over a thousand years ago, Beowulf shows one important detail of what it takes to truly be a hero, a standard to which we can still relate to today, perhaps more powerfully than ever. How to cite Beowulf Literary Analysis Essay, Essays

Clil free essay sample

These weak points have caused the search for a new approach. Content and Language Integrated Learning (CLIL) is the new approach that tries to provide innovative solutions to the current problems language teaching approaches face. The purpose of this assignment is to analyse if CLIL can be considered the approach for the future. This analysis will consist of the following sections. The first section looks at the definition of CLIL. Section 2 deals with the context where CLIL takes place that is an international and a local perspective. The third looks at the problems for implementing this approach in our context: Peru. Section 4 looks at the advantages of CLIL. Finally, some conclusions about the CLIL’s situation for the future will be provided. According to David Graddol in Ball (2012, p. 17), CLIL is â€Å"an approach to bilingual education in which both curriculum content and English are taught together. It differs from simple English-medium education in that the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study. Graddol states that the focus on learning is on the content (subjects such as history or science) as well as English which is considered a vehicle for learning content. He also emphasizes the fact that students do not need to be language proficient to learn the content because they will pick up the language when studying the subject in a meaningful, contextualized and natural way. We consider that by learning language through content, students will benefit as they do not have to worry consciously about the structures and grammar. Sometimes being too aware of structures can demotivate students. In this way, CLIL offers a new way of learning English through content; however we believe it is important to consider the context where it takes place because it will have an impact on how successful students will be at learning the foreign language. For the purpose of this assignment, we have considered 2 contexts: the international context focusing especially on the European Union (EU) and our country: Peru. We believe that the EU is the ideal place for CLIL for its linguistic policy, the exposure to English and socioeconomics and geographical features. In 1995, a new linguistic policy based on plurilingualism was adopted. All European citizens should speak 2 foreign languages by the time they finish their compulsory studies. (Ball: 2012). This policy caused the improvement of foreign language teaching and methods. In such a context, students are encouraged to study foreign languages by the State which also worries about the methods used and the teachers’ training. In addition to the linguistic policy, students are exposed to English everywhere: in the streets, in the schools, etc, which helps them not only reinforce what they are learning at school but also learn new language features. Finally, the EU is a context where all countries are closely connected by geography and economics. In a context like this, students and teachers feel comfortable using CLIL because they have the necessary tools to take advantage of this new approach: easy access to the language everywhere and the linguistic policy which fosters learning foreign languages. We believe that the State plays an important role when implementing this new linguistic policy as it provides the necessary resources for its implementation such as teachers’ training as well as the funding. In the EU, CLIL can work well and can be considered the future for the future mainly because of its linguistic policy. Whereas plurilingualism is fostered in the EU, the reality in Peru about linguistic policy is completely different. In Peru, there is an enormous difference in the quality of education between the public and private schools. In the former, it is mandatory to teach English only 2 hours per week in the high school whereas in the latter, students are exposed to more than 2 hours per week and in some cases, the schools are bilingual. In addition to the difference of teaching hours, there is also a huge difference in other topics such as materials, infrastructure, methodology, teachers’ proficiency and training, teachers’ salary among others. These differences have an impact on students’ learning. While the implementation of CLIL in the EU is imminent, there are some issues to consider regarding Peruvian educational context. First, culture is an important issue to contemplate. We agree with the idea that there? s a cultural bias in every culture. There are some expressions in the L2 that can be a barrier in the process of teaching or learning as they cannot be translated easily into the other language. There are cultural aspects in both languages that can be problematic to define or comprehend due to subjective and contextual interpretations. For that reason, some people think that teaching a subject through an L2 language that has its own cultural baggage is unnatural and that it may influence students’ national identity; it may change their attitudes and ways of thinking. An example of this could be teaching Peruvian History in English. There is another issue to be mentioned and it refers to this idea found in the European Commission Survey â€Å"Eurydice† (2006) in Ball (2012:34) that says that â€Å"any subject may be chosen for CLIL from among those on offer, meaning that in theory, no subject on the standard curriculum is considered inappropriate or unworkable†. We think that â€Å"in theory†, it is possible to believe that all subjects can be taught through CLIL; however, some of them are too linguistically limited and don’t allow students to express themselves as critically as other subjects do. Therefore, the number of vocabulary and of structures learned by the students will be limited as well. Science based subjects like Chemistry; Physics and Biology are poorer in language than social sciences like History, Geography and literature. Social sciences offer a variety of opportunities for communicative activities that promote analysis and critical thinking. These subjects offer a wide array of contextualized language. In CLIL, the content of subjects should show thematic continuity and conceptual sequencing. The next issue we should think about is the CLIL teacher. There is a controversy on deciding which teachers are the best for teaching CLIL. Is it the subject teacher or the language teacher? One of the main problems of CLIL is that language teachers lack knowledge on the subjects while subject teachers have minimal knowledge of foreign languages. Probably in some ‘English-rich’ sociolinguistic contexts the best answer will be the subject teacher. As being exposed to the target language daily, not only the teachers, but also the students will feel more confident and comfortable with the use of CLIL in the class. But even in these cases that can sound easier and more accessible, proper CLIL training is the key to achieve the goals and objectives required for the subject. In Europe some CLIL training programs are being implemented, there are few specifically designed teacher training programs and not many can have access to them. Unlike the European context, most Peruvian subject teachers lack proficiency or have little knowledge about English, which prevents them to become CLIL teachers. How about language teachers? Can they teach CLIL? Again, proper training is the answer. In Peru, CLIL programs are commonly taught by non-native subject teachers or by language teachers. Most English teachers who work in public schools are not proficient English speakers. In order to overcome this situation, we believe teachers should be given regular opportunities to maintain and improve their English skills. Because the methodology, techniques, materials and task design used in CLIL are new to teachers, they may feel reluctant to try a new teaching approach. We should also consider parents ‘opinions; they may not feel comfortable having an English teacher teaching History or Geography as those subjects are not the area of expertise of a language teacher (Ball, 2012). To solve these inconveniences, compulsory training must be provided. Teachers need to be trained in how CLIL works, in its basic principles (The Holy Trinity), the correct use and design of materials, and proper assessment. According to Ball and Lindsay (2010), this training should take place at the beginning of the academic year to give teachers a general background of the methods and materials to be used during the academic year. During the meetings in the academic year, teachers will observe a class so that they can observe a specific technique and discuss about it. Teachers will also be observed and they will receive appropriate feedback to improve their teaching. Another way of training teachers is the use of ‘adjunct courses’ where there is cooperation between departments. Language and subject teachers develop good practices by working together to build the content and the language to be studied. In addition to training, finding the right materials is another problem CLIL teachers face. Educational books are designed for specific contexts. Many subjects, like the social sciences and the arts, require cultural content which relates directly to the local context. Many language teachers worry about using CLIL materials because they feel they do not have the background knowledge of the subject, and even though the material is only a vehicle for the language, it has to be interesting and relevant to students. As there are not many materials available to teach and there isn’t a book specifically designed to suit each country and each subject according to a precise curricula and culture, teachers have to adapt their own materials that can enhance students’ learning by promoting critical thinking and analysis and enable them to develop their high order skills. Ball (2012) emphasizes learning needs to be significant; people learn languages more efficiently and faster when the materials being used are engaging and authentic. These materials should reflect their environment, their culture and context. This is natural language development which builds on other forms of learning. If the students are involved, then the discussion constitutes real communication. Within this process the language used (functional and topical) will automatically be relevant. Also, there even seems to be a problem to develop materials that can foster the two types of language highlighted by Cummins (1979): BICS or ‘Basic Interpersonal Communication Skills† which is the language required to interact socially with other people, and CALP or ‘Cognitive Academic Language Proficiency’ which is the formal academic learning using the subject content material and considering the four language skills (reading, listening, speaking and writing). BICS are usually neglected by teachers. BICS refer to the day-to-day language needed to interact socially with other people, and both are equally important. Learners require knowing and developing these skills, so they can engage themselves in meaningful interactions. In order to avoid this to happen effective training is the key to succeed in the use of CLIL. In CLIL, more emphasis is put on meaning rather than on form. The possibilities of creating exclusive material in our context would imply time and money. It could be a great solution, but only thinking in the very long term. One of the main problems in CLIL is the assessment. It has to be fair and objective, and what will the teacher grade? CLIL is a content-based approach in which learners use the language as a tool for learning, so the focus is on the content and how the students were able to grasp that content using high order skills. The teacher is being fair when assessing the understanding on the content applied to different contexts and pays less attention to the cognitive language level of the students. The language is assessed as the vehicle for expressing the conceptual material. In the case of soft CLIL, the objectives are still based on the content, so we believe that students will be assessed in both language and content, but content will still be the main focus. Furthermore, we believe that in every subject taught in CLIL, BICS and CALP should be given equal importance, teachers should assess both of them. In spite of these difficulties for implementing CLIL in Peru, this new approach does have positive aspects to offer. First of all, CLIL promotes the â€Å"Holy Trinity† that is content, procedure and lexis and structures are integrated and equally important in the learning process. In a task, students work on these 3 aspects in a natural and meaningful way. Students are engaged in the learning process as they are working on a process-led task which makes them responsible of their own learning process. While they are discovering by their own, they are learning content using specific structures and lexis. This new approach of learning will benefit students as they do not have to be too conscious and worried about the language. Ball (2012, p. 57) states that â€Å"the language is not the objective. It does not subordinate the thematic content†. CLIL can help especially some Peruvian students who are too consciously aware of structures which prevent them from learning meaningfully. Moreover, pre-teaching language will not be necessary as the language occurs in its conceptual and functional context promoting inference among students. As CLIL gives students the opportunity to be in charge of their own learning process, it promotes the use of high order skills. According to Ball (2012), when students make use of high order skills such as comparing, criticizing, analyzing, differentiating among others, it is more likely that learning is significant and as consequence students will learn. For this reason, it is important the use of materials which contain process-oriented tasks as they engage students in learning. We believe that CLIL will help Peruvian students to develop and improve their cognitive skills as they are used to memorizing, recognizing, ordering and listing which are low order skills. In this way, CLIL will not only help students become English proficient but it will also help them to become more cognitive skillful in general. Students make use of low order skills mainly due to the use of the traditional grammatical syllabus which is synthetic. Unlike the synthetic syllabus which is based on the analysis of the language to be learned, CLIL is based on the analysis of the learning process. According to Ball (2012), in this new approach, learners are exposed to the language holistically so that the learners will assimilate the input while doing the task and develop an implicit knowledge of rules. As a consequence, students will discover by themselves and will not become too dependent on the teacher’s explanation of grammatical rules as they will learn them implicitly while being exposed to the language and doing the tasks. Another important advantage of using CLIL is the increase of exposure to English. In Peru, English is considered a foreign language so students do not have much exposure except in the classrooms. As it has been mentioned, the hours of English per week in public schools are reduced to a minimum of 2 hours. While in private schools, it can vary depending on the quality of education provided by the school. For this reason, it is important that students are exposed to English in many situations as possible in the school. Using CLIL will not only help solve the problem of lack of exposure but it will also help solve the curriculum constraints. These 2 problems are closely related as there are too many subjects to teach, English suffers a minor presence in the curriculum which is especially the case in public schools. We believe that the ideal subject to introduce CLIL in the school is Computing as students are accustomed to using computers every day, they are familiar with its language which includes many English words. Computing will introduce the students and teachers to the CLIL world smoothly. While students get used to it, teachers can receive appropriate training so that they can teach other subjects in English. To sum up, after having discussed the weaknesses and strengths of this new approach, we do not think that a strong version of CLIL will be the approach for the future in our context; however, a weak version of this approach will be more feasible. In order to succeed, CLIL should be language driven-oriented as students need to develop their content and social skills. We consider that a weak form of CLIL is the best option for our country based on its reduced exposure to the foreign language, difficulties in the educational system and lack of teachers’ training. In order to implement it, we believe that communication among the different areas is essential so that planning of the curriculum is integrated and meaningful for students. In the future, it is likely that this version of CLIL would not be so weak, but training and educational reform are strongly needed so that there would not be much difference regarding the quality of education between the public and the private school. A good CLIL teacher should be competent in the target language as well as in the subject to be taught. Materials also play an important role as they should reflect the students’ context and needs. We believe that CLIL provides certain qualities that prepare students for globalization such as improving language competence, raising awareness of L1 and L2, promoting intercultural knowledge and understanding and increasing learners’ motivation which will prepare students for their future studies and working life. Finally, we expect CLIL to consolidate as the new approach for the future as it considers English a â€Å"core skill†, which is the current way to perceive English. Bibliography BALL, P (Eds) (2012). Content and Language Integrated Learning. FUNIBER. BALL, P LINDSAY, D. (2010). CLIL in Spain. Teacher training for CLIL.