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Luiss Guido Carli University

Postgraduate English Language Programme

Department of Political Science

Sept.-December 2016

Blended Language Learning

Professional Communication Skills in English

Module 2: Negotiation and Cross-Cultural Strategies

©Prof. C. Eade

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UNIT 6: SIMULATION ON THE POPULATION CRISIS

You will take part in a simulation on the issue of world population. You will be asked to take part in a meeting where you will represent the country you researched in the last blend. To prepare for the meeting, take turns presenting briefly (5 minutes each) the relevant information which you researched for your PEST analysis to the other members of your country group. THE BACKGROUND: Read the following news release.

Population Crisis

By our Economics Correspondent

Desperate situations demand desperate measures. Figures from the Ministry of Development and Population revealed an alarming tendency in the population growth rate. In comparison with the birth rate and the death rate per 1,000 and the rate

of population growth in Western Europe, our own statistics are alarming.

Against the background of these alarming statistics the Government has set up a Committee for Population Planning. Its brief is to examine all of the options suggested by a panel of experts and to make recommendations to the Minister on the way forward.

THE SITUATION: Now read the following document. Who is it from? Who is it to? What is its purpose?

MINISTRY OF DEVELOPMENT AND POPULATION

MEMORANDUM

From: The Minister

To: Members of the Committee for Population Planning

Practical recommendations to reverse the alarming drop in population growth are urgently required. I understand that the Committee has a list of possible policy options. The measures which the Government wants to introduce must be effective, not too expensive, and be acceptable to the majority. Your report to me should list the options you recommend in order of priority (one to five). Three policies which you think should be introduced immediately that will have an impact in the short term (1-2 years). Three policies which will have a longer-term impact (8 + years). State the reasons for your policy choices and any problems which you can foresee with each policy.

THE SOLUTIONS: Look briefly through the policy options and discuss with the class the pros and cons of each. Do you see them more as long-term or short-term options?

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Policy Options

THE SIMULATION You will be asked to decide upon policy solutions to deal with a low fertility rates and failure to ensure population replacement in the country you have chosen. In doing this, consider the following concepts: population growth, birth rate, the role of the state, the economy and society, costs and benefits, opportunity cost. As a member of the Committee for Population Planning, you will be assigned ONE of the following roles which will determine to a great extent what your policy recommendations will be. Working alone or with a colleague, you will decide which options you will recommend that the Committee propose to the Minister of Development and Population in your country. Be sure to consider aspects of the culture you are representing which may influence decisions related to this issue. (In addition, what ‘cultural differences’ do you expect to find between a social planning expert, a finance expert and a political party expert?)

Countries: Cuba, The E.U, Singapore, Mauritius, The UAE, Japan

Roles

A. Ministry of Development and Population.

You are the Minister’s staff. You will run the meeting, setting the agenda, and push for consensus. Decide how you want to organise the meeting. Does your Ministry have any policy preferences? At the end of the meeting, you will be responsible for making the final recommendations to the Minister.

B. Social Planning Department.

You are the experts. You have to propose what you think the most effective policy options are. You will need to explain why you prefer certain options. You are only interested in the technical question – “will this work?”. Do not focus on the other aspects (e.g. moral issues and costs). Can you add to the list of options?

C. The Ministry of Finance.

You are attending the meeting on behalf of the Minister of Finance. The Head of Government is in favour of a more effective policy on population planning but the budget for this is limited. So the package of proposals should not be overly costly. The Finance Minister has been told by the Head of Government that the cheaper the package is the better. Make your proposals with this in mind.

D. The Party.

You represent the party in power. The options chosen must not make the government too unpopular since there is an election in 18 months’ time. You are also against anything that could create legal problems, i.e. legal appeals to rights guaranteed by the Constitution. You want something, if not popular, at least not unpopular – something you can “sell” to the people of your country. Can you already suggest a campaign strategy for your proposals? Based on what (an idea/slogan)?

POLICY OPTIONS

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a) Offer cash incentives to mothers who stay at home to care for children instead of working

b) Ban the sale and use of contraceptives

c) Subside holidays to encourage conception

d) Pay up to $1500 a year to couples having their third child

e) Institutionalize maternity leave on full pay for 20 weeks for the first child, to 40 weeks or more for the third child.

f) Provide 100% mortgage and preferential treatment in the allocation of three-bedroom state-owned housing

g) Provide full tax benefits to parents until the youngest child reaches 18.

h) Offer 30% fare reduction on all public transport for three- child families.

i) Create pension schemes for mothers/housewives.

j) Implement child-orientated development policies e.g. providing free nursery care, etc.

k) Oblige employers to offer part-time employment for mothers will children under 12 months with full time pay

l) Make paternal leave obligatory to alleviate the burden on working mothers

m) Require all married couples to have at least 2 children

n) Make child-bearing obligatory for every woman

o) Ban vasectomies and abortion.

p) Promote immigration and integration

q) Facilitate adoption policies

r) Make adoption by gay couples legal

s) Subsidize assisted insemination and other fertility treatment

t) Provide family allowances to increase the purchasing power of three-child families.

u) Encourage speed-dating through government-run facilities

v) Implement policies which integrate mothers into the labour market

w) Create reforms encouraging young people to start families

x) Design policies and societal organization not founded on the male breadwinner model of the family

y) Implement a comprehensive range of family support policies

z) Offer subsidized prenatal care and delivery, and the right for women to have 12-week maternity leave

aa) Create social campaigns to highlight the benefits of having children

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Language Focus

Checklist one: Chairing and leading a discussion

Opening the meeting: greeting and making introductions

Good morning, distinguished delegates. I am pleased to see you all here today to …. I would like to / allow me to / let me introduce myself. I’m… and I’m here on behalf of… Can you please introduce yourselves? Let’s just go around the table….

Stating objectives

We’re here today to explore/share views on…. Our objective is to agree on….

Introducing the agenda, establishing procedure, managing time

On the agenda, you will see there are … items…. I suggest we proceed in the following way… Does everyone agree with that?

Introducing the discussion

The background to the problem is….

Calling on a speaker, hearing all views

I would like to call on… to… Can……please present/explain their position on…. Can we hear from …. on this? Would….like to respond to that? Sorry, can we let ….finish please?

Summarising discussion at key points

So, what you’re saying is…. So, the main point is … So, if everyone agrees, I’ll just summarise what we’ve said so far…

Moving the discussion on

I suggest we leave that point for later. Can we go on to talk about…. Let’s move on to the next point….

Closing the meeting and ensuring that decisions are clear and understood

I think we have covered everything/gone as far as we can. I think we can close the meeting now. So, we’ve decided /we’ve agreed on the following …. Defining actions to be taken and individual responsibilities As a follow-up, I suggest that…. I suggest that we meet again……to……

Checklist Two: Participating in a discussion

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1. The following expressions are mixed up. Put them in order and write them out in full.

1) come here can I in

2) have point I raise a to about...

3) but sorry, right that’s not quite.

4) right! that’s also out like to I’d point that…

5) don’t but think you that…

6) I please could if finish just?

2. Which of the expressions above would you use in the following situations?

Bring up a new point or argument

Deal with an interruption

Agree and add another argument in support

Put in an alternative point of view

Correct a mistake or misunderstanding

Get your turn to speak

3. Quick Practice: In pairs, choose a policy option from the list below as a way to reduce population growth in an LDC. Decide who will present arguments for, and who will present arguments against. Then prepare your arguments and play the role of Speaker A or Speaker B. Do this several times, changing options and roles.

Speaker A: While you present your arguments, your partner will try to interrupt and present counter-arguments. You should try to hold the floor. When you have finished, your partner will then present arguments which you should try to interrupt. Speaker B: While your partner presents his/her arguments, try to interrupt and present counter-arguments. When she/he has finished, present your arguments. Your partner will try to interrupt you, but you should try to hold the floor.

Debate topics

The government should authorize, on a temporary basis, mass use of birth control chemical agents in the

water supply.

Income tax regulations should be changed to favour people with no or few children.

The government should pay women for periods of non-pregnancy

There should be increased funding of research into sex determination so that families can obtain the family

they want (i.e. male and/or female offspring).

Lump sum payments could be made to people who accept sterilization.

The ruling party could launch a campaign in the schools promoting sexual abstinence for young, unmarried people.

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DEBRIEFING: POPULATION CRISIS SIMULATION

YOUR TEAMWORKING SKILLS

Discuss the following with your team and make brief notes to answer the questions.

1. How did you/your team get organized to tackle the problem?

2. At the meeting, did everyone get a chance to express their views? If not, why not?

3. Did any points of conflict arise? If so, how were they resolved?

4. Did you/your team reach all their objectives? If not, why not?

5. Which proposals were accepted and why?

6. Do you personally feel these were the best options?

7. Would you describe your/your team’s participation as effective? Why? Why not?

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Blend: Report on the Meeting of the Committee on Population Planning Drawing on data from your PEST analysis where relevant and on your experience as a member of the Committee for Population Planning, write a report (1½ -2 pages with ample spacing) on the meeting in which you participated representing the viewpoint of your particular area of expertise. Draw on the writing guidelines in Appendix 1 and 2 where appropriate. You should address your report to:

The Minister of Development and Population if you attended the meeting as the Minister’s staff;

The Head of the Social Planning Department if you attended the meeting as a social planning expert;

The Minister of Finance if you attended the meeting on behalf of the Finance Minister;

The Head of the Political Party in power in your country if you attended the meeting as Party representative.

You should follow this plan:

1) Introduction: briefly introduce the object of the meeting based on the current situation in the country as ascertained from your PEST analysis. 2) Summarise your position and priorities. 3) Summarise the positions and priorities of the other participants. 4) Summarise any preliminary agreement that was reached. 5) Evaluate the results of the meeting and make recommendations based on the preliminary agreements and the unresolved issues, with proposals for where to go next.

Use the following Outline for your Report:

To:…………………………………………………………………………………………

Date: ............................................................ Report on meeting held ………………………………………………………………………..… with…………………………………………………………………………………………………. Compiled by………………………………………… …………………… …………… On (date), the Committee for Population Planning met to discuss…………………………. This report presents our goals and strategies, an assessment of those of the other members of the Committees, the preliminary agreements reached, and recommendations on what to accept and what the next step should be. Introduction Our position and priorities Other committee members’ positions and priorities Preliminary agreements reached Conclusion and Recommendations

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APPENDIX 1. FOCUS ON WRITING: SIGNALLING EXPRESSIONS:

Academic writing is explicit about the logic of the argument. Therefore writers often make it clear to the reader how the various parts of the text are related. These connections can be made explicit by the use of different signalling expressions.

Find the signalling expressions in the following except and describe the function of each one:

Because language plays such an important role in teaching, Bellack and his colleagues (1987) chose to examine in some detail the "language game" in the classroom. They contended that "teaching is similar to most games in at least two respects. It is a form of social activity in which the players (teachers and students) fill different but complementary roles. Furthermore, teaching is governed by certain ground rules that guide the actions or moves made by the participants" (p. 4). By studying the language game, then, Bellack et al. intended to identify the various types of verbal moves made by teachers and students and the rules they followed in making these moves. As a result, they could investigate the functions these verbal moves served and examine the meanings that were being communicated. (Lorin Anderson & Robert Burns (1989) Research in classrooms, p. 278)

The table below gives useful expressions for making connections explicit. Be sure you know how they affect their surrounding context.

Adding a point apart from this, as well as + ing, furthermore, in addition, moreover, not only...but also, too, what is more (NB besides is for informal contexts)

Contrast/ concession

although, even so, despite, in spite of, in spite of this, however, in contrast, nevertheless, on the contrary, on the other hand, whereas, yet

Sequencing there are a number of ways…, there are several ways…, to begin with, in the first place, first, firstly, second, secondly, later, next, lastly, finally, in the end

Results: accordingly, as a consequence, as a result, consequently, for this reason, therefore, thus, hence

Causes because, because of this, in order to, owing to this, due to, since, so that

Generalisations as a rule, for the most part, generally, in general, normally, overall, on the whole, in most cases, by and large

Exceptions except for, apart from, instead of, alternatively

Degree to some extent, to a certain extent, in some respects

Referring as far as ……. is concerned, with regard to, as regards, with particular reference to

Explanation/ equivalence

in other words, namely, or rather, that is to say, this means, to be more precise, to put it another way

Illustration for example, such as, like

Concluding to sum up, in conclusion

Recommending action

it is highly recommended that…, we urge the government to, … is urgently needed

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Practice with Signalling Expressions A) Choose the best alternative. For example:

B. Skim the text to understand the overall logic. Then fill in the blanks with an appropriate signalling expression.

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C. Skim the text to understand the overall logic. Then choose the best expression.

D. Fill in the blanks with an appropriate signalling expression.

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E. Complete the passage with the expressions below. Remember to skim first for overall logic.

F. Choose the best alternative.

APPENDIX 2. Report writing

Report writing is an essential skill for professionals. A report aims to inform, as clearly and succinctly as possible. It should be easy to read, and professional in its presentation.

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Exactly what you include in your report and how you present it will vary according to your discipline and the specific purpose of the report. Below are some general guidelines.

A report is similar to an essay in that both need:

formal style

introduction, body and conclusion

analytical thinking

careful proof-reading and neat presentation

A report differs from an essay in that a report:

presents information, not an argument

is meant to be scanned quickly by the reader

uses numbered headings and sub-headings

uses short, concise paragraphs and dot-points where applicable

uses graphics wherever possible (tables, graphs, illustrations)

may need an abstract (sometimes called an executive summary)

does not always need references and bibliography

is often followed by recommendations and/or appendices

A report should generally include the following sections.

Introduction

Body

Conclusion

Recommendations (optional)

Introduction

Give enough background information to provide a context for the report. State the purpose of the report. Clarify key terms and indicate the scope of the report (ie what the report will cover).

Body

The content of the body depends on the purpose of the report, and whether it is a report of primary or secondary research.

A report of primary research (based on your own observations and experiments) would typically include:

Literature review (what other people have written about this topic). The literature review should lead towards your research question.

Method (summarises what you did and why). Use the past tense. Findings or results (describes what you discovered, observed, etc., in your observations and

experiments). Use the past tense. Discussion (discusses and explains your findings and relates them to previous research). Use the

present tense to make generalisations.

A report of secondary research (based on reading only) would typically include:

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Information organised under appropriate topics with sub-headings. It is unlikely that your report will discuss each source separately. You need to synthesise material from different sources under topic headings.

Analysis/discussion of the sources you are reporting.

Conclusion

Sum up the main points of the report. The conclusion should clearly relate to the objectives of your report. (Don’t include new information here.)

Recommendations (if appropriate)

These are suggestions for future action. They must be logically derived from the body of your report.

Presentation and style are important. Use plenty of white space:

ensure the separate parts of your report stand out clearly

use headings/sub-headings

allow generous spacing between the elements of your report

use dot points/ numbers/ letters to articulate these elements

use tables and figures (graphs, illustrations, maps etc) for clarification.

number each page

use consistent and appropriate formatting

use formal language.

Common problems Some common problems with research report writing that you should take care to avoid are:

the inclusion of careless, inaccurate, or conflicting data the inclusion of outdated or irrelevant data facts and opinions that are not separated unsupported conclusions and recommendations careless presentation and proof-reading too much emphasis on appearance and not enough attention to solid content.

EXTRA READING: POPULATION AND ENVIRONMENT

I. The issues at hand: discuss the following terms and their implications

environmental footprint family planning environmental degradation

greenhouse gas contraception green technologies

II. Read the following article and answer the questions.

1. What solution is the writer proposing? What evidence is used to support this solution? 2. Explain the scholarly contributions of Thomas Malthus, Sir Julian Huxley and Roger Short. 3. Who is Thomas Wire? What was the purpose of his study? What were his findings? What are the

possible applications of this?

Fewer feet, smaller footprint: A world with fewer people would emit less greenhouse gas

FAMILY planning is five times cheaper than conventional green technologies in combating

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climate change. That is the claim made by Thomas Wire, a postgraduate student at the London School of Economics, and highlighted by British medics writing in the Lancet on September 19th.

Ever since Thomas Malthus, an English economist, published his essay on the principle of population in 1798, people have been concerned about population growth. Sir Julian Huxley, the first director general of the United Nations Education, Science and Cultural Organisation when it was established in 1945, remarked that death control made birth control a moral imperative. Sir Julian went on to play a role in establishing what was then the World Wildlife Fund, a nature conservation agency, linking population growth to environmental degradation.

According to Roger Short of the University of Melbourne, the world’s population is 6.8 billion and is expected to reach 9.1 billion by 2050. Some 95% of this growth is occurring in developing countries. In a paper published on September 21st in the Philosophical Transactions of the Royal Society B, he points out that fewer people would produce less climate-changing greenhouse gas.

A companion study published in the same issue by Malcolm Potts of the University of California, Berkeley, reckons that there are 80m unintended pregnancies every year.

For discussion

The vast majority of these result in babies. If women who wanted contraception were provided with it, 72% of these unintended pregnancies would have been prevented, according to a report by the United Nations Population Fund called “Adding it Up: the Benefits of Investing in Sexual and Reproductive Healthcare”.

The study by Mr Wire was commissioned by the Optimum Population Trust, a British environmental charity. It examined the cost-effectiveness of providing global access to family planning between 2010 and 2050. Mr Wire totted up the cost of supplying contraception to women who wished either to delay their childbearing years or to end them artificially but who were not using contraception. He examined projections of population growth and of carbon-dioxide emissions made by the United Nations and concluded that reducing carbon emissions by one tonne would cost just $7 spent on family planning, as opposed to at least $32 spent on green technologies.

Mr Wire points out that if all women who wanted contraception were provided with it, it would prevent the release of 34 billion tonnes of carbon dioxide between 2010 and 2050. Given the myriad of other reasons to limit human fertility (Dr Potts notes, for example, that slowing population growth is essential if poverty is to be eradicated), your correspondent cannot help but commend the report to mandarins meeting in Bangkok on September 28th to discuss the forthcoming United Nations Climate Change Conference in Copenhagen.(source: The Economist Sept 2009)

1. Do you agree with the writer? 2. Can you think of any negative consequences of implementing such a solution? 3. What role, if any, should the state play in countries where contraception is forbidden?