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Business English and Global EducationBusiness English and Global Education Key WordsKey Words

Communication Communication CultureCulture English LanguageEnglish Language English Language ImperialismEnglish Language Imperialism Beyond Orientalism and OccidentalismBeyond Orientalism and Occidentalism Globalization and LocalizationGlobalization and Localization Global LiteracyGlobal Literacy Toyota Production SystemToyota Production System 和和 (wa) (wa) 魂 魂 (kon)(kon) 洋 洋 (yo) (yo) 才才 (sai)(sai) 　　 タイ タイ (Thai) (Thai) 魂 魂 (kon) (kon) 洋洋 (yo) (yo) 才才 (sai)(sai)

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What is communication?What is communication?

The origin of communicationThe origin of communication

　　　　 comes from comes from communicatiocommunicatio in Latin, in Latin, which means “Sharing meaning and which means “Sharing meaning and information with others”information with others”

The most serious problem that human beings are The most serious problem that human beings are facing today comes from the lack of facing today comes from the lack of communication. communication.

Lack of communication creates Ignorance, Lack of communication creates Ignorance, Indifference and intolerance in any human society.Indifference and intolerance in any human society.

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English LanguageEnglish Language English(es)English(es) today (ENL / ESL / EFL / EIL) today (ENL / ESL / EFL / EIL)English Language English Language ImperialismImperialism(If you speak three/two/one languages, you (If you speak three/two/one languages, you

are….are….The advantagesThe advantages of EFL/ESL students and of EFL/ESL students and

non-native English speaking scholarsnon-native English speaking scholars It was It was Goethe Goethe who said that one who does who said that one who does

not know a foreign language does not know not know a foreign language does not know her/his own language. her/his own language.

By learning a foreign language you canBy learning a foreign language you can relativizerelativize and and respect respect your own languageyour own language

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What is culture?What is culture?Culture can be defined as a Culture can be defined as a shared belief, shared belief,

customs, way of life, value systems, language customs, way of life, value systems, language and the way of communication in a particular and the way of communication in a particular group or country.group or country.

What are What are explicit cultureexplicit culture and and implicit cultureimplicit culture??Culture is Culture is a dynamic process of solving human a dynamic process of solving human

problems and these problems come to us as problems and these problems come to us as dilemmasdilemmas. “Dilemma” comes from the Greek . “Dilemma” comes from the Greek word meaning “ two propositions” word meaning “ two propositions”

(Trompenaars, 1998)(Trompenaars, 1998)

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How should we cope with different cultures ?How should we cope with different cultures ?

The key answer:The key answer:

awarenessawareness respectrespect communication communication reconciliationreconciliation from mutually shared from mutually shared

strengthstrength..

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The Significance of Peace CultureThe Significance of Peace Culture Just as Just as peace ispeace is process process, so , so civic culturecivic culture is is

processprocess, and the reflective action of each , and the reflective action of each individual peace practitioner contributes to its individual peace practitioner contributes to its further growth. further growth.

Peace culturesPeace cultures thrive on and are nourished thrive on and are nourished by visions of how things might be, by visions of how things might be, in a world in a world where where sharing and caringsharing and caring are part of the are part of the accepted life ways for everyone. accepted life ways for everyone. (Boulding: 2004)(Boulding: 2004)

Basic Education and Basic Education and Human SecurityHuman Security (Amartya Sen, 2003) (Amartya Sen, 2003)

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The Voice from Edward SaidThe Voice from Edward SaidLecture at Cairo Univ. in 2003Lecture at Cairo Univ. in 2003

““You cannot deal with others without You cannot deal with others without profound knowledge of his or her profound knowledge of his or her culture, culture, society and historysociety and history.”.”

““Force never works,Force never works, because because you can never you can never destroys the will of people and the power of destroys the will of people and the power of people.people.””

“ “Idea is Idea is equality, coexistence and equality, coexistence and sustainable lifesustainable life. The present is our battle . The present is our battle ground andground and knowledge is our main weaponknowledge is our main weapon. . ”” 　　　　　　　 　　　　　　　 (Said:2003)(Said:2003)

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OrientalismOrientalism Said (1978) argued that European culture gained in Said (1978) argued that European culture gained in

strength and identity by setting itself of against the Orient strength and identity by setting itself of against the Orient as a sort of surrogate and even underground self, defining as a sort of surrogate and even underground self, defining Orientalism as Orientalism as a Western style for dominating, a Western style for dominating, restructuring, and having authority over the Orient.restructuring, and having authority over the Orient.

He presented the important hypothesis in his book, He presented the important hypothesis in his book, Orientalism,Orientalism, that without examining Orientalism as a that without examining Orientalism as a discourse one cannot possibly understand the enormously discourse one cannot possibly understand the enormously systematic discipline by which European culture was able systematic discipline by which European culture was able to manage--and even produce--the Orient (Said, 1978). to manage--and even produce--the Orient (Said, 1978). This argument is quite important even today when people This argument is quite important even today when people discuss intercultural relations between the West and the discuss intercultural relations between the West and the East. Said's Orientalism can be seen as one of the criteria East. Said's Orientalism can be seen as one of the criteria for evaluating the validity of Western views of the East.for evaluating the validity of Western views of the East.

(Nakamura:1998)(Nakamura:1998)

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Globalization and LocalizationGlobalization and Localization

Awareness of globalizationAwareness of globalization is vital in is vital in developing developing global literacyglobal literacy..

What has What has GlobalizationGlobalization brought about? brought about?

What are advantages and What are advantages and

disadvantages of disadvantages of globalizationglobalization? ?

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　　 Economic Disparity and Digital DivideEconomic Disparity and Digital Divide

in in GlobalizationGlobalization

The　total　income　of　the　richest　The　total　income　of　the　richest　people　in　the　world　(people　in　the　world　(470　people470　people)　is　)　is　equal　to　the　total　income　of　the　3　equal　to　the　total　income　of　the　3　billions　of　people　in　poor　countries.　billions　of　people　in　poor　countries.　(Werner:1997)(Werner:1997) 　　

The　asset　of　the　president　of　The　asset　of　the　president　of　Microsoft　was　Microsoft　was　$　100　billion$　100　billion　in　1999.　in　1999.

The　total　assets　of　the　The　total　assets　of　the　three　richest　three　richest　North　AmericansNorth　Americans　are　equal　to　the　　are　equal　to　the　total　of　national　budget　of　total　of　national　budget　of　the　48　the　48　poor　countriespoor　countries　in　the　world.　　　　　　　　　　　　　　in　the　world.　　　　　　　　　　　　　

　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　(State　of　the　World　2004)(State　of　the　World　2004)　　　　　　　　　　　　

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FactsFacts: Fatality of Wars, Refugees, : Fatality of Wars, Refugees, Street Children and Child LaborStreet Children and Child Labor

The fatality of The World War II :The fatality of The World War II : ６５ ６５ millions (4millions (4 ００ millions were civilians)millions were civilians) The fatality of wars after the World War I:The fatality of wars after the World War I: ２５２５ millionsmillions The number of Refugees today:The number of Refugees today: ２６２６ millionsmillions ( (60% are children60% are children and womenand women)) Street Children: Street Children: 30 millions30 millions 、、 Child Labor: Child Labor: 246246 millions millions Child Solders:Child Solders: 800000800000 4000040000 children under the age of 5 are dying of children under the age of 5 are dying of

preventable causes every day. preventable causes every day. 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　

ＷＨＯ、ＵＮＤＰ（１９ＷＨＯ、ＵＮＤＰ（１９

９７）９７）

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How to defineHow to define globalization globalization in global citizenship in global citizenship education? education?

Globalization is neither the convergence of Globalization is neither the convergence of Westernization nor Americanization. Westernization nor Americanization. Globalization is neither Euro-centered Globalization is neither Euro-centered homogenization nor American-centered homogenization nor American-centered assimilation.assimilation.

GlobalizationGlobalization means means global and transnational global and transnational interactionsinteractions of people, shared cultures, of people, shared cultures, information and technology, education, information and technology, education, economy, ecological management and value economy, ecological management and value systems systems beyond the cultural divide between beyond the cultural divide between East and West, North and South and East and West, North and South and Orientalism and OccidentalismOrientalism and Occidentalism. .

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Globalization and multicultural identifications Globalization and multicultural identifications for human solidarityfor human solidarity

Globalization has brought about a dramatic Globalization has brought about a dramatic increase in increase in multicultural, bicultural, multicultural, bicultural, transcultural and transnational peopletranscultural and transnational people who who have several layers of have several layers of personal, personal, cultural/ethnic, national and global cultural/ethnic, national and global identificationsidentifications..

The EU will be another arena of economic, The EU will be another arena of economic, multi-cultural and educational experiment unlike multi-cultural and educational experiment unlike a multicultural society in a nation state. a multicultural society in a nation state.

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Fostering global literacy Fostering global literacy through EIL Educationthrough EIL Education

Key Concept:Key Concept:English as an International Language English as an International Language

(EIL) Education is human education.(EIL) Education is human education.EIL education is international (global) EIL education is international (global)

Education.Education.EIL education is peace educationEIL education is peace education..

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The Necessity of EIL The Necessity of EIL Observing the variety of Observing the variety of englishesenglishes in today’s world, the in today’s world, the

significance of English as an international language significance of English as an international language (EIL) is becoming more vital as a means of global (EIL) is becoming more vital as a means of global communication. Smith (1976) defines communication. Smith (1976) defines EIL as a EIL as a language which is used by people of different language which is used by people of different nations to communicate with one another.nations to communicate with one another.

He predicted the future of English as an international He predicted the future of English as an international common language as follows: common language as follows:

English is a means to communicate to the rest of the English is a means to communicate to the rest of the world their identity, culture, politics, and way of life.world their identity, culture, politics, and way of life.

One doesn’t need to become more Western or change One doesn’t need to become more Western or change one’s morals to use English well in international one’s morals to use English well in international

situations. Englishsituations. English can and should be international.can and should be international. (Smith,1981)(Smith,1981)

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There are five rationales why EIL instructors should There are five rationales why EIL instructors should

include global education in the syllabus.include global education in the syllabus. First, world problems, especially First, world problems, especially global global

issues affect every member of the human issues affect every member of the human familyfamily..

Second, Second, globalization has created a more globalization has created a more interdependent context on the earthinterdependent context on the earth, , namely what happens in one place affects namely what happens in one place affects others in different parts of the world.others in different parts of the world.

Third, Third, the attitude of many young people the attitude of many young people in the "North" is one that they need little in the "North" is one that they need little knowledge about other cultures. knowledge about other cultures.

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There are five rationales why EIL instructors should There are five rationales why EIL instructors should include global education in the syllabus.include global education in the syllabus.

Fourth, Fourth, in the "South" young people tend to in the "South" young people tend to copy their peers in the North without giving a copy their peers in the North without giving a critical thought of the effects such a life style critical thought of the effects such a life style have on their families, communities and the have on their families, communities and the earthearth (Renner, 2001). (Renner, 2001).

Fifth, Fifth, teaching of intercultural tolerance towards teaching of intercultural tolerance towards diversity and respect of nature and human diversity and respect of nature and human rights must start as early as possible at school. rights must start as early as possible at school.

These five rationales clearly explain that These five rationales clearly explain that EIL instructors should be encouraged to play key roles in integrating global issues into EIL class as a part of global education.

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Why do we have to foster Why do we have to foster global global literacyliteracy among university students? among university students? Influenced by the consequences of positive and Influenced by the consequences of positive and

negative negative globalization, the kernel of international globalization, the kernel of international education is fostering global literacy among peace–education is fostering global literacy among peace–loving university students capable of participating in loving university students capable of participating in buildingbuilding a peaceful and sustainable society. a peaceful and sustainable society.

Fostering global literacy through English as an Fostering global literacy through English as an International English (EIL) will sow the seeds ofInternational English (EIL) will sow the seeds of a a culture of peace for future generations.culture of peace for future generations.

EIL University studentsEIL University students with global literacy with global literacy are to are to commit themselves to building commit themselves to building a sustainable and a sustainable and peaceful worldpeaceful world together with their local and global together with their local and global citizens with their trans-cultural perspectives.citizens with their trans-cultural perspectives.

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Hague Appeal for Peace/Global Campaign for Peace Education in 1999

“A culture of peace will be achieved when citizens of the world understand global problems, have the skills to resolve conflicts and struggle for justice non-violently, live by international standards of human rights and equity, appreciate cultural diversity , and respect the Earth and each other. Such learning can only be achieved with systematic education for peace.”

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Global Human Rights IssuesGlobal Human Rights IssuesCivil Wars, Refugees, Poverty, Hunger, Child Civil Wars, Refugees, Poverty, Hunger, Child

Labor and AIDS are all linked with each other.Labor and AIDS are all linked with each other.

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The index of Human DevelopmentThe index of Human Development HDIHDI （（ Human Development Human Development Index: Index: Span of life, Income, EducationSpan of life, Income, Education 　　

　　 　　 Span of life: Span of life: Japan: Japan: ８１．９　８１．９　 Sierra LeoneSierra Leone 　３４　　３４　　　 HDI HDI ： ： CanadaCanada （０．９６）、（０．９６）、 French (French ( ０．９４０．９４

６）、６）、 NorwayNorway （０．９４３）、 （０．９４３）、 Japan Japan （０．９４）（０．９４） GDIGDI 　（　（ Gender Development IndexGender Development Index ）） 　　　　 　　　　 Canada, Norway and Sweden are high.Canada, Norway and Sweden are high. GDMGDM 　（　（ How much do women participate in the process How much do women participate in the process

of decision-making in politics and economy?) of decision-making in politics and economy?) 　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　 UNICEF Report UNICEF Report １９９１９９

９９

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Living Planet Index has decreased for Living Planet Index has decreased for 35% since 197035% since 1970 (( １９７０＝１．１９７０＝１．

００ )) ３．０３．０

２．５２．５

２．０ ２．０ 　 　 　 　 Global GDP IndexGlobal GDP Index

１．５１．５

１．０　１．０　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 Living Planet IndexLiving Planet Index

０．５０．５

０．００．０ 　　　　

１９７０　１９７５　 １９８０　 １９８５　１９９０ 　１９１９７０　１９７５　 １９８０　 １９８５　１９９０ 　１９９５ 　２０００　　９５ 　２０００　　

Maddison, IMF, WWF Intl. UNEP, RP. 2003Maddison, IMF, WWF Intl. UNEP, RP. 2003

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Wellbeing Index Wellbeing Index Ecological Footprint IndexEcological Footprint Index

Wellbeing Index Wellbeing Index The index of scaling ecological health and human life in The index of scaling ecological health and human life in

terms of terms of 87 factors87 factors, such as span of life, education, , such as span of life, education, deforestation, carbon dioxide exhaust and so on. deforestation, carbon dioxide exhaust and so on.

The two thirds of world populationThe two thirds of world population live in the lower- live in the lower-wellbeing countries.wellbeing countries.

Only Denmark, Norway, and Finland are listed as a highly Only Denmark, Norway, and Finland are listed as a highly well-being country.well-being country.

Ecological Footprint IndexEcological Footprint Index 　　 The index of effect of human consumption on environment The index of effect of human consumption on environment

and ecology.and ecology. The Ecological Foot Print on the earth is 1.9 hectare for The Ecological Foot Print on the earth is 1.9 hectare for

one person. Today one person uses 2.3 hectare. US use 9.7 one person. Today one person uses 2.3 hectare. US use 9.7 and Mozambique 0.47 hectare. and Mozambique 0.47 hectare. World Watch 2004World Watch 2004

　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　

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National Trust in Yorkshire Dale National Trust in Yorkshire Dale

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Knaresborough in YorkshireKnaresborough in Yorkshire“Briton in Bloom”“Briton in Bloom” 　　

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Listed houses in 1668 and charity stores in UKListed houses in 1668 and charity stores in UK

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The ChoiceThe Choice: : HE or HE or HER HER Hyper ExpansionistHyper Expansionist oror Sane, Humane, EcologicalSane, Humane, Ecological

The redefining the meaning of The redefining the meaning of well-being and an well-being and an environmentally friendly sustainable societyenvironmentally friendly sustainable society

Excessive Consumption culture controlled by Excessive Consumption culture controlled by endless competition, capital investment and endless competition, capital investment and limitless speculation of money. limitless speculation of money. (($14 trillion a day$14 trillion a day))

The conflicts and wars for oil and natural The conflicts and wars for oil and natural resourcesresources.. 　　 Ex. War in Iraq. Gulf War.Ex. War in Iraq. Gulf War.

The total expenditure on cosmetics is The total expenditure on cosmetics is $ 18 billions every year.$ 18 billions every year. The cost to end hunger and malnutrition in the The cost to end hunger and malnutrition in the

world is $19 billionsworld is $19 billions . . (World Watch 2004) (World Watch 2004)

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Military Expenditure of the WorldMilitary Expenditure of the WorldThe US spent $5.5 trillion for developing The US spent $5.5 trillion for developing

nuclear weapons between nuclear weapons between 　　　　　　 １９４０ １９４０ to　1996to　1996 The world spent The world spent $$ ７５０ ７５０ billionbillion on weapons on weapons

every year. every year. （（ UNDPUNDP ：１９９４：１９９４ )) The world has spent The world has spent $ 35 trillion$ 35 trillion on conventional on conventional

weapons.weapons. The US’s military budget in 2004 is about The US’s military budget in 2004 is about $ 300 $ 300

billion and $330 billionbillion and $330 billion in 2005 in 2005 　　　　　　　　　　 　　　　　　　　　　 ((State of the world 2004)State of the world 2004)

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How many wars have we been engaged How many wars have we been engaged in since 1945 ?in since 1945 ? (152)(152)

There were There were 5555 wars and armed conflicts wars and armed conflicts in Africa,in Africa, 36 36 in in Asia,Asia, 25 25 in Latin America, in Latin America, 2323 in Middle East and in Middle East and 1313 in in EuropeEurope since 1945. since 1945.

(Peace Pledge Union :2005) (Peace Pledge Union :2005) Tragically Tragically 26 26 wars and armed conflictswars and armed conflicts are still going on are still going on

even today. The total death toll in wars and armed conflicts even today. The total death toll in wars and armed conflicts between 1945-2000 stands at between 1945-2000 stands at 50-51 million50-51 million (Leitenberg (Leitenberg Center for International and Security Studies at university of Center for International and Security Studies at university of Maryland 2005) Maryland 2005)

In recorded history since 3600 BC, over In recorded history since 3600 BC, over 14,500 14,500 major wars major wars have killed close to have killed close to four billion peoplefour billion people –two-thirds of the current –two-thirds of the current world population world population

(New Internationalist; 1999). (New Internationalist; 1999).

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The number of The number of nuclear warheadsnuclear warheads in 2002 in 2002Stockholm International Peace ResearchStockholm International Peace Research

Country Strategic Non Strategic TotalCountry Strategic Non Strategic Total US 6480US 6480 　 　　　 　 　　　 11201120 　　　 　　　　 　 76007600 Russia Russia 　　 49514951 　　　　 　　　　 33803380 　　 　　　　　 　　　 83318331 UKUK 　　 　　 185185 　　　　 　　　　　　 　 　　　　　 　　　　　　 　 　 185185 France France 　　　　 348348 　　　　 　　　　　　 　　　 　　　　 　　　　　　 　　　 348348 ChinaChina 　 　 　 　 　 　 282282 　　　 　　　　　　 　　　 120120 　 　 　　　　 　 　　　 402402 IndiaIndia 　　　　　 　　　　　　　　　　　　　 　　　　　　 　　　　　　　　　　　　　 　 (30-35)(30-35)

＊＊ PakistanPakistan 　　　　 　　　　　　　　　　　　 　　　　 　　　　　　　　　　　　 (24-48)(24-48)

＊＊ IsraelIsrael 　　　　　　 　　　　　　　　 　　　　　　　 　　　　　　　　 　 (200)(200) ＊＊ Total Total 　　　 　　　 1224612246 　　 　　　　 　　 46204620 　　 　 　　 　 1715017150 Potential Nuclear warheadsPotential Nuclear warheads ３６８００３６８００

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Our Fragile earth devastated by Our Fragile earth devastated by Nuclear Tests and WarsNuclear Tests and Wars

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BeforeBefore

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AfterAfter

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SurviveSurvive or or PerishPerish??This is a point of departure for International EducationThis is a point of departure for International Education..

Korten (1999) states that it is now our time Korten (1999) states that it is now our time to to accept responsibility for our freedomaccept responsibility for our freedom or or perish as a speciesperish as a species that failed to find its that failed to find its place of service in the web of life. place of service in the web of life.

Whether we will be able Whether we will be able to survive asto survive as brothers and brothers and sisterssisters with a sense of human solidaritywith a sense of human solidarity, or , or perish perish asas strangers strangers preoccupiedpreoccupied with enormous, aimless with enormous, aimless competition, ignorance and indifference depends competition, ignorance and indifference depends on global citizenship education for peace for the on global citizenship education for peace for the future generation.future generation.

(Nakamura:2005)(Nakamura:2005)

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From Democratic Society to Solidarity SocietyFrom Democratic Society to Solidarity Society

　　 1 Step= 1 Step= A Democratic Society 　　 Constitution and law to guarantee and protect Constitution and law to guarantee and protect

libertyliberty 、、 Democratic government (Fair representation)Democratic government (Fair representation) Equal opportunity for education and workEqual opportunity for education and work

2 Step= 2 Step= A Pluralistic Society 　　 MulticulturalismMulticulturalism Coexistence of multiracial and multi-religious peopleCoexistence of multiracial and multi-religious people

3 Step= 3 Step= An Open Society 　　 Guarantee of citizenship for foreigners, immigrants, Guarantee of citizenship for foreigners, immigrants,

immigration, exchange and fair tradeimmigration, exchange and fair trade

　 　 4 Step= 4 Step= A Solidaric Society 　　　 Supranational and Transnational bodies to protect human Supranational and Transnational bodies to protect human

security.security. The more we accept the differences, the more united we

become..

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The components of The components of global literacyglobal literacy 1 Cultural literacy (basic cultural competence and (basic cultural competence and

skills to live in one’s home culture with her/his skills to live in one’s home culture with her/his cultural identity)cultural identity)

2 Cross-cultural literacy (competence and skills to (competence and skills to adjust between one’s home culture and a target adjust between one’s home culture and a target culture)culture)

3 Multi-cultural literacy (cultural sensitivity and (cultural sensitivity and skills to live responsibly in cultural diversity, skills to live responsibly in cultural diversity, reconciling cultural differences and integrating reconciling cultural differences and integrating opposing cultural values in a multicultural and opposing cultural values in a multicultural and interdependent world)interdependent world)

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The component ofThe component of global literacyglobal literacy4 Delicate balance of one’s personal, cultural, national and

global identifications and roles (competence to accept and balance pluralistic/dual/multiple (competence to accept and balance pluralistic/dual/multiple

identities)identities)5 Communicative competence in EIL for global

communication (communication skills to create a peaceful and (communication skills to create a peaceful and equitable symbiosis)equitable symbiosis)

6 Awareness as a global citizen to participate in solving global and human problems

(awareness of global village concern for equitable (awareness of global village concern for equitable participation and problem-solving competence as a new participation and problem-solving competence as a new reframing global concept) reframing global concept)

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The Process of Academic Approach The Process of Academic Approach to Global Literacyto Global Literacy

1 Gathering information on global human 1 Gathering information on global human issues.issues.

2 Sharing relevant information, facts and 2 Sharing relevant information, facts and evidence. (Sharing) evidence. (Sharing)

3 Processing the necessary information for 3 Processing the necessary information for outlining and drafting one’s own speech. outlining and drafting one’s own speech.

4 Organizing and constructing one’s own 4 Organizing and constructing one’s own opinion in written and oral forms. opinion in written and oral forms.

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The Process of Problem-solving The Process of Problem-solving Approach to Global LiteracyApproach to Global Literacy

1 1 Narrowing downNarrowing down one relevant issue from relevant one relevant issue from relevant global human issues global human issues

2 2 Defining the problemDefining the problem in the relevant global issue in the relevant global issue

3 3 AnalyzingAnalyzing the causes and effects of the problemthe causes and effects of the problem

4 4 Exploring possible workable solutionsExploring possible workable solutions as a as a brainstorming (Sharing)brainstorming (Sharing)

5 5 Suggesting possible workable solutionsSuggesting possible workable solutions with each with each other (Sharing)other (Sharing)

6 6 Selecting the best solution or integrated solutionsSelecting the best solution or integrated solutions

7 7 Implementing ways of carrying out the best solutionImplementing ways of carrying out the best solution..