The Giver Reflection - 1165 Words

Giver Reflection The Giver is a morally driven and thought-provoking story about a young boy called Jonas who lives in a society free of crime, sadness, pain, death, music, color and love. The story follows Jonas as he receives the memories of the past, good and bad, from the current Receiver, who is called the Giver. The Giver transfers memories by placing his hands on Jonas s forearms. The first memory he receives is of a thrilling sled ride, which he will remake in the end of the movie. Jonas discovers the dangerous truths of his community s secret past. Armed with the power of knowledge, which he knew about from memories (Ways of Knowledge), Jonas realizes that he must release all the memories to the community to allow them to feel†¦show more content†¦And the main question here is: How can they alter humans to not see colors? Once he is able to see colors, he notices the apples on the table and exclaims that they are red. But how does he know? He has never seen color before and wasn’t taught colors and this relates back to the memory passed down from the giver. He knows the apple is red from memory, not emotion, senses nor from intuition. He knows that not from his memory but from the giver’s memory of the past. When Jonah listened to music the first time as it is something that doesn’t exist in their community he questioned: â€Å"Why would anyone want to get rid of this?† This relates to areas and ways of knowledge as knowing the answer to that question would depend on a person’s reason, which could be a bad memory or experience with music. This question, a knowledge question, doesn’t have a specific answer and the answer would differ from one person to another but as they live in a community of sameness, all answers would be unified. Correspondingly, Jonas asks Fiona if she can feel his touch, she doesn’t know how to describe the feeling as she lacks the sense of feeling and emotion, which is a way of knowing. The giver says that without memories, knowledge is meaningless, What does he mean? In my opinion, I think he means that the knowledge we have, isn’t based on anything. How do we know that theShow MoreRelatedThe Giver, By Lois Lowry1628 Words   |  7 Pagesworld, but we really just perceive shadows of the true forms of the things that make up the world. We are ignorant about the true nature of reality. The novel, The Giver, by Lois Lowry also involves these concepts. The main character, Jonas, lives in a community of conformity and conflict. When he begins to spend time and train with The Giver, an old man who is the only keeper of the community s memories, Jonas discovers the unsafe truths of his community s secret past. Once Jonas discovers the realityRead MoreAllegory Of The Giver By Lois Lowry1436 Words   |  6 Pages Throughout our first few weeks of class we’ve gone through the ideas of many different thinkers and philosophers. Upon further reflection, I would like to touch base more on the Plato’s themes from the Republic, Book X and The Allegory of The Cave in relation to the Lois Lowry’s The Giver. What I would like to be kept in mind while making our comparison, is my previous commentary on the Allegory of the Cave from prior class discussions on Plato, The Allegory of the Cave shows us to not justRead More Atwoods Tricks With Mirrors as a Declaration of Female Independence1414 Words   |  6 Pagesthe constant search for balance between giving and taking in relationships. Women have historically and stereotypically played the role of giver in male-female romantic unions. In recent years the gender laws of relationships have been changing and evolving, but even as recently as the 1970s and 1980s women have been restricted to the role of complacent giver in their rel ationships. Their freedom of thought and even private speech have been impossible to repress, however, and through broadening thatRead MoreArchetypes Of Dark In Ray Bradburys Fahrenheit 4511483 Words   |  6 Pagesarchetype into his dystopian novel, Fahrenheit 451. In the novel, Bradbury strategically uses characters such as Mildred, her friends, and the people in their society to develop the dark side, while Montag, Faber, and Granger are represented as the light-givers in society. He portrays these illuminators as a distinct part of the dystopian community since they use their minds and thought to pull the remaining parts of society out of disaster and prevent the same situation happening in future generations.Read MoreEssay about A Dolls House and The Giver1745 Words   |  7 Pagesis right or wrong. People tend to follow the rules of society in order to fit in. Often one doesn’t realize they are even doing it, as participating in the ways and expectations of society is a daily occurrence. After reading A Doll’s House and The Giver, it was brought to my attention that society is often controlling and corrupt. Most individuals are oblivious to the fact because they don’t know any other way. Corruption is noticed by those who are more knowledgeable and perceptive. These peopleRead MoreJohn s Presentation Of Jesus Surprises Me Or Challenges Me1512 Words   |  7 Pagesare references of Jesus being the light. In John 12:46 Jesus says; â€Å"I have come as light into the world, so that everyone who believes in me should not remain in the darkness†. Another way Jesus is presented in the Gospel of John is â€Å"the Giver of Life†. The Giver of Life can be seen in many different ways in John, one way is the stories of Jesus turning water into wine. Now it may seem a little far fetched but if we take it into context wine and weddings celebrate the goodness of life. Another exampleRead MoreJohns Model of Reflection - Nursing2088 Words   |  9 PagesSummative Communication amp; Cultural Safety Reflection | | | Following an adaption of Johns’ model of structured reflection (Jasper, 2003), I will discuss an event that occurred during my residential placement as a nursing student, what I have learnt and how I would act if the situation arose again. Lastly, I will discuss what I have learnt in relation to the Nursing Council of New Zealand competencies for cultural safety and communication. DescriptionRead MoreHow Do Gift Exchanges And Commodity Transactions Shape Your Everyday Interactions With Others?1261 Words   |  6 Pagesis tradition. Gifts are not only given between people with well established relationships, often presents are given to coworkers or teachers for example. The value of the gift does vary though depending on the extent of the relationship between the giver and receiver. One is expected to give a very valuable and thoughtful present to their loved ones, but can give something more generic or cheaper to a person they have less of a connection with. For example, a mother may give her daughter an heirloomRead MoreJohns Model of Reflection - Nursing2104 Words   |  9 PagesSummative Communication amp; Cultural Safety Reflection | | | Following an adaption of Johns’ model of structured reflection (Jasper, 2003), I will discuss an event that occurred during my residential placement as a nursing student, what I have learnt and how I would act if the situation arose again. Lastly, I will discuss what I have learnt in relation to the Nursing Council of New Zealand competencies for cultural safety and communication. DescriptionRead MoreAustim Spectrum Disorder1637 Words   |  7 Pageswomen’s role as ‘care giving’ and equating it to femininity amounts to legitimating their devotion to others, even when that entails severe sacrifice in personal health, opportunities and identities. Studies looking at the quality of life of care givers or parents of children with ASD, particularly mothers, have reported significant impairment and more stress than that experienced by parents of typically developing children or suffering from other clinical conditions (Diego, Ruta D’Arrigo, 2007;

The Gestalt Approach Free Essays

The Gestalt approach was about how people represent a problem in their own minds, and how solving a problem involves a reorganization or restructuring of this representation. The first central idea of Gestalt problem solving is how a problem is represented in a person’s mind. This means what do they think about the problem? They would give people a problem and then see how they could figure out how to solve it by restructuring the problem. We will write a custom essay sample on The Gestalt Approach or any similar topic only for you Order Now Then the second idea of Gestalt is insight. Insight is when you have a sudden realization of how the problem should be solved. Gestalt assumed that when people were figuring out problems that when they finally have the answer this is insight. Insight is like that Aha! Moment you get when you finally figured the problem out. They believed that restructuring the problems was directly involved in solving insight problems. One of the major obstacles to solving these problems was fixation. Fixation is when people tend to focus on one specific problem area of the problem that keeps them from seeing the real problem, and being able to solve it. When looking at a problem some people tend to have a preconception of how the problem should be solved. This is called a mental set. The mental set is a preconceived notion about how to approach a problem, which is determined by a person’s experience or what has worked in the past. The Information- Processing Approach is Newell and Simon’s approach to solving problems. They saw problems in terms of an initial state. An Initial state is the conditions at the beginning of a problem. Then you have the goal state which is the solution of the problem. They used the Tower of Hanoi problem, which is three discs stacked on the left peg and the goal state as these discs stacked on the right peg. During this problem they introduced the idea of operators which is the actions that take the problem from one state to another. Each step of the problem created and intermediate state. When a problems starts it starts with the initial state and continues through a number of intermediates states that finally reach the goal state. All of these together, the initial state, goal state and all the intermediate states for the problems are called a problem space. A person has to search the problem to find the solution to it, and one way of directing the search of finding the answer is a strategy called means-end nalysis. The goal of means-end analysis is to reduce the difference between the initial state and the goal state. This is achieved by sub goals. Sub goals are the intermediate states that get you closer to the goal state. Analogical problem solving involves three steps according to Gick and Holyoak. Step one is noticing. You have to notice that there is an analogous relationship bet ween the source story and the target problem. This is a crucial step in analogical problem solving. The second step of this is mapping. Mapping is when you have to correspond between the source story and the target problem. You have to map the different parts of the story together in order to help you solve the problem. Then, the third step is to apply. Applying is you take all of the connections you made during mapping and apply them so you can successfully solve the problem. One thing that makes the first step difficult is that people tend to focus on the surface features of the problem. Surface features are the specific element that makes up the problem. Then you have the structural features. Structural features are the underlying principle that governs the solution. Studies have shown that when people are able to get enough sleep they are able to perform better when it comes to figuring out a solution to a problem. If someone has studied and then are able to go to sleep without any interruption they are able to process more of what they studied, because our mind will take it all in. If someone studied and then had to stay up a while before they went to sleep they are open to more distractions, and this can cause them not to be able to think about what they know and help them solve the problem effectively. If I had to pick out three of the objects on our paper to create something it would be the, circle, the rainbow shape and the cross. I would take the circle and make it like a tire that would bounce, and then connect to cross shape to it to make a back for a seat and use the rainbow shape as a handle so I could hold on. In order to use this for transportation you would sit on it and bounce to where ever you needed to go. It would also make a nice chair to just be able to sit on. If you were to use it as a scientific instrument you could use it see how far it would bounce from point a to oint b, and then measure the distance in between. I’m not really sure how it would be used as an appliance, unless you wanted to use it as a heater. If you bounce up and down enough times it would warm the body and you would no longer be cold. Kids would love this to be able to bounce on all over the place, so it would make an excellent toy that could keep a child entertained for hours. If I wa s to use this as a weapon I could pick it up and throw it at someone and hope it knocks them out, while I run the other direction. How to cite The Gestalt Approach, Papers

Best/Worst Teacher free essay sample

Dear Mrs. Jane: My name is Jessica Smith, I was a 5th grade student of yours in during the 1996/1997 school year. At that time you may have known me as Jessica Cuevas. I am now in college pursuing a career in teaching. Recently I have been asked to write a letter to my favorite teacher and you were the first to pop in mind. Till this day I can think back and remember sitting in your class the first day of school, your desk and chalkboard outlined   with your collection of trolls! I knew right then that you were going to be a fun teacher. I remember being confused because there was no wall separating us from the the other classroom (Mrs. Sue’s 5th grade class), yet excited to hear what it was all about. Before attending your class I wasnt very engaged in learning or going to school, I didnt have many friends, I had just moved to town the year before. As soon as that day ended I went home eager to return to school the next day, and this feeling never changed for the whole year. You were always smiling, and very energetic when you interacted with our class. When you would explain our assignments you would get us excited and make it into a competition with our neighboring class. The marbles in the Jar, oh.. how i loved this on going game. The winning class had an option to pick from many random prizes. My favorite was the half day reading parties. We would bring our pillows and blankets from home and for the first half of the day we would read, and the second half we could play board games, listen to music, or watch movies. I was always motivated to do my best and to try my hardest,   in order to win the marbles. You had many ways of keeping me excited,motivated and interested in going to school. You opened my eyes to a fun,creative learning environment. You made feel like a friend and not just some student. I hope to someday be able to inspire students as you have inspired me. Thank you for making a wonderful impact so early in my life. I will carry those values throughout my teaching career. Sincerely, Jessica Smith Worst Teacher Letter Dear Mr. John: Teaching is not for everyone. I can understand how teaching high school students can be annoying and frustrating at times. We have multiple mood swings, and are trying to figure out how to fit in, however i dont feel that we should be ignored or treated like robots with no feeling. School should be a place we feel comfortable to go to on a daily bases, teachers should always be someone we can talk to and ask questions . From the very first day of class you came across as very strict and rude. You gave us one direction that we were to follow each and every day for the rest of the school year. That was to always bring our book to class, outline the chapter, answer the questions to the chapter, and do the written essay at the end of the chapter, everything should be completed and placed on your desk as we walked out. We were not to talk, get out of our seats or ask questions. No exceptions! Zero tolerance you made sure to get that point across. One day I forgot my book at home, I felt intimidated to go to class not knowing how you would react, other teachers would have just let me share with another classmate but not you. You made me stand in front of the classroom the whole period holding the eraser against the chalkboard. It was pretty humiliating, on the bright side of things I never forgot my book again. Every day was the same thing, just a different chapter. You wouldnt even greet us when we walked thru the door, we would just sit and get started. You sat at your desk reading books,newspaper, and magazines while never acknowledging us. How could you call yourself a teacher I always wondered? I strongly wish you have changed your ways, and rediscover the passion for teaching I hope you once had. Sincerely, Jessica Smith Why the Profession? At age eleven my family began to do foster care. We always had two or four kids ranging from newborns to teenagers. All the children came from broken house holds, many exposed to drugs, abuse and neglect. They all seemed to share the same qualities low self esteem, trouble trusting, adjusting ,adapting, and staying focused in school. They needed someone to love and care for them. All these frustrations and unhappiness caused many of them to have behavioral problems. My mother opened her heart to help them with all these issues, having the patience to teach them values and principles,bonding and investing genuine love and care for these children. As I grew older I began to notice the impact we as a family where making in these kids lives. I contributed in every way I could to try to help. At this point in life I knew I wanted to work with children. I have always been the creative type, I love all forms of art. I attended the Fashion institute of Design and Merchandise, and while I was there I realized that all my best projects and assignments were aimed   towards children. Any time I could pick my target audience it would be children. Children is what I know, they influence and inspire me. I   realized   that children are my passion. This is why I chose this profession. I see myself teaching kindergarten or first grade. I want to be the first to plant the seed. I want kids to enjoy learning by allowing them to explore in creative ways. Teaching them to share, and the basic fundamentals they will need for the future. Children this age group are the funnest to me, they have so many questions, they are craving to learn,seeking a new adventure every day. I want   to create an environment where they feel comfortable and inspired to learn. I also like the feeling of being needed, it gives me great satisfaction to be able to make a difference by simply being someone they can talk to, share their feelings and stories with, someone they can trust. You never know what kind of issues children have at home,for some kids school is a way to escape. I love to see children smile, laugh,clap and get excited when they accomplish a new task. That alone brings me so much joy and keeps me motivated to be the best teacher I can be.

Legalization Of Drungs Essays - Drug Control Law, Drug Culture

Legalization Of Drungs The legalization of drugs has always been a problem in the United States. Some people agree with the Idea of legalizing drugs such as marijuana, cocaine, heroin, and many others. These people argue that with the legalization of these drugs the crime rate and other social problems would reduce. While their opponent argue that the legalization of drugs would only add to the already high crime rates, and many social problems we have in the United States. Both sides both have very good arguments as to why drugs should or should not be legalized in the United States. The battle between the government date back as early as the year 1914. This is the year in which the government passed the Harrison Narcotic act. This act asked for the punishment of those who were illegally in possession and use of marijuana. Penalties for the sale, and or, possession of illegal drugs were established by the Drug Abuse Control Amendments of 1965. Surprisingly enough, through all of these drug laws, marijuana remained legal until 1970. Even though most drugs were now illegal in the Untied States, more than fourteen million Americans used drugs at least once a month in the late 1980's. What would be some of the benefits from the legalization of drugs? Well, for the actual user there would be numerous benefits from the legalization of such drugs as marijuana. First would be the price of the drugs. Drug costs would dramatically decrease by ninety percent if they were made legal. Also the availability of them would increase. Heroine, at one time was close to becoming legal, would have been available at any corner market, and even treated like aspirin without any restrictions. Along with the benefits, comes' the obvious dangers that would rise from the legalization of drugs. One of the first considerations that comes to a person's mind when thinking of the possible dangers drugs is the thought of children being able to obtain marijuana, and other such drugs. If it is easy for the under aged to obtain such things as alcohol and cigarettes, wouldn't it be just as easy to come in contact with these new legal drugs? What many adults don't consider is the fact that mant teenagers and young children already have acceess to these illegal drugs. ?Today, just 11% of Americans report seeing drugs available where they live: After legalization, there could be a place to purchase drugs in every neighborhood.? Once again this information is hard to believe. Although drugs are illegal, drugs can be found anywhere in the United States, and they are most definitely already in just about every neighborhood. There are also fears of the crime rate increasing in result of the legalization of drugs. The U.S. Department of Justice reports that criminals seem to commit six times more homicides, four times assaults, and almost one and a half times as many robberies under the influence of drugs. The main reason of these high statistics is the result of there criminals trying to obtain money in order to buy the drugs, but if the drugs were legal and in turn had a lower price, maybe not as many crimes would take place. Many other countries have legalized drugs inside their boundaries. A few of their places include European countries such as; Switzerland, England, the Netherlands, and Italy. In the Netherlands, anyone over the age of seventeen is able to visit marijuana ?coffee shop? and pick a type of marijuana like a little kid picks a flavor of ice cream. The use of pot by adolescents the Netherlands has raised by nearly 200%. The possession of small amounts of drugs in Italy has not been considered a crime since 1975. Today, Italy has 300,000 heroin addicts, the highest rate of heroin addiction in all of Europe. Mexico is another country with related drug problems. In Mexico there is no serious enforcement against drug distribution. Mexico is the major source of marijuana. The United States' State Department has stated that Mexico ?does not have a serious drug problem?. So if less strict laws against drugs seem to be working better than completely outlawing them, shouldn't the U.S. try to lay off of the drug users

20 Expository Essay Topics on Sanxingdui Culture

20 Expository Essay Topics on Sanxingdui Culture If the Sanxingdui culture is part of your syllabus this semester, chances are that your instructor may give you a research assignment to help you better understand this mysterious, long-forgotten civilization. However, if you delay working on your assignment, you may be too hassled to begin coming up with a more specific topic. This is especially true if you have to write an info-packed expository essay. Luckily, we are here to help. If you are having trouble with expository essay topics on this culture, we have a list of 20 relevant and interesting topics you can explore and write about. The Values of the Sanxingdui Culture as Reflected by Discovered Artifacts The Concept of Power in Ancient Sanxingdui Gods and Modes of Worship of the Sanxingdui Culture The Temples and Ritual Symbols of Sanxingdui People The Concept of Sacrifice in Sanxingdui Religion The Emergence and Fall of the Sanxingdui Culture The Trade and Economy of the Sanxingdui People The Link Between the Ancient Kingdom of Shu and Sanxingdui A Comparison and Contrast of Sanxingdui and Other Bronze Age Civilizations The Artistic Styles of the Sanxingdui Culture Supernatural Aspects of the Discovered Sanxingdui Artifacts The Source and Origination of the Sanxingdui People The Bronze Art Techniques of the Sanxingdui Culture The Importance of Burial Pits Discovered in Sanxingdui The Nature of Politics and Religion in the Ancient Sanxingdui Culture Sanxingdui Totems and Their Symbolic Meanings Ba Shu Picture Words and Their Meanings How the Sanxingdui Museum Helped in Preserving and Understanding the Ancient People of Sanxingdui A New Interpretation of the Artifact Pits at Sanxingdui What Archaeologists Can Learn from the Excavations at Sanxingdui If you like a topic from this list, check out the 12 facts on Sanxingdui culture for an expository essay for a few facts to add to your essay and make it a great read. If you need guidance on how to write an expository essay, you can refer to our guide on how to write an expository essay on Sanxingdui culture. Sample Expository Essay on the Significance of Sacrificial Pits in Ancient Sanxingdui Religion Excavations in the Sanxingdui, Sichuan province of China brought to light a previously unknown ancient culture, now called the Sanxingdui culture. The experts who studied the site have estimated that this culture flourished circa 2050-1250 BC. Its people were a sophisticated bronze-using civilization and had a semi-Chinese culture which was previously unknown. The discovery is considered important because it added a thousand years to the history of the Sichuan basin. The chain of history of the Sichuan province now stretches unbroken from the Neolithic to Han. The finding also has far reaching implications in the study of Shang and early Zhou dynasties of ancient China. The Sanxingdui site lies on the western banks of the Mamu River. The total area of the site is over ten square kilometers. The discovery of the site was apparently quite accidental. A farmer discovered jade artifacts in 1929 while digging a well. Efforts were made to expand the excavation, but nothing was found until 1986. It was quite a significant archeological find as two large sacrificial pits filled with offerings were unearthed. The first pit discovered, called Pit no. 1, lies beneath a stratum. The stratum is probably old enough to belong to the middle of the Shang period. The pit itself is about 4.6 meters in length, 3.5 meters wide, and lies at a depth of 1.6 meters. Shallow trenches enter three sides of the rectangular pit. The second pit lies about 30 meters south of the first pit. It is 5.3 meters long, 2.3 meters wide, and 1.5 meters deep. It is about a generation or so later than the first pit. According to experts, Pit no. 1 probably belongs to Yinxu 1, and Pit no. 2 to Yinxu 1 or 2. (Yinxu 1 and 2 time periods correspond to the first half of the Anyang period.) The contents of the first pit were remarkable both in number and design. Over 300 objects were discovered, all of which were made from gold, jade, bronze, and stone. Also found were cowry shells, elephant tusks, and pottery. Moreover, the pit contained charred animal bones and wood ash. All other artifacts showed signs of burning, indicating that the pit was used for religious sacrifices. The second pit contained 400 different objects that were even more remarkable than the one discovered in the first pit.   All of them were burned before being buried and have sadly suffered significant damage. The objects discovered include a gold mask, ornaments of gold foil, jade objects, tusks, shells, bronze vessels, bronze faces, bronze heads, and bronze animals. The most unique artifact is a life-sized bronze statue of a man, which is said to be a representation of the shaman who presided over the sacrificial offerings. The sacrificial rituals of this culture are unlike anything yet discovered in Chinese archeology. Though they vaguely resemble the rituals of the Shang court, the practice of burning sacrificial offerings is quite unique in the history of the region. These sacrifices were made to the natural gods these people worshipped, including earth, heaven, mountains, and trees. The religion also centered on the worship of ancestors as many artifacts seem to have been ‘sacrificed’ to appease the spirits of long gone family members. It is clear from the size of the pits that sacrifice and religion played a large role in the lives of these ancient people. The artifacts discovered merit more detailed study in order to reveal the larger context and implication of this fascinating culture. Unfortunately, the site does not contain inscriptions or texts of any sort. The objects are our only source of information. Since religion influenced their daily lives significantly, understanding the importance of the pits and the objects found inside them will lead to a better understanding of the Sanxingdui culture. Since you can definitely come up with a better piece, get started with the resources you have and write a   great expository essay on this unique civilization to get a great grade. References: von Falkenhausen, L. (2003). The External Connections of Sanxingdui. Journal Of East Asian Archaeology, 5(1), 191-245. http://dx.doi.org/10.1163/156852303776172980 Wang, Y. (2010). Bronze age China. Newcastle upon Tyne: Cambridge Scholars Pub. Watson, W. (1952). Bronze Axes of Ancient China. The British Museum Quarterly, 16(4), 104. http://dx.doi.org/10.2307/4422351 http://dx.doi.org/10.1179/20470581413975704318038 Spencer, C., Hammond, E. (1964). Ancient China. New York: John Day. Hua, S. (2013) The Sanxingdui Culture of the Sichuan Basin, in A Companion to Chinese Archaeology (ed A. P. Underhill), John Wiley Sons, Ltd, Chichester, UK. doi: 10.1002/9781118325698.ch8 Keightley, D. (1978). Sources of Shang history. Berkeley: University of California Press.. http://dx.doi.org/10.1179/20470581413975704318038 Liu, Y., Capon, E. (2000). Masks of mystery. Sydney: Art Gallery of New South Wales.

Using Questions to Refocus or Adjust Lessons

Using Questions to Refocus or Adjust Lessons One of the most important responsibilities for a teacher is the planning of instruction. Planning instruction provides direction, provides assessment guidelines, and  conveys instructional intent to students and supervisors. Planned instruction for grades 7-12 in any academic discipline,  however, is met with everyday challenges. There are distractions within the classroom (cell phones,   classroom management  behavior, bathroom breaks) as well as the  external distractions  Ã‚  (PA announcements, outside noises, fire drills) that often interrupt lessons.   When the unexpected happens,  even the best planned lessons or most organized  plan  books  can derail.   Over the course of a unit or a semester, distractions can cause a teacher to lose sight of the goal(s) of a course.   So, what tools can  a secondary teacher use to get back on track?   To counter the many different interruptions in  the execution of lesson plans, teachers need to keep in mind three (3) simple questions that are at the heart of instruction: What thing(s) will the students be able to do when they leave the classroom?How will  I  know the students will be able to do what was taught?What tools or items  are needed for me to accomplish the task(s)? ​These questions can be made into a template to use as a planning tool and  added as an appendix to lesson plans. Instructional Planning in Secondary Classrooms These three (3) questions can also help secondary teachers to be flexible, since teachers may find they may have to modify lesson plans in real time for a specific course period by period. There may be different academic levels of students or multiple courses within a particular discipline; a math teacher, for example, may teach advanced calculus, regular calculus, and statistics sections in one day. Planning for daily instruction also  means that a teacher, regardless of content, is required  to differentiate or  tailor instruction to meet individual student needs. This differentiation  recognizes the variance among learners in the classroom. Teachers use differentiation when they account for student readiness, student interest, or  student learning styles. Teachers can differentiate the academic content, the activities associated with the content, the assessments or end products, or the approach (formal, informal) to the content. Teachers in grades 7-12 also need to account for any number of possible variations in a daily schedule. There may be advisory periods, guidance visits, field trips/internships, etc. Student attendance can also mean a variation in plans for individual students. The pace of an activity can be thrown off with one or more interruptions, so even the  best lesson plans need to account for these minor changes. In some cases, a lesson plan may need an  on the spot change or maybe even a complete rewrite! Because of differentiation or variations to schedules that mean real time adjustments, teachers need to have a quick planning tool that they can use to help adjust and refocus a lesson.  This set of three questions (above) can to help teachers at minimum the means to check to see they are still delivering instruction effectively. Use Questions to Refocus Daily Plans A teacher who uses the three questions (above) either as a daily planning tool or as a tool for adjustment may also need some additional follow-up questions.   When time is removed from an already tight class schedule, a teacher can choose some of the options listed beneath each question in order to salvage any pre-planned instruction. Moreover, any content area teacher can use this template as a tool to make adjustments to a lesson plan-even one that is partially delivered- by adding the following questions: What thing(s) will the students still be able to do when they leave the classroom today? If this was planned as an introductory lesson, what will students be able to explain what was taught with assistance?  If this was planned as an ongoing lesson, or a lesson in a series,  what will students be able to explain independently?  If this was planned as a  review lesson,   what will students be able to explain to others? How will  I  know the students will be able to do what was taught today? Can I still use a  question/answer session at the end of class where I check comprehension?Can I still use an exit slip quiz question with days lesson content or problem to receive feedback from students?Can I still assess through a homework assignment that is due the following day? What tools or items  are needed for me to accomplish the task(s) today? What necessary texts are still available for this lesson   and how do I still make these available for students? (textbooks, trade books, digital links, handouts)What necessary tools are still available to present the information? (whiteboard, Powerpoint, SmartBoard, projection and/or software platform)What other resources (websites, recommended reading, instructional videos, review/practice software) can I still provide to students as support for what I am teaching?What kinds of communication (assignment posts, reminders) can I still leave for students to keep pace with the lesson?If something goes wrong with the tools or items needed, what backups do I have? Teachers can use the three questions and their follow-up questions  in order to develop, to adjust, or to   refocus their lesson plans on just what is important for that particular day. While some teachers may find the use this set of questions particularly useful every day, others might use these questions infrequently.

Confederacies and Chiefdoms Essay Example | Topics and Well Written Essays - 1250 words

Confederacies and Chiefdoms - Essay Example   There were three main confederacies that inhabited the Eastern North America, namely the Hurons, the Iroquois and the Powhattans (Johnson & Smith, 2003). The three confederacies took the form of having one single leader who was in charge of different tribes or communities that had been united to form a confederacy. The confederacies were mainly found in the regions of Southern Ontario, near lakes Ontario and Erie, where the Huron confederacy occupied, while the Iroquois Confederacy occupied the central New York region and the Powhattans occupied the Chesapeake regions (Johansen, 2005). On the other hand, the chiefdoms were organizations of a single community under the leadership of their chiefs, who wielded much authority and powers over the people and established informal government structures, with their aides under them, who were responsible for overseeing the implementation of the chief’s authority by the different sections of the community. The chiefdoms occupied the major river ways of the Mississippi River hence their being referred to as the Mississippian chiefdoms (Milner, 2006). The advantages in both forms of political organization is that the coming together of tribes and communities gave the political organizations the strength to fight against their enemies as opposed to when they could fight as single tribes or communities. However, the disadvantage is that the political organizations allowed for the leaders to exploit their subjects since their word was the authority.   Therefore, the subjects had to share the spoils of their hunting, gathering and agricultural exploits with the leaders, through paying such exploits as tribute to the leaders (Milner, 2006). The population estimate of the confederacies and the chiefdoms in the eastern North America region has been the subject of controversy between archeologists. However, there is an agreement between the archeologists, based on the archeological artifacts that have been discovered in this region, that hunting and gathering was the main social and economic activity of the people, while

Classroom Behavior Management Plan Assignment Example | Topics and Well Written Essays - 1500 words

Classroom Behavior Management Plan - Assignment Example In addition, it helps to make the school experience more productive and enjoyable for students from all backgrounds (Hue & Li, 2008). This paper will discuss a classroom behavior management plan that will consider the social and economic status of the students to develop it. In addition, the plan will consider the ethnic background of the students matters because it influences their needs. Mark Twain Elementary is a school that enrolls students in kindergarten to fifth grade. It is surrounded by facilities such as Helen’s Park, Weekley Family YMCA, McGovern Public Library and Helen’s McGovern Public Library. The community around the school comprises of middle class individuals from all over the world who have settled there for work and study. (Houston Independent School District, n.d). The Fifth Grade classroom is made up of eighteen students from different ethnicity backgrounds. The class has 8 white students, 4 African American , 2 Hispanic, and 4 American Indian. The proportion of boys to girls in the class is 8:10. Majority of the students have learning difficulties because of their bilingual nature. The students are from lower and middle-class social level. Most of the students are enrolled on reduced-price or free lunch. These students desire social and emotional needs that affect their academic performance. The behavioral characteristics are displ ayed in degrading language, bullying, and violence. Some students may keep silent when they are hurt but if it gets to extreme levels opt to fight (Wessler, 2008). This classroom behavior management plan will address the behavior problems by highlighting rules and structures to be used in class. The plan will promote academic performance by involving the students in the process of making rules that make them easy to adopt. I believe that setting big goals for my students at the beginning of the year will have a significant effect on them academically

Elements of Good Feasibility Essay Example for Free

Elements of Good Feasibility Essay Those who do not do their homework do not graduate. Bryces Law In its simplest form, a Feasibility Study represents a definition of a problem or opportunity to be studied, an analysis of the current mode of operation, a definition of requirements, an evaluation of alternatives, and an agreed upon course of action. As such, the activities for preparing a Feasibility Study are generic in nature and can be applied to any type of project, be it for systems and software development, making an acquisition, or any other project. There are basically six parts to any effective Feasibility Study: 1. The PROJECT SCOPE which is used to define the business problem and/or opportunity to be addressed. The old adage, The problem well stated is half solved, is very apropos. The Scope should be definitive and to the point; rambling narrative serves no purpose and can actually confuse project participants. It is also necessary to define the parts of the business affected either directly or indirectly, including project participants and end-user areas affected by the project. The project sponsor should be identified, particularly if he/she is footing the bill. I have seen too many projects in the corporate world started without a well defined Project Scope. Consequently, projects have wandered in and out of their boundaries causing them to produce either far too much or far too little than what is truly needed. 2. The CURRENT ANALYSIS is used to define and understand the current method of implementation, such as a system, a product, etc. From this analysis, it is not uncommon to discover there is actually nothing wrong with the current system or product other than some misunderstandings regarding it or perhaps it needs some simple modifications as opposed to a major overhaul. Also, the strengths and weaknesses of the current approach are identified (pros and cons). In addition, there may very well be elements of the current system or product that may be used in its successor thus saving time and money later on. Without such analysis, this may never be discovered. Analysts are cautioned to avoid the temptation to stop and correct any problems encountered in the current system at this time. Simply document your findings instead, otherwise you will spend more time unnecessarily in this stage (aka Analysis Paralysis). 3. REQUIREMENTS how requirements are defined depends on the object of the projects attention. For example, how requirements are specified for a product are substantially different than requirements for an edifice, a bridge, or an information system. Each exhibits totally different properties and, as such, are defined differently. How you define requirements for software is also substantially different than how you define them for systems. (See, Understanding the Specifications Puzzle) 4. The APPROACH represents the recommended solution or course of action to satisfy the requirements. Here, various alternatives are considered along with an explanation as to why the preferred solution was selected. In terms of design related projects, it is here where whole rough designs (e. g. , renderings) are developed in order to determine viability. It is also at this point where the use of existing structures and commercial alternatives are considered (e. g. , build versus buy decisions). The overriding considerations though are: †¢Does the recommended approach satisfy the requirements? †¢Is it also a practical and viable solution? (Will it Play in Poughkeepsie? ) A thorough analysis here is needed in order to perform the next step 5. EVALUATION examines the cost effectiveness of the Approach selected. This begins with an analysis of the estimated total cost of the project. In addition to the recommended solution, other alternatives are estimated in order to offer an economic comparison. For development projects, an estimate of labor and out-of-pocket expenses is assembled along with a project schedule showing the project path and start-and-end dates. After the total cost of the project has been calculated, a cost and evaluation summary is prepared which includes such things as a cost/benefit analysis, return on investment, etc. . REVIEW all of the preceding elements are then assembled into a Feasibility Study and a formal review is conducted with all parties involved. The review serves two purposes: to substantiate the thoroughness and accuracy of the Feasibility Study, and to make a project decision; either approve it, reject it, or ask that it be revised before making a final decision. If approved, it is very important that all parties sign the document which expresses their acceptance and commitment to it; it may be a seemingly small gesture, but signatures carry a lot of weight later on as the project progresses. If the Feasibility Study is rejected, the reasons for its rejection should be explained and attached to the document. CONCLUSION It should be remembered that a Feasibility Study is more of a way of thinking as opposed to a bureaucratic process. For example, what I have just described is essentially the same process we all follow when purchasing an automobile or a home. As the scope of the project grows, it becomes more important to document the Feasibility Study particularly if large amounts of money are involved and/or the criticality of delivery. Not only should the Feasibility Study contain sufficient detail to carry on to the next succeeding phase in the project, but it should also be used for comparative analysis when preparing the final Project Audit which analyzes what was delivered versus what was proposed in the Feasibility Study. Feasibility Studies represent a commonsense approach to planning. Frankly, it is just plain good business to conduct them. However, I have read where some people in the I. T. field, such as the Agile methodology proponents, consider Feasibility Studies to be a colossal waste of time. If this is true, Ive got a good used car I want to sell them.

The Carbon Footprints of Sony and Dell Essay example -- Global Warming

The Carbon Footprints of Sony and Dell Abstract The purpose of this project was to investigate the carbon dioxide emissions of Sony Corporation and Dell, Inc. through the use of resources and the manipulation of rudimentary calculations and conversions. However, this comparison was not accurate because of lack of data on Dell's part. The significance of the data produced is it shows and compares the environmental efficiency of the companies targeted by quantifying their respective carbon footprints. Virtually all of the data obtained was found online through a variety of reliable sources, including the company websites of Sony and Dell and independent environmental reports. In order to compile the data, all information had to be converted into a "carbon footprint" unit, which is equal to grams of carbon dioxide equivalent per kilowatt hour of generation. In this way, the carbon footprint was able to account for all greenhouse gases produced by the respective companies. Thus, with the gathered data, it was possible to determine which of the companies was less environmentally harmful. The collected data from this project is significant because of the impending effects of Global Warming. The information provides an insight on how such large companies can work to make themselves "carbon neutral", and thus contribute much less to the greenhouse effect. Introduction A Brief Introduction on Global Warming In recent years, the issue of Global Warming has become a heated debate topic. In abridged terms, Global Warming is defined as an increase in the temperature of the Earth as a result of greenhouse gases, solar activity and other variables that impact climate. Much of the controversy surrounding Global Warming is whether ... ... provides data on the CO2 emissions of Dell Notebooks and Dell Optiplex's. Conclusion Conclusion Potentially, both Sony Corporation and Dell, Inc. have large carbon footprints. This is because from calculating Sony's carbon footprint, we can imply that Dell, Inc.'s carbon footprint will be roughly the same because the process in which their electronic products are created are similar. Furthermore, levels of product usage are roughly equivalent. While an accurate comparison could not be made, we did manage to determine Sony's carbon footprint. Also, some information on Dell, Inc's. CO2 emissions concerning their computers was gathered. Ignoring the inaccuracy of comparison, it can be said that Sony Corporation has easily accessible information and was given a higher rating than Dell, Inc. by Greenpeace, and thus has a lower carbon footprint than Dell.

Evaluation of the Endosymbiosis Theory

Evaluation of the Evidence The modern version of the endosymbiosis hypothesis was developed and promoted by Dr. Lynn Margulis in 1970. The term endosymbiosis comes from â€Å"endo† meaning â€Å"within,† and symbiosis which occurs when two different species benefit from living and working together (Genetic Science Learning Center). This theory proposes that the organelles of eukaryotic cells, specifically the mitochondria and chloroplasts, were once free-floating bacteria that were ingested by larger, prokaryotic bacteria by means of endocytosis.The host bacteria benefitted from the engulfment of the organelles as they were able to carry out functions, such as cellular respiration, more efficiently than the host itself could. Therefore, the free-living bacteria were not digested, and consequently over time their DNA was combined with the host bacterial cell’s DNA to eventually develop a new form of cells called eukaryotes.One of the most eminent pieces of evidenc e that supports the hypothesis is that although prokaryotic cells and eukaryotic cells are quite distinctive in physiological characteristics, some of the organelles of eukaryotes share a number of staggering similarities with prokaryotes. Like prokaryotes, the mitochondrion and chloroplast both replicate through means of binary fission, unlike the eukaryotic cells that contain them, which undergo mitosis.Moreover, prokaryotes and the abovementioned eukaryotic organelles have circular DNA, whereas eukaryotes have linear DNA. The size of the DNA is also a factor in the theory as the prokaryotic DNA and the DNA of the organelles is similar in size, and much smaller than that of eukaryotic cells. The dissimilarities between the physical characteristics of the DNA in the eukaryotic nucleus and the DNA in the organelles lead to the impression that the organelles were once bacterial (prokaryotic) symbionts (IUPUI Department of Biology).However, since the DNA in the nucleus and the organel les replicate independently of each other, there is the possibility that random mutations may have occurred, thus causing the discrepancies in the DNA over a certain period of time. Therefore, this evidence is not conclusive proof that the organelles are possible descendants of ancestral bacteria. Additionally, chloroplasts and mitochondria are surrounded by a double membrane. This provides further evidence to the endosymbiosis theory because it suggests that these organelles were ingested by a primitive host (Genetic Science Learning Center).To explain this circumstance, the host cell ingests the bacterium through phagocytosis – a form of endocytosis – which results in an additional lipid bilayer formed by the vesicle membrane, in addition to the bacterium’s inner plasma membrane (IUPUI Department of Biology). There is no other known cause as to why these organelles have double membranes, other than the widely-accepted endosymbiotic theory. In the field of scie nce, a theory is a well-established explanation based on extensive experimentation and observation, and is generally accepted as fact by the scientific community (Genetic Science Learning Center).Although some of the evidence provided in support of the endosymbiosis hypothesis is not irrefutable, there is more evidence is support of the theory, than there is against it. Therefore, in my opinion, the amount of research put into this topic over the years and the various evidences that have been unearthed in support of it, as well as the lack of proof against it, lead me to accepting this theory as conclusive. However, I also want to note that research is always being done, and in the near future it is possible that scientists may propose new, improved theories.REFERENCES Genetic Science Learning Center (1969, December 31). The Evolution of the Cell. Retrieved on October 8, 2012 from http://learn. genetics. utah. edu/content/begin/cells/organelles/ IUPUI Department of Biology (2002, Ja nuary 14). The Endosymbiotic Theory. Retrieved on October 8, 2012 from http://www. biology. iupui. edu/biocourses/N100/2k2endosymb. html Caprette, D. R. (2008). Evolutionary Origin of Mitochondria. Retrieved on October 8, 2012 from http://www. ruf. rice. edu/~bioslabs/studies/mitochondria/mitorigin. html

Polar Opposites

English 101 March 01, 2013 Polar Opposites When my twins were infants it was much easier for everyone to acknowledge them as twins. A big clue was the double stroller. There was never a question if they were twins as long as I had that linking stroller nearby. But as they grew out of the strollers they grew into themselves. Now that they are six years old nobody would suspect them of being twins. They are complete opposites. I often joke to others that if I sent someone into a room full of kids and gave them a picture of Benjamin and asked them to pick out his twin; they would more than likely come out with a different kid altogether.The twins don’t only differ in appearance they are also very diverse in their character, and interests. Although Benjamin and Nathaniel are twins, the only thing they share in common is their birthday. The twin’s features are extreme opposites. Benjamin stands at least two inches taller than Nathaniel. He has blonde curly hair, light brown eyes, and is so fair he must wear sunscreen and a hat when out in the sun. Nathaniel on the other hand, has stick straight jet black hair, deep brown eyes, and a natural tan that will outlast the longest winters.It’s even difficult for me to buy matching clothes since the twins sizes are in found in different departments of the store. In addition to them looking more like friends than twins their characters are also much different. Benjamin will think everything through prior to jumping in and doing the event; he is very safe and will not bring any harm to himself. Nathaniel, however, has ridden in an ambulance and a helicopter being rushed to the hospital after making the wrong choices.There is no roof too high to jump off, no room to dark to enter, and no distance to far to wander. There have been many trips to the emergency room for stiches and x-rays. Benjamin has figured out that if Nathaniel didn’t get hurt doing something then he should be safe and will follow c autiously behind. Their diverse character works well for the two of them. They easily outwit their parents by Benjamin acting as a decoy while Nathaniel takes advantage of the distraction and scales the cabinets to sneak a treat for the two of them to enjoy later.The biggest difference between the two is what captivates their interests. Benjamin is very artistic and will spend hours with a new box of crayons and a pad of paper. Nathaniel on the contrary would be happier with a sword fighting off dragons. This is very helpful when it comes to the boys playing together. They rarely fight over toys, and they play together more like best friends than competitive twins. Their individualism has always been apparent. Even as infants one was always happiest in the swing while the other content with rolling around on the floor.As you can now see the twins are polar opposites. The only thing they have in common is that they shared a womb for the same nine months. Benjamin and Nathaniel will n ever have to compete to prove their individuality they were born poles apart in personality. Having unique hobbies will keep them entertained throughout the years. For Benjamin and Nathaniel being twins doesn’t mean they need to compete for attention, being twins simply means having a best friend.

Globalization Human Resource Management in Middle East essays

Globalization Human Resource Management in Middle East essays Globalization is an umbrella term for a complex series of economic, social technological, cultural and political changes seen as increasing interdependence, integration and interaction between people and companies in disparate locations.1 The most characteristic feature of globalization is that it can influence any process or phenomenon in any part of the world. Rapid development of international trade and growing concernment of information transfer have made even most conservative countries follow the rules of global processes. Human resource management (HRM) is one of those phenomenons that possess property to change under the influence of globalization. HRM is both an academic theory and a business practice. It is based on the notion that employees are firstly human, and secondly should not be treated as a basic business resource. HRM is also seen as an understanding of the human aspect of a company and its strategic importance2. According to this approach employee has an ability not only to perform his professional duties but also to prove himself in other activity that can bring profit for the company. This way employee has a sensation of being an important part of the company and gives the best return through his work. Global human resource management provides an organized framework for developing and managing people who are comfortable with the strategic and operational paradoxes embedded in global organizations and who are capable of managing cultural diversity3. There are two main types of problems that can appear in global form of HRM. The first one concerns the system of choosing, training and paying those employees whose work is connected with communication with different cultures and who make business trips too often. The second one consists in differences between legislation system, labor relations etc. in different counties. As a result international companies should adopt their management to specific conditions...

Causes of World War 2

Out of all the wars that the world has gone through, none has been more devastating as world war II. But what caused this war? Well, world war II had six major causes: anger over the Versailles Treaty, the failure of peace efforts after world war I, the rise of Fascism, the goals of Hitler, the isolationism by America and Britain, and the re-armament of Europe. This paper will go over each of these causes individually and then draw some conclusions about world war II. Plagiarism Detection >The first cause of world war II was the intense anger over the Versailles Treaty. Germany was very angry over two things and the first of which was the many territorial losses they had to endure as a result of the treaty. They lost two cities on the French-German border and as per Wilsons thirteenth point Poland was re-formed with access to the Baltic Sea, which went right through Germany. Giving Poland Sea access split Germany into two parts, the main part of Germany, and a small portion to the No rth of the Danzig corridor. The Danzig corridor really inflamed Germany for many years, but they really could not do anything about the situation because they lost world war I. Another country that was angry over the Versailles Treaty was Italy. They were angry because they thought that the land that they had received as a payment for their participation in the Allied effort against Germany did not offset the cost of the war, nor did it satisfy their ambitions to grow. The final country that was angry over the Versailles Treaty was Japan. They were also a victor over Germany and they wanted to gain control over China as reward for their participation in the war. This, however, did not happen and they were angry over the situation.The second cause of world war II was the failure of the many peace efforts that occurred after world war I. The League of Nations, which was one of Wilsons fourteen points and part of the Versailles Treaty, was a forum in which nations could settle their di sputes with one another. The problem was that the League did not have any real power. The only thing it could do was try to persuade the offending nation to concede and if that did not work out they could impose economic sanctions on that country. But the league had so little power that the sanctions it passed were normally ignored and it could do nothing from that point on. Another failed peace effort was the Washington Conference. At this conference the principal naval powers agreed to limit their navies according to a fixed ratio. But again none of the powers really went through with their agreement. Yet another failed peace effort was the Locarno Conference. This conference produced a treaty between France and Germany stating that the border between the two countries was guaranteed. However, we know that this treaty failed because Germany invaded France during world war II. The final failed peace effort was the Paris Peace Act. At this conference all of the major countries, excl uding Russia, and many smaller countries agreed that war was not a national policy and stated that they would try to resolve problems through diplomatic means. The only way that war was acceptable in this act was by means of self-defense. These did not directly cause world war II, but they made it possible by their obvious lack of power. Countries still did not trust each other enough to follow through with the good ideas that they had.The third cause of world war II was the rise of Fascism. Fascism was a movement that began before world war I, but did not become a serious political power until Benito Mussolini took control of the Italian government in 1922. Under Mussolini Italy became a Totalitarian government where labor unions were abolished and political opponents were killed or silenced. This caused many things to happen to Italys social and economic problems. The first of these problems was the lowered living standard of the Italian people. The people lost their eight hour wo rk day protection and their wages were lowered by the government. Mussolini acknowledged that the living standard had gone down, but explained it by saying that the Italian people were not used to eating much anyway, so they would not feel the lack of food as badly as others. Another thing the Fascist government caused was an increased birthrate in Italy. Mussolini wanted women to have more children so that he could create a larger army in the future. In this way he felt that he could have a large army by the time he was ready to go to war for more land. Mussolini used tactics much like the communists in that he had total control over all of the Italian population and could have people killed whenever he wanted. Italy, however, was not the only country to fall under Fascism. Germany adopted this form of government only it was called national socialism. Its leader was Adolf Hitler and it called itself the Nazi party. The Nazi party differed slightly from Mussolinis government in that the Nazis were more racist and believed that it was their destiny to make the world subject to the perfect German people. They were particularly hateful to the Jewish people, which was proven after they started to exterminate all of the Jews within central Europe after world war II started. These events did not directly cause world war II, but they brought us to the brink of war. People that listened to these dictators believed that these men could bring them to world domination.The fourth cause of world war II was the goals of the German dictator, Hitler. He had a vision of the German people becoming a master race and dominating the entire world, but he also knew that he could not achieve all this during the war he intended to start. He, however, had two major goals which was to bring all of central Europe together and form a larger Germany and to create more room for Germany to grow by taking over Poland. His first move was to test the other European powers by inserting troops in to Germanys coal mining area next to France. This was forbidden by the Treaty of Versailles and Hitler wanted to see how far he could push his adversaries before they would strike back. If Britain had not been so passive to Hitler they might have stopped this war before it ever started. They, however, allowed Hitler to do this because they did not want to start another war. Hitler then pushed the European powers further and further until he invaded Poland and Europe had no choice but to react.The fifth cause of world war II was American and British isolationism. After world war I America turned away from Europe and went back to its domestic problems. The American people did not want anything to do with European affairs because many of the debts that were accrued during the war were not being paid and Americans were very bitter. Britain also turned to its domestic problems and did not want to interfere in Continental Europes problems. If one or both of these countries had attempted t o stop Hitler when he first came into power he probably would have been thrown out of office and world war II might have been prevented. Plagiarism Detection >The final cause of world war II was a direct result from all of the previous causes, and that is the rearmament of all the European powers. Tensions started to increase as Hitler tested the European powers and most if not all countries began to increase their armies and navies. This brought war closer because it meant that the government leaders were prepared to use force to resolve the problems that Hitler was causing, and it raised tensions even higher than they already were.In conclusion, world war II was not an extension of world war I, but world war I was a big cause of world war II. Most of the causes of world war II came out of the Treaty of Versailles, and if that treaty had been better there might not have been world war II. Nevertheless, world war II happened and we can only learn from the mistakes we see from the pa st.

Australian economy Essay Example | Topics and Well Written Essays - 1250 words

Australian economy - Essay Example It has also been volatile. The high rate of the terms of trade plays its part in increasing the real income level. The rate also acts in keeping the rate of inflation at lower levels. The ratio between the prices of exports and the imports is defined to be the terms of trade. If the terms of trade rise Australia will have the potential to buy more imports with smaller amounts of exports. The volatility in the terms of trade can be used to define the ups and down in the expending capacity of the consumers. The terms of trade has been less volatile for Australia since the period of 1980s.The variety of goods that are offered to the consumers and the global prices for the exports as well as the imports comprises the two main components of terms of trade. The developments within the environment outside the geographical boundary of Australia can influence the terms of trade. The terms of trade can rise if the price of coal raises more steeply than the price other ICT goods since Australia is a net exporter of coal. The exchange rates and the terms of trade shares close relation. The nominal exchange rates got reduced after the financial crisis of 1990s. The volatility of the import prices can be influenced by the regional influences but changes in the global prices can affect to change the prices of exports. ... Over the last decade and a half Australia turned away from comparatively price impulsive properties and took the initiative towards moving towards exports of goods whose prices can be more predictable in the global market (Australian Government Productivity Commission, 2012). The rural goods now consist of a major proportion of goods that are exported. The wide ranges of exports that are practiced by Australia consist of rural goods like vegetables and dairy products. It can be experienced that the exports of such goods has grown in the recent months and can be thought as one of the reasons for Australia experiencing a high rate of terms of trade. In due course of time the exports of the rural goods have risen. The following graph will show the terms of trade for Australia over the period under consideration. (Department of Foreign Affairs and Trade, 2011, p. 5) Question b Economic growth is related with terms of trade. It can be witnessed that term of trade rises when an economy is experiencing economic growth while the terms of trade falls when the economy is stagnated and is not witnessing any growth. Under such cases the terms of trade will fall (Department of Foreign Affairs and Trade, 2011). Therefore in order to analyze the terms of trade of Australia it is necessary to judge the economic growth of the country for the period under consideration. The factors that have the potential to influence the terms of trade have been discussed below in bullet format. The shifts in the demand level on the global arena The commodity market shocks Globalization shocks The prices of exports are raised by the joint influence of fluctuations in global demand and commodity shocks in the market. The prices of imports are reduced