Impact of IMF Funding on Pakistans economy

Effect of IMF Funding on Pakistans economy Presentation The subsidizing by International Monetary Fund (IMF) to creating nations has consistently raised a discussion on its positive and negative effects on the economy of the bank nation. Pakistan has an all-inclusive history of financing from IMF beginning from 1958 to 2004 in different time ranges and now the current understanding from 2008. This investigation examines the effect of IMF subsidizing on Pakistan. Despite the fact that there has been analysis with respect to the two issues of strategies and the financing sway yet the focal point of this exploration is to examine the effects and not to talk about or condemn the arrangements of IMF. The IMF attempts to encourage worldwide development and financial security. It gives strategy guidance and financing to individuals in monetary troubles and furthermore works with creating countries to assist them with accomplishing macroeconomic security and decrease neediness. It is attempting to cultivate worldwide money related participation, secure budgetary soundness, encourage global exchange, advance high business and feasible financial development, and lessen neediness around the globe. Albeit fiscal reserve gives monetary help to the creating nations yet its job in financial flourishing has been profoundly censured from the most recent couple of years because of its severe arrangements and limitations forced on the borrower nation. Under flow understanding, IMF forces 11 primary conditions on Pakistan which incorporates: presentation of the Central Excise Duty on administration and farming segment, decrease in the uses on Public Sector Development Program, cheapening of rupee, freezing of non-improvement consumption under the barrier spending plan, non-arrangement of beneficial awards to government offices, finishing sponsorship on gas and power, decrease in non-advancement use of common offices and bureaucratic services, increment in markup pace of banks and on between bank exchanges, consistency in the between bank and open market dollar conversion scale and stoppage of government money related mediation in securities exchanges. The fundamental point of IMF behind inconvenience of strategies is to build the incomes of the borrower nation. Yet, a few examinations uncover that it influences the economy both straightforwardly and in a roundabout way. Legitimately it forces sway in the feeling of control of specific factors on which it put limitations and in a roundabout way as to the relationship of these factors with other macroeconomic driving factors that drives the financial development. The issue here isn't the IMF financing however the arrangement burdens that could affect the monetary development. IMF gives assets to the three significant territories, to decrease deficiency of monetary record and current record and to expand the incomes. The inquiry here emerges that whether the expansion in charges, disposal of appropriations and improvement undertakings will help support the economy or makes the genuine GDP tumble from the normal incentive through expanded swelling. A broad exploration has been done to address the issue of IMF approaches and effect on economy of the borrower nation yet there are clashing outcomes inferred by various specialists because of specific conditions identified with that nation, the investigates that attempted to concentrate all nations under IMF program additionally uncovers negating results. This investigation centers explicitly around Pakistan with the goal that specific impacts could be uncovered that IMF financing is pouring on Pakistans economy. Issue proclamation The issue proclamation of exploration is Impact of IMF subsidizing on Pakistans economy. Significant factors that are utilized in this examination incorporate IMF assets and large scale financial factors that are the markers of an economy for example genuine GDP, work rate, current record balance, parity of installments and FDI. Destinations The destinations of our investigation are: To concentrate how IMF financing is putting its impact on economy of Pakistan. To uncover that whether there is any noteworthy connection between IMF financing and monetary development and on the off chance that there is a relationship, at that point whether it is sure or negative. To make inference and make proposals through investigation that whether Pakistan ought to obtain from IMF or look for different methods of getting Hugeness Albeit various examinations have addresses the expressed issue yet these explores for the most part did total influence considering all the nations under IMF program. The Research that we are going to lead will attempt to discover effect of IMF subsidizing on monetary development specifically situation of Pakistan. Delimitation Our extent of study will be constrained to the effects on Pakistan economy. Progressively over the variable that we will use for examination of monetary development will be just major macroeconomic factors which are significantly contributing towards the development factor. In our investigation we are not considering the political precariousness and irregularity in the predominant strategies and other social ecological issues that could affect financial development next to each other. Section 2 Survey of Related Literature This section incorporates the work done in a similar zone by different specialists. It put a look on investigations of a portion of the analysts alongside their proposed decisions Writing audit IMF financing has been one of the most discussed issues from the most recent couple of years as far as its approaches, limitations and its effect on the economy of nations under IMF programs. Various examinations have been done in such manner. Anyway the aftereffects of these investigations are negating making this issue still far from being obviously true. Late investigations have created blended and once in a while bewildering results with respect to the effect of IMF programs on a countries parity of installments, current record balance, remote direct speculation, genuine GDP, per capita pay and since quite a while ago run financial development. Martin Feldstein (1998) contends that the IMF required unnecessarily huge decreases in government shortfalls and limitations on money related approach. These limitations brought about significant increments in charge rates, loan costs and increment in current record deficiency. Feldstein contends that Asian economies have encountered a downturn that intensified their monetary issues because of these approach changes. Feldstein contends that a significant number of the ordered changes include unjustified impedance with national independence and have almost no relationship to the objective of settling the installment issue. He takes note of that it would have been exceptional to permit more opportunity for exchanges among borrowers and banks before giving IMF credits to a nation encountering installment issues. Ho: There is no huge Impact on the current record deficiency by expanding Government Expenditure through IMF Funding. H5: There is huge Impact on the current record deficiency by expanding Government Expenditure through IMF Funding. Doug Bandow (1999) contends that the presence of IMF bailouts makes an ethical peril issue that urges nations to not take care of their basic issues. He recommends that all countries would profit if solid economies isolated wiped out economies as opposed to giving financial help. Bandow contends that IMF help programs increment hazard for sound economies and don't give long haul advantages to pained economies. He takes note of that most IMF borrowers have gotten help for 10 years or more. Jensen (2004) recommends that global capital markets see IMF intercession as a negative turn of events. Despite factors driving their choices, Jensens research gives solid proof that creating nations follow through on a genuine cost when they exploit IMF help. His exploration emphatically uncovers a negative connection between IMF subsidizing and outside direct interest in the nation. As indicated by him financial specialists dont see this subsidizing in a positive manner that why decreasing net speculation level in the nation and subsequently thwarting monetary development. For effect of IMF on FDI following speculation is created: Ho: There is no huge Impact on the FDI by expanding Government Expenditure through IMF Funding. H1: There is huge Impact on the FDI by expanding Government Expenditure through IMF Funding. Then again there are various specialists like Dicks Mireaux (2000), who have discovered unequivocally positive financial development impacts of IMF subsidizing. These explores found that there is appositive effect of IMF financing on the economy. While there are additionally examines which presumed that are no critical impacts of IMF on the economy of a nation under IMF understanding like, Hardoy(2003) and Hutchison (2004), who contend that IMF subsidizing doesn't pour any huge effect on the economy of the borrower nation. Mireaux contend that economy becomes because of the expanded duty incomes. Following speculation has been created between charge income and IMF subsidizing. Ho: There is no noteworthy Impact on the Tax Revenue by expanding Government Expenditure through IMF Funding. H3: There is noteworthy Impact on the Tax Revenue by expanding Government Expenditure through IMF Funding. Nunnenkamp(1999) in his article talked about that IMF is under genuine assault as pundits accuse that IMF loaning lead to money related emergency and recommends to stop IMF subsidizing additionally the specialist examined the outcomes of completion the loaning ODriscoll (1997) in his article has led the spellbinding examination about the IMF strategies towards creating nations by maintaining the attention on USA economy. The Policy creation of IMF for the creating nations are with no support of verifiable choices taken by the creating nations in past. In this manner the budgetary emergencies and current record shortage emergencies is essentially credited to such approach making. The analyst has give case of Asia in which case the above conversation is especially obvious which establishes in 1995. The IMFs treatment of the Mexico emergency immovably settled good peril in universal loaning and planted the seeds for the Asian emergency. Up to this point, IMF strategy in Asia to a great extent rehashes the approach botches in Mexico.â Gina (2007) demonstrates

Artefact Biography as an Approach to Material Culture free essay sample

Relic histories are a way to deal with material culture that features the moving implications of antiques after some time. Relic histories give the item meaning, usefulness, imagery and recognize social movement (Waller-Cotterhill, C. Ancient rarity Biographies). It is fundamentally the life of antiques that were previously, and which are as yet being flowed around for a long time into the future. As the ancient rarities get more established the more parts and qualities are added to the tale of it after some time (ARA1001 module handbook: p 17). These are legacies we get from our grandparents. Legacies are not generally of financial worth, however it likewise has a story behind every single ancient rarity. Composing a memoir causes you reveal the concealed stories and estimations of antiques. As indicated by Joy (2009), there are two parts of composing the life story of an item. The principal technique is called ‘Life History’, where you investigate the historical backdrop of antiques as one. The subsequent strategy is called ‘Biographical’, where you investigate an ancient rarity of the geological and sequential request (Joy 2009). We will compose a custom paper test on Relic Biography as an Approach to Material Culture or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page I will utilize the ‘Biographical’ strategy in this composition, to deliver the life of an article, in this antique biography.Every family has a lot of family legacies, which has been passed down from age to age. In my family, I have three family treasures †a hairpiece, a lot of familial adornments and a ring, went somewhere near my Grandma Alice, Grandma Anita, and my grandpa, respectively.I decide to reveal to you the story and estimation of the lovely hair piece left by my Grandma Alice †my father’s mother. My grandmother, Alice Mariah is British. She was the main little girl of one of the Governors’ named to Ceylon (Sri Lanka) when Ceylon was under the British. Around this time, my distant grandpa was a Chieftain of three towns, who governed it with a firm hand. He likewise happened to have an unmarried child (my grandpa). The British Governor (likewise my distant grandpa), who needed to shape a collusion with the Chieftain, organized a marriage between his girl (my grandmother) and the unmarried child of the Chieftain. The Governor’s little girl, Alice Mariah, showed up at Ceylon three months before the wedding. As indicated by grandmother, it was all consuming, instant adoration. She became acquainted with his folks and changed in accordance with the way of life before the wedding. She carried with her a delightful Silver hairpiece (see Fig. 1), given to her by her mom †who got it from her relative, Alexandra-for she was leaving to an obscure land until the end of time.

Set a Timer When Studying

Set a Timer When Studying I hope everyone is powering through midterms! This has been a busy few weeks for me, but I am really trying to stay on top of things. I know Ive posted a lot of curricula related stuff lately, but I feel like its super relevant at this time of year. One of my favorite strategies that I use to try to tackle everything that I need to do, is to set a timer for a period of time, such as an hour, and use that hour to work on one thing. After that hour is finished, I switch activities. This way, I can try and make sure that I am working on everything that I need to, and not get burnt out from doing the same thing for a super long time. This is just one strategy, and I know everyone has their favorites! Good luck, everybody! Sarah Class of 2018 I'm from Grand Rapids, Michigan. I'm majoring in Communication in the College of Liberal Arts and Sciences.

The Hamartia of Blindness in Death of a Salesman and...

The Hamartia of Blindness in Death of a Salesman and Oedipus Rex â€Å"Tragedy is an imitation not of men but of a life, an action†¦Ã¢â‚¬  (Aristotle). Tragedy is not about learning of certain characters, but rather learning about life itself. The inability to confront reality is a matter that takes place both in everyday life and in both plays. Despite the differences in both plays, Death of a Salesman and Oedipus Rex, the theme of being unable to confront reality is revealed through the protagonists’ shared hamartia of blindness. Through experiences with themselves and other characters, the protagonists show that their tragic flaw is what leads to their downfall. Both plays display the blindness of the protagonists, Oedipus and Willy Loman, when coming to terms with what they believe to be true. Although Oedipus truly is the murderer, he does not have the slightest thought that it could be him. He is blind to the prophecy and decides he must take action towards the murderer when he says: â€Å"Whoever killed King Laà ¯os mightâ €“who knows?–/Lay violent hands even on me–and soon./I act for the murdered king in my own interest† (Sophocles, 141-143). This is very ironic because Oedipus is feeling threatened by the murderer when he is in fact the one whom he seeks, but he is blind to that fact. Throughout the play, Willy Loman is consumed by the fact of being ‘well liked’ and maintaining a respectable status. He lies to friends and family about his successes to remain above the socialShow MoreRelatedHamartia in Oedipus Rex and Death of a Salesman834 Words   |  3 PagesHamartia in Oedipus Rex and Death of a Salesman Hamartia is defined as a fatal flaw leading to the downfall of a tragic hero. Aristotle defines a tragic hero to be a man â€Å"who is not completely good and just, whose misfortune is brought out not by vice or immorality, but by some error or weakness.† The three key requirements of Aristotle in regards to a tragic hero are; a high social standing, goodness or moral excellence, or error committed by the hero in unawareness or ignorance. Two quality examplesRead Moreâ€Å"Aristotle’s Definition of the Tragic Hero and Irony in Tragedy† Oedipus Rex, Othello, and Death of a Salesman3217 Words   |  13 Pagesmisfortune due to some flaw of character or failure to find/some deviation from the moral and righteous path, which is referred to as the hamartia. (Myers) However, he cannot be of paramount virtue or righteousness for this would objectify him, in turn isolating him from human perceptivity and compassion though he must be of high or noble character. The hamar tia at some point must be realized by the character and this experience is known as an anagnorisis; it is to be noted that the relationship between

Misundertanding of Algebra Why We Should Continue to Have...

Ever since the ancient civilizations of Egypt, China, Mesopotamia, and India, we have used mathematics. It has guided the advancement of society and it has led to incredible discoveries. However, the amount of math students should learn has become an issue. Almost every well educated person would agree that all students should learn the value of math. By the time students reach the level of algebra, however, we see politicians, the media, students and parents arguing if they should even learn algebra. One of the reasons is that many U.S. students are failing algebra in high school and college. Algebra is the minimum requirement for all students in high school and a basic requirement in college and universities. To ask to change the†¦show more content†¦This would give us answer of 4.30 hours to drive to Las Vegas from Los Angeles. Now this is one way to describe what algebra is, but we also have formulas to help us. The quadratic formula, Pythagorean Theorem, and the equati on of a line are just a few of the formulas we use to solve algebraic problems. The ancient Egyptians used the Pythagorean Theorem to design and build the pyramids of Egypt. Civil engineers across Europe built the massive cathedrals using algebra in a time when machinery was not available. Algebra helped aerospace engineers figured out how to send three astronauts to the moon in 1969. Our advancement in technology and society will depend on people with exceptional math skills to build the bridge to the future. As of now, we need to make people realize how useful algebra is in everyday life before we can go the next step. A question that sometimes is mentioned is how can algebra make our lives easier? Some people assume that our need for math is basic. This is saying that we should be fine as long as we can add, subtract, multiply, and divide. What these people do not realize is that algebra is used in our lives more than they think. For students, determining your grade-point-average (GPA) and understanding what is your class grade takes a bit of algebra to understand. For example, if a high school student wants to determine what their GPA for admission to a university, they have to know what numbers represent the letter grades. Traditionally,

Island of the Sequined Love Nun Chapter 56~57 Free Essays

string(75) " the hideous screech of a raging lynx, and the old man went over the side\." 56 Escape Kimi was trying to call up thunder and was having no luck at all. He’d been chanting and waving his arms for half an hour and there still wasn’t a cloud in the sky. â€Å"You’re not holding your arms right,† Sarapul said. We will write a custom essay sample on Island of the Sequined Love Nun Chapter 56~57 or any similar topic only for you Order Now He was lying under a palm tree, chewing a betel nut and offering constructive criticism to the navigator. Sepie lay nearby watching. â€Å"I am too,† Kimi said. â€Å"I’m holding them the same way you do.† â€Å"Maybe it doesn’t work for Filipinos.† â€Å"It’s because I’m shot,† Kimi said. â€Å"If I wasn’t shot, I could do this.† Sarapul scanned the horizon. Not even a bird. â€Å"That’s it. It’s because you’re shot.† He spit out a red stream of betel nut juice. â€Å"And you’re not holding your arms right.† Kimi resumed chanting and waving his arms. â€Å"Hey!† Sarapul said. â€Å"What? Did you hear thunder? I knew I could do it.† â€Å"No. Be quiet. Someone is calling you.† Kimi listened. Someone was calling him, and they were getting closer. He limped down the beach toward the voice and saw Tucker Case coming around the island. â€Å"Hey, boss, what you doin’ out here during the day? The Sorcerer gonna be plenty mad at you.† Tuck was out of breath. â€Å"He is mad. I need your boat, Kimi. And I need you to navigate for me.† â€Å"Not his ship,† Sarapul said. â€Å"My ship.† â€Å"The doc is going to kill me if I don’t get off the island. Can I use your boat?† The old cannibal was silent for a moment, thinking. â€Å"Where you go?† â€Å"I don’t know. Guam, Yap, anywhere.† â€Å"Can I come?† â€Å"Yes, yes, if I can use your boat.† â€Å"Okay, we leave five days. Right, Kimi?† Kimi looked at Tuck. â€Å"It not be good sailing for five days.† â€Å"I have to go now, Kimi.† â€Å"Can Sepie come?† Sepie stepped back, surprised. â€Å"You want to take me? Women don’t sail.† â€Å"You come,† Kimi said. â€Å"Okay, boss?† he said to Tuck. Tuck nodded. â€Å"Whatever. Sepie, go tell Malink that I need everyone to bring drinking coconuts. Many drinking coconuts with the husks taken off. Bananas, mangoes, papaya, and dried fish if he has any.† â€Å"There is plenty shark meat,† Sepie said. â€Å"I need it now, Sepie. Go. Tell Malink that Vincent demands it.† Sarapul began to chop at the underbrush in front of the sailing canoe to clear a path to the water. â€Å"Put down palm leaf to slide ship on,† he told Tuck. Tuck began to gather long palm fronds and lay them down in a path to the water. â€Å"Kimi, can you go get the things from my pack? There’s things we can use.† â€Å"What about Roberto?† â€Å"Call for him, but go get the stuff. The money too.† â€Å"Okay, boss.† Ten minutes later Tuck looked up to see Malink leading a line of Shark People through the jungle. All were carrying baskets of food and husked green coconuts. â€Å"You are leaving?† â€Å"Yes, I have to go, Chief.† â€Å"You are taking our ship and our navigator.† â€Å"And our mispel,† Abo added from behind Malink. â€Å"I have to go, Malink. The Sorcerer and the Sky Priestess are going to kill me.† â€Å"But Vincent send you. How they hurt you?† â€Å"They don’t really believe in Vincent. They use him to get you to give up the chosen, Malink. They’re going to start killing off your people too.† â€Å"They no kill the Chosen. Chosen are for Vincent.† â€Å"No. I told you before. They take out your organs and sell them to be put inside of other people.† Malink scoffed. â€Å"You can no put one man kidney in other man.† â€Å"It was in People magazine. Didn’t you see it? Demi Moore, Melanie Griffith, Mariel Hemingway, all of them? You didn’t read about it?† Recognition lit up Malink’s face. â€Å"Boob job!† â€Å"Yes,† Tuck said. â€Å"Where do you think they get those boobs?† â€Å"Oh, no.† â€Å"Yes.† â€Å"He speaks the truth,† Malink said to the islanders. â€Å"It was in People. Put the food in the boat.† He took Tuck aside. â€Å"You will come back?† â€Å"I’ll try.† â€Å"And bring our navigator.† â€Å"I’ll try, Malink. I really will.† â€Å"You try.† â€Å"Tide,† Kimi called. â€Å"We go now.† The center of the canoe was filled with coconuts, fruit, and bundles of dried shark meat wrapped in banana leaves. Kimi directed the men to get on either side of the canoe and push it over the mat of palm fronds to the water. When it was afloat, Tuck lifted Sepie in, then climbed in himself. Kimi, standing on the outrigger platform, started to hoist the sail. It was the shape of a tortilla chip stood on end with a bite taken out at the top. Tuck recognized the pieces of his pack sewn into the nylon patchwork. â€Å"Where is Sarapul?† Kimi said. â€Å"Here!† The old cannibal was running out of the jungle, seeming stronger now than Tuck had ever seen him. He had gone back for his spear, a long shaft of mahogany with a wickedly barbed metal tip. Tuck caught the old man by the forearm and pulled him out of the surf and into the canoe. The canoe was already fifty yards from the shore. Sarapul took the long oar at the rear and steered it toward the channel as Kimi stood on the outrigger platform and manipulated the sail. The Shark People stood on the beach looking stunned. A few waved. Malink looked forlorn, Abo heartbroken. â€Å"Thanks,† Tuck shouted over the wave. â€Å"Thank you, Malink.† â€Å"You will come back.† Malink said. It was not a question. Tuck turned to look out to sea, then looked back to see the Shark People wading into the water after them. Behind them he saw a dark figure come out of the jungle. There was no warning shot or demand to halt. Stripe came out onto the beach and opened up with the Uzi. Tuck pushed Sepie’s head down under the edge of the gunwale just as a line of bullets stitched and splintered the wood. Kimi screamed and Tuck looked up to see a row of red geysers open in his back. He clung to one of the lines for a second, then fell into the sea. Another scream, this one from Sarapul, the hideous screech of a raging lynx, and the old man went over the side. You read "Island of the Sequined Love Nun Chapter 56~57" in category "Essay examples" The gunfire stopped and Tuck risked popping his head up to look back to the beach. Stripe was slamming a new clip into the Uzi as he waded after the canoe. The Shark People had fled from the water and disappeared into the jungle or were cowering on the beach, unable to move. With the sail loose, the canoe had swung around and was being carried by the tide toward the reef. They would miss the channel by only a few feet, but they would miss it and run aground on the reef. Tuck reached up to grab the steering oar just as Stripe let off another burst from the Uzi. At a hundred yards he was spraying a wide pattern, but Tuck heard a couple of bullets thunk into the side of the canoe. The normally crystal water near the shore was clouded with the sand and silt thrown up by the Shark People’s retreat, so Stripe did not see the dark shape moving through the water toward him. He wanted a shot. He set the Uzi to semiautomatic and unfolded the stock to take careful aim. Tuck was standing now, leaning hard on the steering oar to bring the canoe around and through the channel. The outrigger scraped over the reef as the canoe approached broadside. Stripe lined up the sights between Tuck’s shoulder blades, held his breath, let it out, then squeezed the trigger. Sarapul came out of the water like an angry marlin, spear-first. The metal point entered just under Stripe’s chin and exited his skull at the crown, dragging brain and bone on its evil barb. As Stripe fell back, he emptied the clip into the sky. The canoe slipped through the channel into the open ocean. Out on the horizon, a small cloud appeared and dropped a mercurial lightning bolt into the sea, followed a few seconds later by Kimi’s thunder. 57 West with the Bat The Sorcerer stood on the beach over the supine body of Yamata. The spear was still sticking out of the guard’s skull like a gruesome note spindle waiting for a canceled receipt from the Reaper. â€Å"How did this happen?† the Sorcerer asked. Malink looked at his feet. The Sorcerer seemed more surprised than angry. A day had passed since Sarapul had killed Stripe, and Malink had waited in fear for the time when the Sorcerer would come looking for him. The other guards had torn the village apart looking for Tuck, and Malink had confessed that the pilot had left the island in an old canoe, but he had claimed ignorance of the whereabouts of the guard. Sarapul had been right. They should have pushed the body out to the edge of the reef for the sharks to eat. Actually, that had been Sarapul’s second suggestion for the disposal of the body. â€Å"It look like accident,† Malink said. â€Å"Maybe he running and fall on his spear.† â€Å"I want the man who did this, Malink,† the Sorcerer said. â€Å"He is dead.† â€Å"The Filipino did this?† Malink nodded. The other guards had found Kimi’s body in the village, where the Shark People had been preparing it for burial. â€Å"I don’t think so. The Filipino took four bullets in the back. Whoever did this was very strong. Now you must tell me the truth or Vincent will be angry.† Malink was not afraid of Vincent’s wrath. He only now realized that all the wrath his people had ever felt from Vincent had come by way of the Sorcerer and the Sky Priestess. He was afraid of the Sky Priestess. â€Å"The American do this before he leave in the canoe. The guard shoot the girl-man and the American kill the guard.† â€Å"Why didn’t you tell me about this before?† â€Å"I am afraid Vincent will be angry.† â€Å"Where did they get a canoe? None of the Shark People know how to build a canoe.† â€Å"It was the girl-man. He know how. He build with Sarapul.† The Sorcerer balled his fists. â€Å"And Sarapul is gone too.† Malink nodded. â€Å"He sail away.† â€Å"Do you know where they were going?† Malink shook his head. â€Å"No. Sarapul is banished. We no talk with him.† â€Å"Where’s the guard’s weapon?† Malink shrugged. The Sorcerer turned his back and began walking up the beach. â€Å"Have your people bury this man, Malink. Don’t let the other guards see him. And be ready. The Sky Priestess will visit you soon.† Sarapul crawled out from some nearby ferns and stood at Malink’s side, watching the Sorcerer walk away. â€Å"We should have eaten this guy,† he said, kicking Yamata’s body. â€Å"This is very bad,† Malink said. â€Å"He killed my friend.† Sarapul kicked the body again. â€Å"The Sky Priestess will be very angry.† Malink was, once again, feeling the weight of his position. The old cannibal shrugged. â€Å"Can I have my spear back?† Tuck knew that there was a way to use the hands of a watch in conjunction with the movement of the sun to determine direction, but since he wore a digital watch, it wouldn’t have done him any good even if he knew the method, which he didn’t. He guessed that Guam lay to the west, so he steered for the setting sun, spent the night guessing, and corrected his course to put the sun behind them at sunrise. He did know how to sail. It was required knowledge for a kid growing up in a wealthy family near San Diego, but celestial navigation was a complete mystery. Sepie was no help at all. Even if she knew anything, she hadn’t said a word since Kimi had been shot. Tuck forced her to drink the water from a couple of green coconuts, but other than that, she had lain in the bow motionless for twenty-four hours. He was now looking at his second sunset at sea. He corrected his course and realized that they must have been traveling north most of the day. How far, he couldn’t guess. He steered southwest until the sun lay on the water like a glowing platter, hoping to correct some of the damage. He really wished that Sepie would come around. He needed some sleep, and he needed some relief from his own thoughts. Thoughts of the Sky Priestess, of the Sorcerer, and of his dead friend Kimi. Despite the navigat-or’s surly manner, he had been a good kid. Tuck, who had been brought up in relative luxury, couldn’t imagine having endured the life that Kimi had lived. And the navigator had never given up. He had lived and died with courage. And he would still be alive if he hadn’t met Tucker Case. â€Å"Fuck!† Tuck said to no one. He wiped his eyes on his sleeve and squinted at the gunmetal waves. There was a flapping noise up by the mast and Tuck adjusted the steering oar to catch the wind. The sail filled again, but the flapping continued for a second before it stopped. Roberto caught the shroud line that was secured to the outrigger and did an upside-down swinging landing that left him looking to the back of the canoe. Tuck couldn’t have been happier if it had been an angel hanging from his shroud line. â€Å"Roberto?† â€Å"Yes,† the bat said. He was speaking in his own voice, not Vincent’s. The accent Filipino, not Manhattan. Tuck almost burst out laughing. His mood swings were so rapid and wide now that he was afraid his sanity might be falling through the chasm. â€Å"I didn’t recognize you without your glasses.† â€Å"I no like the light,† Roberto said. Tuck looked to Sepie, still lying in the bow. â€Å"Look, Sepie, it’s Roberto.† The girl did not stir. â€Å"You are very sad about Kimi,† Roberto said. â€Å"Yes,† Tuck said, â€Å"I am sad.† â€Å"He tell you he was great navigator and you no believe him.† Tuck looked away. Something about bats increases shame by a factor of ten. â€Å"You are going the wrong way,† the bat said. â€Å"Go that way.† He pointed with a wing claw. The wind caught his wing and nearly spun him off the shroud line. He braced himself with the other wing claw and pointed again. â€Å"I mean that way.† â€Å"You’re shitting me,† Tuck said. â€Å"That way.† â€Å"That’s north. I’m going to Guam. West.† â€Å"That’s west. I am born on Guam.† â€Å"You’re a bat.† â€Å"You ever see a lost bat?† â€Å"No, but I’ve never seen a talking bat either.† â€Å"See?† Roberto said, as if he had made his point. â€Å"That way.† After all the evidence is in – after you’ve run all the facts by everything you know – and you’re still lost, you have to do some things on faith. Tuck steered in the direction Roberto was pointing. A few minutes later he looked up to see Vincent sitting on the pile of coconuts in the center of the canoe. â€Å"Good call, listening to the bat,† Vincent said. â€Å"I just wanted you to know that the Shark People are going to build some ladders.† â€Å"Well, that’s a useful bit of information,† Tuck said. â€Å"It will be,† Vincent said. Then he disappeared. How to cite Island of the Sequined Love Nun Chapter 56~57, Essay examples

Economics of Innovation Identities Shape

Question: Discuss about the Economics of Innovation for Identities Shape. Answer: Introduction Food and beverage manufacturing industry in Australia is the largest contributor to the countries` GDP. The industry constitutes about a third of all the countrys entire manufacturing sector. Products and resources in this industry are some of the products whose demand and supply keeps changing regularly. The changes in demand and supply of products in this sector have a very big impact of the stability of the economy in general (Arnold, 2010) In economics, demand is defined as the amount of goods or services that a given person is willing and capable of purchasing at the prevailing price and at that particular time (Bannered and Duflo,2011).This means that for demand to occur, the person must be both willing and capable of buying no that particular good or service. The increase in exports in the food and beverage industry in the country is an indication of increase in demand of the products in other countries. Supply is defined as the amount of goods or services that a producer of a certain good or service are willing and able to deliver to the market at the prevailing prices at that particular time. Willing to sell without the capability cannot qualify as demand and vice versa. The above statistics make prove that the industry is depended upon by very many people in the country. For this reason, it is important to explore the factors that drive demand and supply of goods in this industry. The essay discusses the factors that influence how much producers are willing and capable of delivering to the market as well as the amount buyers are willing and capable of purchasing at a given market price. An example of a resource that is used in the production of foods is the wheat and barley. According to the Australia Food and Grain report, the demand for wheat in Australia in the year 2016 was about 28 million metric tonnes.The supply for wheat in Australia was about 24 million metric tons. This means that there was a shortage in the country since the demand of the product exceeded the supply. Another resource that is commonly used in food manufacturing is barley. The production of wheat for the year 2016 in Australia was 8.5 million MT. There was a very slight change from the previous year when production was at 8.45 million MT. The yield per hectare was estimated to be around 2.0 MT. The demand for barley in Australia is less than the supply. This explains why the country exported 6 million metric tons of barley in the year 2016. The major factor affecting the demand of a resource or a particular good or service is the price (Russel, 2014). This is the basic determinant of demand and supply of any resource. This is what brought about the law of demand and supply. The price elasticity of any resource will determine the extent to which a unit change in price will affect the demand of the product. The following are the factors apart from price that might have caused the changes in demand of the above products; Consumers taste and preferences is also an important factor that determines the level of demand of a particular good. When consumers tastes and preferences match with what supply in the market, the demand for product will increase. If the tastes of the consumer do not match what the producers offer, the demand for the product will be low. Changes in tastes and preferences of a consumer change with time depending on factors such as fashion and the effects of advertisement. Tastes and preferences on goods such as wheat may result from health and nutritional concerns of the consumer. Another important factor affecting demand is the level of incomes of consumers. Rise in consumer incomes increases demand for products while a reduction in consumer incomes lowers their demand for products. This law however applies to normal goods only. Increase in income will increase the demand for a product by increasing the amount of disposable income. This will in turn improve the purchasing power of a consumer meaning that he/she will tend to consume more of the product. For example the increase of incomes for will increase their purchasing power which means they consume more beer. Increase in demand for beer will in turn cause the demand for barley to increase (Akerlof and Kranton, 2010). Changes in prices of related goods will also affect the demand for products that are consumed together. These products are referred to as complementary goods. Increase in price of one product will reduce its demand and therefore the demand of the other product will also increase. The number of consumers of a product in a particular market will affect the demand of that product. When the numbers of the people who consume a product increase, the demand of the product will also rise. The decrease in the number of people consuming a particular product will result to a decline in demand (Swann, 2009). The supply of any product is determined by the many different factors such as Seasonality in production. This mostly applies to goods which are seasonal in nature such that when its the pick season, the supply will be high and when it is off season, supply will reduce. Another factor that determines supply is the expected rise or fall of prices of a product in future. When suppliers expect the price to rise, they will hold their goods waiting for prices to increase hence increases in supply. Expected fall in prices will increase the supply in the short run. The cost of production is another very important determinant of supply. When per unit costs of production are high, producers will produce less hence the supply will decline. Low costs of production will mean higher profits margins for producers hence leading to a rise in demand (Eisenstein, 2011). Other factors that determine the supply of a product are technology, government policy and price of related goods. Conclusion The supply and demand of a particular product varies from time to time and from place to place depending on different factors. The factors that affect the level of demand and supply of a product ranging from price will determine whether there is surplus, shortage or equilibrium state. Factors affecting demand and supply in one industry may not affect the same in another. An example is that weather affects the production of agricultural product but does not affect the supply of cement in the market. Changes in consumer tastes and preferences have also had tremendous impact on level of demand and supply of a given product. This calls for producers to stay in touch with the changing trends in order to maintain high demand for their products. References: Eisenstein, Charles. Sacred Economics: Money, Gift, Society in the Age of Transition. Berkeley, Calif: Evolver Editions, 2011. Internet resource. Arnold, Roger A. Economics. Australia: South-Western Cengage Learning, 2010. Print. Banerjee, Abhijit V, and Esther Duflo. Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty. New York: PublicAffairs, 2011. Print. Russel, . The Economics of the Roman Stone Trade. Corby: Oxford University Press, 2014. Print. Akerlof, George A, and Rachel E. Kranton. Identity Economics: How Our Identities Shape Our Work, Wages, and Well-Being. Princeton: Princeton University Press, 2010. Internet resource. Samuelson, Paul A, and William D. Nordhaus. Economics. New Delhi: Tata McGraw Hill, 2010. Print. Swann, G M. P. The Economics of Innovation: An Introduction. Cheltenham: Edward Elgar, 2009. Internet resource.

Groups and Teams

Groups and teams

DRY MIX Experiment Variables Acronym

DRY MIX Experiment Variables Acronym You control and measure variables in an experiment and then record and analyze the data. There is a standard way to graph the data, with the independent variable on the x-axis and the dependent variable on the y-axis. How do you remember what independent and dependent variables are and where to put them on the graph? There is a handy acronym: DRY MIX Meaning Behind the Acronym D dependent variableR responding variableY graph information on the vertical or y-axis M manipulated variableI independent variableX graph information on the horizontal or x-axis Dependent vs. Independent Variables The dependent variable is the one being tested. It is called dependent because it depends on the independent variable. Sometimes it is called the responding variable. The independent variable is the one you change or control in an experiment. Sometimes this is called the manipulated variable or the I do variable. There may be variables that dont make it onto a graph, yet can affect the outcome of an experiment and are important. Controlled and extraneous  variables arent graphed. Controlled or constant  variables are ones you try to keep the same (control) during an experiment. Extraneous variables are unanticipated or accidental effects, which you didnt control, yet which might influence your experiment. Although these variables arent graphed, they should be recorded in a lab book and report.

Patient Safety - QSEN Initiative Term Paper Example | Topics and Well Written Essays - 1250 words

Patient Safety - QSEN Initiative - Term Paper Example To enrich the quality of treatment given to patients, it was realized that nursing standards need to be raised and standardised. ‘Innovation in nursing education is the key to improving quality and safety.’(Enhancing Quality and Education in Nursing Education, 2012) Hence, the basic need was to provide nurses with the Knowledge, skills and Attitude (KSAs) by training the nursing faculties through the help of medical institutes.The nursing faculties then formally train the nurses, thus, improving nursing performance and quality. To resolve this issue, The Robert Wood Johnson Foundation (RWJF) laid foundations for a project, Quality and Safety Education for Nurses (QSEN) via phase-wise funding.Through RWJF, strategies and policies were developed and implemented to ensure that‘future nursing graduates develop competencies in patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics’.(Enhancing Quali ty and Education in Nursing Education, 2012).According to ‘Integrating QSEN Competencies’, The QSEN project is categorized into three phases of action. 2005-2007 Phase I Pre-licensure Education 2007-2009 Phase II Graduate Education and Pilot School Collaborative 2009-2011 Phase III Faculty Development to Achieve Curriculum Integration The concern today is that there is stilllack of qualified, good-quality nursing staff in general (Hinshaw 2001). That can be roughly depicted as the growth in number of patients is much higher than the growth in patient-centered nursing staff. This lack extra burden on the existing system of nursing staff and institutions. Thus, during this shortage, it becomes a bigger challenge to conduct QSEN processes and ensure quality maintenance. The issue of shortage not only concerns the nursing staff, but it also exists in the number of nursing faculty that trains the nursing staff while utilizing QSEN standards. A future issue which can cause in efficiencies and counter-productivity is keeping in-check the size and number of trained nurses. When an institute produces its products in terms of trained individuals, credibility is often judged by quality of performance by the alumni. Hence, if there ever exists a period of low performances by nurses, the whole process will become counter-productive and might cease to be perceived as viable any more. The nursing leaders aim to take this initiative forward by stressing the importance of role-models in the nursing staff. During practical duty hours, role models are the figureheads who channel the treatment objectives and quality standards in the right way. They should be able to correct inappropriate processes while bringing the whole environment a positive air. It also serves to instigate a feeling of self-fulfilment in the nurses. Another step taken to enhance nursing environment is to allow nurses to take ownership of their specific wards. That means nurses can be allowed more control of their own wards and the nursing operations in the dedicated premises (Ford 2009). The very idea to develop and introduce the QSEN program to the nursing schools and healthcare system is a very commendable step. The three-phased project encircles the needs of the patients, the nurses and the faculty as well. For the betterment of patients in hospitals and hospital care, in general, it is of great significance Feedback and opinion-taking surveys area good inclusions to the QSEN project. This

Roles of the Medieval Queen Assignment Example | Topics and Well Written Essays - 1500 words - 2

Roles of the Medieval Queen - Assignment Example Regent Queens participated in the feudal assemblies of the kings together with some of the vassals (Shahar 146). In addition, they also made judgments in their area of governance and discussed both economic and political issues. Various conditions certified a medieval queen role during the period the fall of the Roman Empire end (476 AD) and approximately (1500 AD). The specific conditions included being a king’s wife, the position of a retired queen and as an heiress with specific birthrights. Additionally, the one would ascend to the position of medieval ruler given the relationship with the king and his advisers. A queen or empress consort was a wife to a reigning emperor or king. A queen consort shared the king’s social status and rank, which allowed her to exercise feminine powers over servants in the palace. She supervised the servants to ensure that they performed their chores (Shahar 151). The consort queen also had a role in a dowry to the king and, acting as his helpmate. A consort queen would also play a part in the church by raising money to build them. A consort queen also motivated church reforms and gave moral support to people in the kingdom. However, the roles of a queen consort in the kingdom were limited because she did not usually share king’s full Regent military and political powers (Lecture notes). A Queen Regent was a monarch who ruled a kingdom in her rights. She was not a wife to the king. The Queen Regent acquired and exercised sovereign powers over the Kingdoms she inherited from the previous king (lecture notes). She ordered the military, got into negot iations and partook agreements with other kingdoms as she deemed fit. The Queen also took charge of the throne through primogeniture. As the firstborn daughter without brothers in the royal family, she had rights to inherit the kingdom from her parents. For instance, Queen Melisende born in 1105 acquired the kingdom of Jerusalem from her father, King Baldwin II, during her early 20s.   The queen died in the year 1161 at the age of sixty years after serving on behalf of her father.

Behaviorism And Constructivism

Behaviorism And Constructivism This research will focus on the overlapping relationship between two important theories, which are behaviorism and constructivism in the teaching field. The effective method in applying them in teaching English as a second language in foreign environment. The constructivism study of 417 students in china which examine its applicability. The behaviorism study that represents its affect on teaching and learning. My teaching experience with second grade students with Arabic background and their achievement in language acquisition. Academic learning requires conscious effort and much practice in composing, developing, and analyzing ideas. Literature Review In the Second Language Classroom Reading: A Social Constructivist Approach (Lianrui Yang, 2006), was mainly about constructivism theory and the best way in applying it to learn ESL. The key points were concerned about how to read in a constructivist way to take a strategic approach to develop effective reading. The paper shed a light on the important of social learning, and its purpose is to ask the right question to become independent readers. The A Comparison of Two Theories of LearningBehaviorism and Constructivism as applied to Face-to-Face and Online Learning (Dr. Mary Anne Weegar, 2012), which pointed to the Skinnerian behavior theory in learning. Behavior is predicted and controlled according to Watson, who considered the inventor of this science. The role of instructional technology in teaching and learning and its influence on understanding. The paper discussed the comparison between behaviorism and constructivism in different aspects. In the behaviorism chapter three in Learning Theories (Schunk, 1991), the theory was a leading one in the past, which considered a psychological one. Behaviorist approach is to conduct careful analysis of material to be learned: break it down into its smallest component and pieces, put them in a sequence so more complex ideas are built out of simpler one. Incorporate effective reinforcement: identify positive (and possibly negative) reinforces and provide them in a systematic and timely way. Use objective measures of learning to track progress. The school system used to have certain conditioning behavior with certain reinforcement also, Skinner focused on expected responses. The chapter enhanced the importance of positive enforcement instead of negative enforcement. The book of Learning Theories (Schunk, 1991) discussed the constructivism in chapter six, which reflect the theory on teaching and learning process. This theory has been developed by two important theorist who is Piaget and Vygotsky, who have been discussing in details the cognitive and psychological sides of this theory. Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor who will build his own knowledge according to the basic one he has. People actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective. The research of Effect of Questions and Test-Like Events on Achievements and On-Task Behavior in Classroom Concept Learning Presentation (Mckenzie) has focused on an experience of choosing fifty-one students and divide them into two groups. The paper was concerned about question controlled and addresses each individual at a time. The students were exposed to oral questions as stimuli. The paper concentrated on test-like environment more than ordinary classroom, were verbal question play a certain behavior, which allow the teacher to monitor the students achievement. The core of this study is to enhance the learning process. The article of An investigation into the factors affecting the use of language learning strategies by Persian EFL learners (Mohammad Rahimi, 2008), discusses the different teaching a second language strategies. In the study there has been a data collected from 196 students to examine their understanding of the language and discover the weakness. The research points out to the importance of motivation in language learning; also it presses the importance of integrated curriculum with language acquisition. Introduction English language considered the second official language in Saudi Arabia because its the language of science and has been used in business, governmental circles and affairs. There have been a number of negotiations on what is the proper age to learn English as a second language; hence they reached to solution that is the proper age to learn English is 4th grade. Thus, the privet schools have different curriculum and system which is teaching English since kindergarten. T A second language acquisition in a different environment considered a hard job on both teacher and student, while you only expose to English for one or two periods per day. The behaviorism was concerning about conditioning and learning by behavior influence. There has been different methods and theories discussed to improve the education process. Different studies and researches prove a number of methods and philosophies and the teacher work is to define what is appropriate to her/his class. Behaviorism Behaviorism considered an old psychological theory goes back to 1880, and had been started at laboratory which examines behaviors. Then, Watson in 1913 was responsible for the movement towards behaviorism and away from functionalism. This publication was a study of the relationship between organisms and their environment (Overskeid, 2008). In addition, Skinner came an used Watson findings, and apply them on humans behavior, he tried to condition the human behavior by reinforcing the positive stimulus in order to have the required responses. Skinner expressed no interest in understanding how the human mind functioned. He was a behaviorist in the strictest sense as was John Watson. Both Skinner and Watson were only concerned with how behavior is affected by external forces (Dr. Mary Anne Weegar, 2012). The behaviorist theory riles mostly on generalization, reinforcement, rewarding and conditioning. Imitation plays a great role in behaviorist classroom, specifically through verbal learning. There has been a movement against behaviorism especially at the ends of 1960, when Noam Chomsky, who is linguist, philosopher, cognitive scientist, logician, proved the inefficiency of Skinners Grammatical theory, which led to the ends of behaviorism. The beams of behaviorism still affect the education process even if it is not directly. The child developed knowledge is an important to build ones character is by providing him with the right education. B. F. Skinner pointed to that learning due to the change of reinforcement, responses, and stimulus. According to Schunks behaviorism chapter, in which he discusses Behaviorism is a worldview that operates on a principle of stimulus-response. (Schunk, 1991). All behavior caused by external stimuli (operant conditioning). All behavior can be explained without the need to consider internal mental states or consciousness. In addition, behaviorism is kind of related to John Locke theory which is that the mind is blank slate. Construcutivism As a response to instructive approaches such as behaviorism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal living experiences and hypotheses of the environment. Each person has a different interpretation and construction of knowledge process. (Constructivism, 2012). In the article of Second Language Classroom Reading: A Social Constructivist Approach, you will find the transformation of the educational method in the classroom which has been moved from behaviorism to constructivism. The introduction of the article has discussed this transition, thus it highlighted the social constructivism in which learners are active constructor at their learning environment. The article discussed learning English in a different environment such as Chinese learners. Vygotsky, the father of social constructivism, claimed that learning occurs through dialogue (Vygotsky, 1978). The importance of reading to language teachers and the role of constructivist teacher is to assist the students during their learning process. The role of teacher is to build independent readers inside their students and enable them to ask themselves the questions. The students should interpret the text into their own meaning without the help of the teacher. According to the constructivist, the learning is an active process and as knowledge would be constructed more and more. Learning is kind of personal interpretation toward thing around us. Frankly, constructivism is emphasizing the problem solving and other things. Social learning means that you have to share knowledge and construct learning with group. The teacher would deal with the students in the classroom and there he/she will discuss the objectives and goals with the students. In addition, the teacher role is to moderate the knowledge. Environment is playing a great role in the constructivist class, and the students should expose to things that help them learn. The epistemological notion of constructivism is that the person constructs understanding through different learning principles. In addition the metaphysics notion of constructivism that the body of knowledge isnt fixed, thus it is dynamic changing. Constructivism comes from a cognitive and rationalism paradigm. The teacher plays a subjective role, it rely on what he represents. The students, according to the constructivist class, are playing a great role, in which they will be the knowledge learner, seeker, creator, and team member. The instructor would be presented as a facilitator of the knowledge, coach, and he should always motivate them. Cognition is based on mind constructivism; the mind is providing ideas and constructs it in several ways. The cognitive Schemata, has its effect on the learner ability to construct knowledge and interpret information and data. It is a mental process, where information takes place in the mind. The use of brain schemata is to assess our previous knowledge, and construct knowledge depending on the ideas we get from the environment. The brain is hard wired and the mind has a memory capacity and it has an internal structure that makes it perform in certain way. à ¢Ã¢â€š ¬Ã‚ ¦We must immediately expand our vision beyond standard educational institutions. In our cultures of today and of tomorrow parents, peers, and media play roles at least as significant as do authorized teachers and formal schoolsà ¢Ã¢â€š ¬Ã‚ ¦if any clichà © of recent years ring true, it is the acknowledgment that learning must be lifelong. Howard Gardner Applying multiple intelligences method to reach different type of students as a sub-part of constructivism. Multiple intelligence has been noticed by Howard Gardener, who impresses on valuing all kind of intelligences. Constructivism and multiple intelligences are two sides for one coin, there is a kind of correlation between them in teaching and learning process. Gardner has written several books about the different kinds of intelligences to address both teachers, students, peers, etc.. to develop a better teaching and learning method. The article of an investigation into the factors affecting the use of language learning strategies by Persian EFL learners, has reached to the finding that strategy use is a complex with the different variable of students learning ability. The result of the research shows that context of the language learning plays important role in understanding the language. For example, certain aspects of learners strategic behavior such as their perceived use of metacognitive and social strategies appear to have been influenced by the teaching approach adopted in the Iranian EFL classrooms (Mohammad Rahimi, 2008). In this Table: ANOVA results for effect of sensing vs. intuitive learning style on cognitive, metacognitive and social strategies use (N = 196) (Mohammad Rahimi, 2008). Also, shows that the use of different learning strategies will help the learner of second language to understand and build their own knowledge. Throughout my teaching years, especially teaching 3rd grade Arabic students and teach them a second language such as English, I need to provide them with the best methodology to acquire the knowledge. Constructivism has its affect in building the knowledge, especially that students have been exposed to English for only ninety minutes per day. Through these minutes they have to do different tasks, starting from listening, reading, writing, to speaking. In the past, teaching was colored with behaviorism in it approach, in which the teacher has to give them the information step by step and they have to follow the teacher rules. In the mean time, teaching and learning goes into transformation from behaviorist approach to constructivist one. In the constructivist class students can use their intelligence and build the words according to the phoneme sound they have learned today. The students have a great role in my class, they dont just repeat what I say, in the contrary they build their own words and throughout the conversation with their peers and me, they build new words and explore new knowledge to construct. The responsiveness the students of learning a second language in behaviorist and constructivist classroom. The students in the behaviorist class room would feel little bit jammed into a stereo type situation where the teacher steer the wheel and they have to follow without interruption. It is totally different from the constructivist classroom in which they have the total freedom to lead their own mind where ever they want. The teachers role here is more about how they deliver the knowledge and how the students construct the knowledge. Conclusion At the conclusion, as teacher we believe that students are the only ones who do the actual learning. The improvement of teaching second language with constructivism method has been noticed all over the years. I believe that the teacher job is to be facilitators to knowledge which will be grown and burst into her/his own students.

The nature of skills

Skills represent your talents, abilities, and aptitudes – in short, what you are good at doing. Skills are built gradually by repeated training or other experiences. They may be, manual, intellectual or mental, perceptual or social. (Source: I) Skills are built gradually by repeated training or other experience. May also be defined as any competence possessed by someone; in an employment using there hands well among manual workers. The acquisition of skill is a tortuous process that takes us through the following sequence: 1. Unconscious incompetence This is the stage when ignorance is bliss, when it looks easy and you don't realise how much there is to it. In an example of a skilful presenter to the observer, he may be performing the task effortlessly. 2 Conscious incompetence This is the realisation that, when you first try to emulate the skilful performer, you can't do it. This is an unpleasant discovery which may shock you into giving up and returning to the relative comfort of stage 1. 3 Conscious competence This stage is hard work! It is when you are able to do a competent presentation, but only by investing an enormous amount of conscious effort into every aspect of it. You have to force yourself to make adequate eye contact with the audience and to stand still. You have to force yourself not to talk to the visual aids and to synchronise your gestures with your main messages. This is such hard work that you may decide that it isn't worth the effort and abandon your attempt to acquire the skills in question. 4 Unconscious competence This is the skilful stage when you too can do professional presentations effortlessly! Even this, however, isn't the end of the story, because of the real danger of complacency creeping in. The more skilful you are, the more you tend to cut corners which, if unchecked for long periods, degenerate into bad habits. The answer is to drop back to conscious competence every now and again to check things out and eradicate the bad habits. (Source: iii) The four basic learning strategies are as follows; 1. Trial and Error 2. Being Told or Instructed 3. Copying or imitation 4. Thinking for yourself (class notes 4rm 26-11-02) A perfect example illustrating the application of the methods outlined above would be acquisition of Social competence (Source; II) DEVELOPMENT AND IMPROVEMENT OF VARIOUS DIFFERENT TYPES OF SKILLS Various different types of skills to be outlined in TASK 2 can be developed and improved through a number of processes the main ones being: 1. Learning 2. Education 3. Training; this is a planned process to modify attitude, knowledge or skill behaviour through learning experience to achieve performance in an activity or range of activities. 4. Personal development; an inevitable process which is unique to each individual, and which enables that individual to develop, increasing knowledge, skill, moral values and understanding. 3rd TASK SUMMARY OF FINDINGS FROM PREVIOUS TASK I believe that by carrying out this ‘skills audit' on myself to fulfil the requirement of the set task 3, I will gain further incite into the current level skills and with that in mind I should hopefully be able to identify the sklls that require more attention in future. Communication I speak to others with ease and clarity, giving information and explanations which are clear and easily understood. I have identified that I need to improve on this by listening actively to others. Motivation Showing a lot of energy and enthusiasm is always good for motivation; I need to do this a lot more in order to improve the current skill level. Delegation This is a task that I readily seem to take for granted, in order to build a reflective team I will need to focus more on this aspect of leadership and attempt to increase my capabilities in it. Decision – making I have to always evaluate the alternative lines of action in order to make appropriate decisions. Lots of information is also required to help this process. Strength My strength is self-confidence and understanding what my weaknesses are. I try to be as realistic and am willing to learn from past failures and successes. I'm reliable and I can cope with pressure and control my emotions. Weaknesses My main weaknesses may lie in time management, a skill which performed in a grouped situation I able to cope with, but individually on a task, I will need to work upon suggestion include planning more effectively.

How to Make Camias Prunes and Soap Essay

Procedure: To make candied kamias, begin by sorting fruits according to size and eliminating the spoiled or damaged ones. 1. Weigh and wash the fruits.  2. Soak them overnight in lime solution (one tablespoon lime per one liter of water). This process will firm up the fruits. Again, wash thoroughly in running water to remove lime. 3. Blanch fruits in boiling water for three to five minutes and drain. 4. Prick the bottom part of kamias with a fine toothpick and press each fruit lightly to remove some of the fruit juice. 5. Prepare syrup (2 parts sugar to one part water), boil it and strain. 6. Add the kamias to the syrup and boil them for five minutes and soak overnight. 7. Remove the fruits and add one cup sugar to the syrup and boil. Then add kamias again and heat for five minutes. 8. Soak the fruits overnight. 9. The following day, remove fruits and add some more sugar to the syrup. Then, add kamias again and boil for five minutes. 10. Allow to cool; drain and weigh. 11. Arrange kamias on a tray and dry in the solar dryer. 12. After drying, weigh again and pack in plastic bags and seal. Materials: * 1 glass Caustic Soda (NaOH) * 3 glasses water * 5 glasses cooking oil * 1/2 glass juice or extract Procedure: 1. Prepare the materials and the utensils needed. 2. Measure 1 glass of caustic soda and 3 glasses of water and pour into a plastic pail. 3. Mix well by stirring continuously using a wooden ladle or bamboo stick. Use only one direction in mixing the mixture. Stir until the caustic soda is dissolved. 4. Pour 5 glasses cooking oil into the mixture. 5. Continue stirring until a consistency of a condensed milk is achieved and add 1/2 glass of juice or extract. 6. Pour the soap mixture into desired plastic molders. Set aside and let it cool to harden. 7. After 4-5 hours,  remove the soap from the molder. 8. Allow 30 days of ageing before packing. Label the soaps. Indications: * Kamias – fruit extract or juice (bleaching soap) * Calamansi – fruit extract or juice (bleaching soap) * Cucumber – fruit extract or juice (moisturizer) * Papaya – extract from fresh leaves (bleaching/moisturizer) * Radish – extract from the stem (moisturizer) Reminder: * Caustic Soda can harm the skin upon contact. Wash immediately with vinegar or anything sour and then wash it with soap and water. * Caustic Soda is harmful to health and so, make the necessary precaution. Use mask and gloves to protect your body. Directions 1. In a wide bowl, crush strawberries in batches until you have 4 cups of mashed berry. In a heavy bottomed saucepan, mix together the strawberries, sugar, and lemon juice. Stir over low heat until the sugar is dissolved. Increase heat to high, and bring the mixture to a full rolling boil. Boil, stirring often, until the mixture reaches 220 degrees F (105 degrees C). Transfer to hot sterile jars, leaving 1/4 to 1/2 inch headspace, and seal. Process in a water bath. If the jam is going to be eaten right away, don’t bother with processing, and just refrigerate. 2. To test for jelling Place three plates in a freezer†¦ after about 10 minutes of boiling place a tsp of the liquid of the jam onto the cold plate. Return to freezer for a minute. Run your finger through the jam on the plate†¦ if it doesn’t try to run back together (if you can make a line through it with your finger) it’s ready to be canned!

Women During World War II - 1059 Words

Women during World War II In the past, WWII and WWI, women were very dominant; they had to take care of their children, do all the chores and also had to cook the food. During WWII, women had to take place for the men (First world war.com). The war changed the life for all Canadian women. When men went to fight, women were called upon to fill their jobs, and this included many jobs that were previously thought of unsuitable for women. Women were called up for war work from March 1941(Women during World War II). The roles of the women were positively impacted by World War II, because they had the potential to re-enter the workforce, control the farms and join the military for the first time. Taking control of the military was tough, but women had shown that they could work together and handle the situation. Important to realize, that during WWII, Women were very excited to joined the military for the very first time in Canadian history. Women in Canada wanted to play an active role in the war and influenced the government to form military organizations for women. In 1941-1942, the military was changed as it created its own women’s forces. The Women s Army was set up in September 1939, when women joined the military for the very first time (women in military).Beginning in December 1914, 350,000 women served in armed forces during World Adnan 2 War II. About 70% of women who served in military WWII held traditionally female jobs. After the men hadShow MoreRelatedWomen During World War II1534 Words   |  7 PagesDuring World War I, women stayed at home, aided the Red Cross, and volunteered with churches and civic groups to collect donations. Women s roles in World War II challenged the traditional roles of homemaker and caregiver. Women took on a more active role in the military and held positions alongside men. They were trusted with more responsibilities and offered more freedom than they had during the First World War. 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