High School Analogy Essay

A newly bought camera, one that gives the buyer satisfaction, yet a strange tingling feeling of unfamiliarity with a pinch of nervousness and fear. Now there’s a high school freshman feeling the very same thing looking at a new environment; strangely a camera and high school have a comparable relationship, with very obvious difference and . One such similarity, is that when a student takes their first few strides into the usual two storey building, it resembles him taking his very first picture. Both individuals new and inexperienced, every move is made with caution afraid of what the outcome could be. Perhaps, an embarrassing moment? A broken camera?. Both face criticism inside lowering their inner confidence, he looks at his photographs often ranking them poorly, while she looks at some of her peers judgmentally and the same comes back to her. Another comparison, looks at the ever-changeable lens on the camera representing her ever-changing views on the present and future. An extending lens that looks ahead at the long road that is yet to be journeyed through and short, stubble ones they may remind her of the moment she is in. As she gets comfortable and more confident, the student is met by a whirlwind of opportunities. Each chance that walks past, she begins to see a new path, some that are very clear and some that are not in focus since it seems so far away. As days pass, she begins to see those opportunities in a new light, stopping more often to think and bring it into focus. The buyer also now picks up his camera casually like it belongs in hands just a ring belong on a finger. As an image comes into focus on the screen and her visual mind, the moment is captured in that very time, and stored in their memory. One being natural and the other digital. Finally, when the time comes to buy a new camera or move forward, both him and her view life more positively, raising their head in pride. As the chapter of high school, and his very first camera approaches its close, they take their experiences with them and move on to a firmer ground where the environment is a very familiar one. Their previous chapters soon become forgotten as life leads them elsewhere, but the memories remain, once in awhile reminding them of that one time and they don’t fade unless you willingly reach for the

Pest Analysis of Sainsburys in a 3rd World Country

Introduction of the Company : Sainsburys is the third largest chain of super markets in the United Kingdom. It was founded in 1869 and has been growing all over the United Kingdom ever since, and today operates over 1000 super markets and convenience stores and employees over 150,000 employees and captures more than 16% of the market share. It is also listed on the London Stock Exchange and is the constituent of the FTSE 100 index.Sainsburys not only provides products to its customers but also services to some extent. The products and services offered by Sainsburys have a wide range from food and drinks to energy providing, clothing to insurance, appliances to banking facilities. Sainsburys has been a growing entity at a growing rate. Though TESCO has overtaken Sainsburys to become the market leader and has expanded not only in United Kingdom but also outside the United Kingdom such as Europe, Asia and North America.Since TESCO has always been a strong competitor of Sainsburys so Sai nsburys also has this intention to expand outside United Kingdom, too. It is necessary for a firm or company to carry out a PEST analysis either as a new entrant or to exist and survive in the market to keep it’s self updated with the influence of the macro environmental factors. Introduction of PEST Analysis : PEST analysis stands for â€Å"political, economic, social and technological analysis†. PEST Analysis focuses on analysing the macro-environment in which a business or a firm operates.Each of these factors play a vital role in the overall business environment and one should consider these factors and have vital knowledge of them as they can either make you a success story or may end up shutting down the business. Political factors refer to the economic policy given by the government and the government intervention the economy. This includes areas such as tax policy, labour, law, tarrif and trade restrictions. Political stability is also quite important for the e conomic growth. While, governments have great influence on health, education and infrastructure of the nation.Interest rate, economic growth, monetary and fiscal policy, inflation and the exchange rates are the important economic factors. These factors play a vital role in a firm’s business strategy and decision making. Every country has it’s own culture and the nation has a strong impact on their living. The social and cultural influences on business vary from country to country. Social  factors include the cultural aspects and include health consciousness, language, population growth rate, age distribution, career attitudes.Trends in social factors affect the demand for a company's products and how that company operates. For example, the roles of men and women in the society. Furthermore, companies may change various management strategies to adapt to these social trends Technological  factors have vital place in PEST analysis. Some markets are labour intensive an d some are capital intensive. Technological factors determine  barriers to entry, minimum efficient production level and influence  outsourcing  decisions.It is one of the major drivers of globalization and is the base for competitive advantage. Innovation is offered to the customers or consumers through technology for example internet banking, smart phones etc. It also enables the firm to produce a product cheaply and to a better quality in standard. Pakistan is the sixth most populated country in the world with over 180 million people. It is estimated that the 25% of the population belongs to the middle income class. It is also estimated that 55% of the Pakistani population is in the 10-40 years age bracket.The upper middle-income class is estimated at 17 million with relatively high per capita income which favours more consumer spending. The average Pakistani consumer spends 42% of his income on food related products. The upcoming changes in demographic will create opportun ities and challenges for businesses in Pakistan. Pakistan’s food retail sector is unorganised and highly dominated by independent small stores. Over the past few years, some large European food retailers have opened stores in all major Pakistani metropolitan cities like Makro, Metro and Carrefour (Hyper star).Pakistani families are attracted towards these stores due to their strategic location, multiple product range and imported processed food. Studies also show that there has been a significant shift to organized format of shopping from traditional format, in urban areas. This provides a challenging and profitable opportunity to other food retailers to enter the market. Sainsburys provides convenient shopping under one roof, has wide range of products, consumer friendly environment, large storage and discounted prices.These factors give Sainsburys an advantage over other food retailers currently present in Pakistan. If Sainsburys decides to enter in food retail sector then it has to perform a PEST analysis. PEST Analysis of Sainsburys in Pakistan : Political Factors : The political factors revolve around the current government in a country. Currently, in Pakistan, the ruling party is Pakistan People’s Party which was democratically elected in 2008. Though it is backed by western powers but still is considered to be a weak government.The basic questions arise such as how stable is the political or is there any government intervention in the economic policy making or laws and legislation protecting the businesses. Unfortunately, due to weak governments in the past, the security and corruption has been the key issues Pakistan has been facing over the the last decade. Which certainly is not a good sign for any foreign investors. However, giants in food-retail sectors like Metro and Carrefour ( hyper star) have set an example with an increasing growth in profit and expansion even in such circumstances.Sainsburys may enter in the Pakistani market wit h it’s variety of products which are available under one roof, as the increasing trend in urban areas shows, there will be high demand for it. Political factors may also include the goods and services which the governments want to provide or be provided. Sainsburys collects much of it’s revenue by selling it’s wide range of wines and spirits. Pakistani law prohibits the sale or consumption of any type of wines and spirits within its geographical boundaries, Sainsburys will not be allowed to sell it in their stores which may negatively affect their sales.Government of Pakistan ensures that there is foreign investment in Pakistan and it has signed a few trade agreements too. It also provides foreign investors the incentives to invest here. Partial ownership by the Pakistan government usually serves as an insurance policy for the share holders and the investors. Economic Factors: Extremely volatile oil prices are the root cause of global financial crisis in Pakista n which has also worsened the energy crisis. These two factors increase the cost of production.High inflation is a key resultant of it As Sainsburys produce much of it’s products in stores so they may go beyond their feasible region in producing a product. Interest rates are at their peak, economic growth is quite slow and this is due to the low level of lending and purchasing power of the consumer is weak. Though it is a labour intensive country and labour supply is quite high and also available at low cost than most other countries but unemployment is rising regardless of the above mentioned fact. The gap between rich and poor continues to expand and the percentage of poor is increasing everyday.However relatively quite cheaper labour may do a significant impact in Sainsburys production. It will also bring employment opportunities for young and skilled labour. Heavy loans from financial institutions like IMF and world bank has made the government in debt upto neck and there are no significant changes in sight. However financial aid packages in the name of war on terror and from the friends of Pakistan has kept the economy from collapsing. Pakistan has integrated with global economy and has brought positive impact on economy with increase in GDP.Despite of the worse conditions, Investing in such a country where cheap labour is available and more than half of the country’s population lies in the labour force, targeting middle-income class-keeping the fact in mind that government provides support to private investors would not be a bad decision. Social Factors : The culture and religion are very close to each other in Pakistan. As mentioned above this will affect the sales of wines and spirits of Sainsburys as it is not only prohibited by the dominant religion and prohibited by law but the targeted class does not accept it too.Health and Education are the two important sectors for any developing nations and Pakistan lack both of them and governmen t of Pakistan fails to allocate the required budget in both the sectors. However, people like to shop and come with families to the big retail stores. There has been a significant shift from traditional to organized format. The studies show that 11% of the population tend to buy long life food related products in advance for a month. Sainsburys provides a healthy and safe environment to work with,which for a change would attract the people to work and shop here.In comparison to the past, women have also started to contribute in the labor force. Language will be a barrier for the citizens of Pakistan as english is not the first language in Pakistan. Buying imported products is considered a status symbol in Pakistan so there is a high demand for foreign products in Pakistan and is appreciated in the local market. According to studies people spend 42% of their income on food related products. So there will be high demand for a food related products provided by Sainsburys. Technological Factors :Technological expertise is overflowed in Pakistan as the labour supply and demand for IT professionals is high. There has been an improvement in the industrial sector but still the country’s imports are higher than exports. Since it is a labour intensive area and not capital intensive so use of technology higher the cost of production but shift to focus more on labour may help Sainsburys to produce it’s products relatively cheaper. There is also a trend of buying products online seen. Sainsburys already provides the service of buying it’s products online which saves much time so the typical â€Å"9-5† workforce can also be targeted.

Academic Degree and Financial Aid Essay Example for Free

Academic Degree and Financial Aid Essay ? Thank you in advance for taking the time to review my letter of appeal for financial aid reinstatement. First, let me say, I wholeheartedly appreciate your granting me this award in order to make my educational dreams a blissful reality. It would be a great honor for me to continue on the path which I started before I suffered this temporary setback. I take full responsibility for why my grades slipped and because unsatisfactory. There is no one else to blame but myself for not being able to control my emotional state during a time of terrible crisis to the point where I could maintain an acceptable G. For that I am sincerely sorry because I feel that I have let many people down, including myself. I put a lot of effort to pass most of my classes, yet I still failed my English course due to some negligence on my part as concerns my work which was to determine my grade in the course; I did everything possible to do great in the course despite my mistakes but I guess it was not good enough during the semester Fall 2013. I promise not to make such mistakes anymore, and be more responsible. I am asking this committee to give me a second chance to prove that I am worthy of this award so I can continue in my studies this Fall 2014 Semester. I do realize that I neglected my studies and I would like another chance to do better in them. I have compiled a list of steps I need to take in order to be successful in school and my studies. 1. I would obtain a tutor for my most difficult classes by becoming familiar with the tutoring center on campus 2. I would manage my time wisely so that I can balance my life and studies together. 3. Meet with each of my instructors and talk with them, about what they believe will make me be a better student in their class. 4. Go to the scheduled office hours of each of my instructors, when facing any difficulties. 5. Talk with my advisor who is assisting me with my Academic Degree plan. She advises me on the classes and hours that would be suitable for me. 6. Go to class on time as scheduled to take advantage of what they have to offer. My goal is to earn a degree in business so I can make a difference in the lives of people and young students. This is very important to me because I’ve always been interested on being a business lady in the future during my days as a kid. I can only be able to achieve my goal if my financial aid is being appealed, because as an individual my family face a lot of financial difficulties and I’m not able to pay my tuition or even get my books. I am a hard working student and very determined, and I would like the chance to prove to you that this 2014 Fall Semester would not be a disappointment. I would try hard to be a good role model to my family, friends and other students. My education is of paramount importance to me. Thank you for your time Yours Sincerely, Ruth Taku. Academic Degree and Financial Aid. (2016, Sep 24).

Kupreskic et al., Trial Chamber, Judgment, 14 January 2000, Case no Research Paper - 1

Kupreskic et al., Trial Chamber, Judgment, 14 January 2000, Case no. IT-95-16-T - Research Paper Example g the horrors and advances in international jurisprudence.2 Adding to the international regime for humanitarian international laws, the International Criminal Court (ICC) incorporated the draft Elements of Crimes which sets out the definition of humanitarian laws such as genocide, crimes against humanity and war crimes as provided for in the ICC Statute.3 The resulting body of international case law demonstrates that the international judiciary have developed a penchant for judicial creativity which sits somewhere between state practice and opinio juris and ultimately forms the foundations of international customary law.4 In Prosecutor v Kuprekic et al (Case No. IT-95-16 T) the ICTY determined that in determining the appropriate line of customary international law, reference must be had to domestic codes as well as case law.5 Essentially, the ICTY has used as demonstrated in Kuprekic et al national judgments for interpreting and applying treaties as well as customary international law and principles of international law.6 Taking the concept of state practice a step further, the ICTY in Kuprekic et al identified what is referred to as the concept of jus cogens in customary international law.7 Jus cogens takes the position that it is not necessary to conduct a protracted search of national laws for evidence that states are conducting themselves â€Å"out of a sense of obligation†.8 In other words certain human rights and concepts of humanity are taken for granted in customary international law. For instance the ICTY in the Prosecutor v Furundfija IT-95-17/I-T (December 10, 1998) ruled that the prohibitions and intolerance of torture are rules of jus cogens as well as the judgments contained in the International Court of Justice and the principles of the Martens Clause are concepts that lead jurisprudence or opinion juris.9 The Martens Clause therefore takes on a significant role in the development of international customary law in that it guides judicial

Eastern Meditation Meets Christianity Essay Example | Topics and Well Written Essays - 2250 words

Eastern Meditation Meets Christianity - Essay Example This type of meditation is a practical way to achieve real peace of mind, and leads to a deeper wisdom and clearer understanding of the truth. Misconceptions: There are some common misconceptions about meditation in Western countries. Some people think that "meditation is not for them because they are Christians, or that meditation is about just sitting and thinking nothing." In fact, meditation is about reality-seeing things as they are. There are no beliefs to adopt which might conflict with one's religion. Although there are some differences between Christian and Eastern spiritual practice, both of them share many similarities in the practice of listening to the spirit, the method of prayer and meditation and the spiritual and mental changes these bring about. All religious traditions, not only Buddhism and Christianity have different processes, movements and transformations for seeking answers from spiritual sources. Each faith tradition has grown over so many centuries and has been practiced in different societies and cultures. There is a fundamental difference between Christianity and Buddhism. The Buddha teaches people to remain fully in the realm of human experience, but Christ offers us a hope outside ourselves. The hope of a Christian is to have faith in God and Jesus Christ, but not in man or the earthly life. One of the main goals of meditation is to learn by observing what is going on in our bodies, our feelings, our mind and our worlds. The continual process of meditation greatly enhances our understanding of things around us. However, Christians mainly focus on developing more faith and a better relationship with God and Jesus Christ through prayer, using this to communicate with God, and possibly receive a personal revelation from Him, described sometimes as the Spirit of the Lord. But if we look at how people participate in meditation and prayer, we can highlight the similarities between the Buddhist and Christian approaches to spiritual practices. Meditation can lead to spiritual communion with God through the Holy Spirit. President David O. McKay (date) from the Church of Jesus Christ of the Latter-Day Saints explains We pay too little attention to the value of meditation, a principle of devotion. Meditation is the language of the soul. It is defined as a form of private devotion, or spiritual exercise, consisting in deep, continued refection on some religious theme. Even Jesus Christ also meditated during the forty days of fasting; he communed with himself and his father, and contemplated upon the responsibility of his great mission. One result of this spiritual communion was such strength as enabled him to say to temper "...Get thee hence, Satan: for it is written, Thou shalt worship the Lord thy God, and him only salt thou serve." (Matthew 4:10.) What is Meditation: In Buddhism, meditation plays an important role in developing peace, compassion and awareness. Challenges and afflictions in life make the Kositjaroenkul 3 heart yearn for the a perfection of peace, a pure love from someone, and compassion flowing through our hearts. When beginning the process of meditation, a person will focus on clearing the minds from everything around them. It is a moment of peace, calmness and mindfulness. The next part of the

Factors contributing to Greece Financial crisis Dissertation

Factors contributing to Greece Financial crisis - Dissertation Example There was a wide margin of money supply circulated in the economy versus the available increases in money supply that remained in banks. Another major discovery was a wide gap between importations and exports. Imports exceeded exports by the billions of dollars each year. Yet the ECB, EU, and IMF did not recommend drastic reduction in the importations. Instead, these financial organizations recommended retrenchments of government employees. The budget defitis could have been drastically reduced by simply cutting down substantial imports of goods that people in Greece can readily produce. But the financial system needs reforms in the sense that entrepreneurs with feasible business projects should be given priority over Investment Banking activities of banks. This dissertation recommends further impartial investigation into the banking operations in terms of the loans or funding of businesses in order to eliminate the public’s doubt over the banking system of withholding substan tial funds from the needed productivity of the country. Retrenchment of employees should be the last option in finding ways to fix the budget deficit annually. At this point in time, excessive importations valued at 200% of all exports, would be the first priority for the cutting of dollar outflows. And the top positive step should be development of probably profitable businesses such as those beind supplied by other countries into Greece. It is not conclusive that the root causes of the Greece financial crisis is overspending of government, overstaffing, and excessive debt servicing. This is because of the lack of transparency of banks in terms of disclosing where the substantial funds were loaned and how much they earned or lost. Table of Contents Introduction A. Overview of the Greece Financial Crisis B. Problem Statement C. Hypothesis D. Research Limitations Aims, Specific Objectives, & Purposes Significance of the Study Literature Review Methodology Findings Discussion & Analys is of Findings Conclusions Recommendations Appendix References Introduction Overview Greece financial crisis as of the present had just experienced a substantial debt default in March 2012 and a redemption from that default through a debt sale via bidding in August 2012. Mead and Paris (2012) reported the successful auction of bonds representing debts to the ECB wherein $ 5 billion was raised â€Å"to redeem â‚ ¬ 3.1 in bonds held by th ECB† (equivalent to less than $ 4 billion). The Bank of Cyprus had been buying Greek bonds for years with undisclosed or mysterious reasons, according to Kambas et. al. (2013). That redemption from debt default is far from solving the many aspects of financial crisis of Greece, which has lasted for over a decade up to the present. This dissertation looks into the many difficult economic situations of Greece – annual budget deficits, heavy indebtedness, very high unemployment rates, low industrial productivity, low consumer confidence , and more – making the country very popular as a poor performer among members of the European Union. Greece Problem Defined What brought about the financial crisis of Greece over the years? How did the nation get to be heavily indebted with nearly half a trillion dollars worth of bonds payable to some countries, mainly France,

Injuries In The Workplace Essay Example | Topics and Well Written Essays - 750 words

Injuries In The Workplace - Essay Example Active work participation and good supervision are some of the important aspects in ensuring hazards are identified and tackled. Nevertheless, it is important to train workers on ways of ensuring safety in their workplaces. In this study, an investigation will be conducted in respect to the relationship between injury rates and different conditions in the workplaces. Although many organizations have some means of preventing and controlling hazards in workplaces, the effect of some conditions such as the total hours allocated for working and the impact of sensitization on high risk work places compared to less sensitization in low risk work places is ignored in many studies (Kennedy et al, 2010). Therefore, this study will investigate the impact that variation in the number of working hours and lack of protective sensitization in low risk workplaces , have on injury rates in workplaces. Research question 1. Does giving workers more time to complete their work reduce injuries in work places? 2. Does workers operating in high risk workplaces experience low injury rates than workers who operate in less risky workplaces because of high sensitization in high risk work environments? Hypothesis Null hypothesis: More working hours and working in risky working environments do not have any effect on the injury rate. Alternate hypothesis: More working hours and working in risky working environments have significant effect on the injury rate. Method and results The number of actual hours worked by all employees in the area/team for the 12 month period ending 12/31/2009 were taken and recorded in an excel spreadsheets. Also, operations for supervisors differed in terms of activities and risks. Risk ranged from low (1) office related to high (7) manual material handling activities. This data was taken and recorded in an excel worksheet as well. Finally, the average rate of injuries per 100 employees over 12 month period was recorded on the excel worksheets. Among these variables, the injury rate was taken as the dependent variable while the level of risk and hours worked was taken as the independent variables. The aim of the study is to find out the relationship between injury rate on the one hand and hours worked and risk, on the other hand. In other words, the researcher formulated a statistical model to find out whether the risk and hours worked can be used to predict the rate of injuries in workplaces. The data collected in the excel worksheets are then imported into an SPSS for statistical analysis. In this case, a regression analysis was run and the following output was established. Table 1: Model summary Model R Adjusted R Square Std. Error of the Estimate Change Statistics 1 0.455191 0.432491 13.16423 F Change Sig. F Change 20.05217 0.000000 Table 2: Coefficientsa Model Unstandardized Coefficients t Sig. B Std. Error 1 (Constant) 55.65025 6.654373 8.362959 .045 HOURS_WORKED RISK -0.000619 -2.080234 0.000128 0.988191 -4.855031 -2.105094 .000 .0405 a. Dep endent Variable: INJURYRATE Discussion and conclusion From table 2 above, the coefficient of hours worked is -0.000619 and that of the risk is -2.08. This means that the two independent variables are inversely related to the dependent variable. It also means that, when the hours worked and the level of risk is increased, the rate of injuries in the workplace is reduced (Morita, Lee & Mowday, 1993). The essence of this is twofold. First, when the workers are allocated adequate time to complete their tasks, there is a likelihood that they will concentrate and be more careful hence avoid injuries in the w

Planning and Organising International Business Enterprise in Russia Essay

Planning and Organising International Business Enterprise in Russia - Essay Example Longwell also estimated that to meet the expected demand almost 80 million oil-equivalent barrels might need to be added per day and this need to be done by 2010 (Longwell, n.d.) Demand of natural gas is increasing rapidly because world is looking for more environment friendly, efficient and clean energy source. So it is quite clear that there are huge business opportunities worldwide for the oil and gas exploring companies. There are many companies dealing with oil drilling technology, but most of these companies are from USA. It is a fact that Russia is one of the leading exporters of natural gas and oil. As far as oil reserves are concerned Russia is eighth in the world but the country is holding first position in terms of natural gas reserves. Saudi Arabia, largest oil exporter in the world, is the major competitor of Russia as far as oil exporting is concerned. In the field of natural gas Canada, United States and Norway are the major competitors of Russia as they also produce and export large amount of natural gas. So it can be assessed that the upcoming firm would face international competition to great extent. Even few years back, the technical aspects of oil drilling like horizontal drilling and hydrofracs were primarily provided by western nations but today many of the Russian companies also provide the services. The geographical environment is primarily favourable to the prospective oilfields in Russia as the country has vast resources of nature like oil, coal and natural gas. Most of the oil reserves in Russia are located in the Siberian region. But various factors like climate, distance and terrain act as obstacles in the process of exploration and production of oil and natural gas in the region. As far as economic conditions are concerned in 2008 Russia’s GDP growth rate was 5.6%. Since 1998 Russia had been able to retain its average growth rate at 7%. Major portion of its GDP comes from export of oil and natural gas. Country has almost

For drugs and body class Essay Example | Topics and Well Written Essays - 250 words

For drugs and body class - Essay Example ecommending the secure , more convenient disposal methods for unused medication; reducing the prevalence of heroin production and doctor shopping through enacting strict laws. Formalities may take a very long time to do a drug raid as this will soley depend on their ability to provide concrete evidence with the regards to the the type and amount of drug in that drug house. The formalities will have to do a thorough investigation and have a good case to thr District Attorney. Additionally, this raid might take more time as they would want to arrest the king pins. Seneca County has been a safe haven for drug dealers. This county has reported numerous case of drug smuggling. For example, numerous law enforcement agencies executed a search warrant in a Tiffin smoke shop and seized a large amount of synthetic drugs. The Seneca County Drug Task Force in conjunction with the Ohio Highway troopers were able to arrest a 62 year old man trafficking

Demand and suppy Essay Example | Topics and Well Written Essays - 1000 words

Demand and suppy - Essay Example With regard to the case assignment reading i.e. "What is Driving Oil Prices?" by Richard G. Anderson and Jason J. Buol, it is observed that in the period of August 2004, according to the observation of the International Energy Agency, global oil demand had been rising faster in comparison with any other phase in the previous 16 years. A key reason behind such hike in demand is the quick economic expansion of a number of nations in particular China. Moreover, China had accounted for around 40% of the demand growth regarding global oil production in the period of early 2000s and this demand had been expected to augment rapidly. With regard to supply, it can be said that issues such as political conflicts in nations like Iraq and Venezuela have had a major effect on the fluctuation of oil prices. Contextually, as per the assessment made, it is determined that factors such as enhanced speculation can be a major aspect in affecting oil prices (Anderson and Buol, "What is Driving Oil Price s?"). Both the demand & supply of oil are comparatively inflexible in the short run period. Changes in price have modest impact on either the ‘quantity supplied’ or the ‘quantity demanded’. ... Meanwhile as the quantities demanded as well as supplied change very less as the prices rise & fall, both the curves are reasonably vertical as shown below: Figure 1: Elasticity and Prices Source: (Stonebraker, â€Å"Demand and Supply Applied: Oil Prices†) Due to the reason that quantities are reasonably fixed in the short run period, any alteration in supply or demand will bring about considerable extent of changes in price. For example, if it is assumed that supply has fallen, the reduced supply generates a short-term shortage that will begin to boost price. If demand is elastic, only a small hike in price will be needed to get consumers to cut their purchases to as much as necessary in order to meet the new lowered output. Nonetheless, in the oil industry if demand is inelastic, it will assume a much greater price escalation to create the required reduction in quantity necessitated (Stonebraker, â€Å"Demand and Supply Applied: Oil Prices†). 2a. EXPLAIN WHAT HAPPENS TO QUANTITY OF OIL DEMANDED WHEN THE PRICE OF OIL DECREASES, ASSUMING THAT THE SUPPLY DOESN’T CHANGE. Quantity demanded generally refers to a definite amount that will be demanded each unit of related time at a specific price, if other aspects remain fixed. Market equilibrium is a condition where demand and supply for a certain product matches. The price and quantity only remains fixed at the point of interaction of the demand and supply curve. In accordance with the question, it can be stated that if the price of oil falls then the quantity of oil demanded will definitely surge as oil is a price sensitive product and its demand stands always higher. In terms of movement of curve, it can be said that the curve will shift to the right. The effect of the above

The JFK Assasination Conspiracy Essay Example for Free

The JFK Assasination Conspiracy Essay The Assassination at Dealy Plaza President John F. Kennedy was assassinated in Dallas Texas on November 22nd November as his limousine drove through Dealy Plaza. Thousands of people had lined up to view his motorcade including dressmaker Abraham Zaprieder whose film captured the assassination. This happened at 12.30 pm and the president was immediately rushed to parkland Hospital where, despite all efforts to keep hi alive, he was pronounced dead. The time of his death was 1 pm and against the wishes of the Texas authorities, his body was flown to Washington where a further autopsy was performed at Bethesda Naval Hospital. On the 25th of the same month, JFK was laid to rest at Arlington National Cemetery. What followed next was a series of events that left the entire American pubic asking questions of who killed JFK? Lee Harvey Oswald A former marine and defector to the Soviet Union named Oswald was arrested as a suspect on the same day at 2pm. According to the Oliver Stone movie JFK, the assassin spent his summer of 1963 in New Orleans. The attorney that would later investigate in the JFK murder Jim Garrison theorized Oswald as an outsider and Leninist. Oswald has returned to Dallas in 1962 to live in a milieu with intelligence overtones. He married a KGB official’s niece and questions always arise on how the assassin managed to get a high profile job. He was interrogated the whole weekend and as he was being taken to the county facilities, he got shot and died on National television by a local club owner Jack Ruby. False claims put forward by the warren report do not even center on the president’s murder but on Jack ruby. One claim is that Ruby was alone in the killing and that he entered the police basement with the help of the police department probably through an unlocked staircase. This was actually a contradiction as compared to the story corroborated by four officers one of whom failed a polygraph test. This shows conspiracy and corruption among the police. Even president lyndon was later quoted saying that he has no doubt that Oswald was not alone even though its Oswald who pulled the trigger. The Warren report This was ordered by JFK’s successor Lyndon Johnson on 29th November 1963 on executive order 11130 to investigate the assassination of both the president and his assassin. According to the Warren report, the members in the Commission were: Earl Warren, Chief justice of the United States and attorney general of California. Richard Russell, democratic senator from Georgia, and county attorney in that same state. Hale Boggs, a representative from Louisiana. John Sherman Cooper, Republic senator from Kentucky and United States Ambassador to India. Gerald r. ford, Republican representative from Michigan and Chairman of the House Republican conference. Allen Dulles, lawyer and former director of the Central Intelligence Agency. John J. McCoy, lawyer, former president of the international Bank for Reconstruction and Development, and former United States High Commissioner for Germany. It was assisted by lawyers, Internal Revenue service agents, a senior historian, an editor, and secretarial and administrative personnel who were assigned to the commission by Federal agencies at its request. Officials and the Federal government cooperated with the commission who has power to force witness statements by granting protection from being prosecuted to having the witnesses confess under compulsion, though no immunity was given to witnesses during the investigation. It reviewed reports from the FBI, secret service and held hearings with 552 witnesses. The report was presented to president Lyndon on 24th September 1964 and later on, 26 volumes of the Commission’s hearings were published. All these were put on the National archives and Kennedy’s family donated autopsy reports to the archives which were under limited access, and only recognize experts in pathology are approved by the family’s representatives. Critics came up challenging the report’s findings as it had more controversies yet there were witnesses. Oswald was ruled to have fired three bullets with one missing target, and the remaining two which hit JFK and the governor John Connally. Its not understood how Connally was wounded soon after JFK thus the Single bullet theory which indicated that one bullet hit both men. Kennedy’s aid Kenneth O’Donnell who rode in the motorcade later said that he was pressured by the FBI not to say what he believed that, the gunfire came from the front and not the back as indicated by the report. The Single bullet theory The theory’s proponent was Arlen Specter, the present Pennsylvania senator. The Warren commission took the theory and concluded that Oswald was the lone killer of JFK. It states that one bullet his JFK in the back and exited on is neck, hitting Connally in the back, leg and, wrist.   This has come to be termed as the magic bullet. One bullet missed and the third and fatal one hit Kennedy on the head. Dallas doctors argue that it was an entrance wound but the doctors who actually saw the wound insist that it is an exit wound. Conspiracy authors claim that because of the collar slits, it had to be an entrance wound. Which is also a contradiction because, how can a bullet which was able to penetrate the tracheotomy fail to penetrate Kennedy’s shirt. In Dr. charles Carrico’s statement before the warren report, he said that the wound was above the tie and later on, he says that it was in the â€Å"lower 1/3† of the neck. In the movie JFK, Kevin Costner gives a conspiracy version of this theory, what really happened if Connally was seated in front of Kennedy at the same height and facing ahead? The Garrison Investigation Jim Garrison, a New Orleans District Attorney began investigating the assassination in 1966 after arresting a David Ferrie, a pilot and anti castro activist who was connected to Oswald. This led to the arrest of Clay Shaw, a New Orleans Businessman. Garrison believed that the CIA, anti-Castro Cuban exiles, and homosexuals were involved in the assassination. Garrison’s main witness was Perry Russo who claimed that he had attended an â€Å"assassination party† where Shaw, Oswald, and Ferrie discussed on murdering the president. Later on, Russo’s statement was questioned when it emerged that he was hypnotized and a drug called sodium pentothal used on him. Before the hypnotization, Russo failed to mention the party. This evidence led to clay Shaw being acquitted. In the Oliver Stone movie JFK, we see the jury foreman Sidney Herbert claiming that after the trial, he thought more decidedly on the warren report. Another film The JFK Assassination: The Jim Garrison Tapes, it can be seen that Russo later returned on his earlier version of statement that there was actually an assassination party. The Medical Evidence An HSCA (House Select Committee on Assassination) was created to handle assassinations of both JFK and Martin Luther King. It has special panels that examined the physical evidence and their finding was a fact that a knoll had been used but missed. The medical panel challenged this when they reaffirmed the single bullet theory earlier visited. The Parkland Hospital doctors’ findings appeared incorrect when the HSCA reports showed that the back of the head was intact with blood free hair, with only a small red spot near the cowlick. In contrast, doctors describe a large gaping wound with brain tissues from the cerebellum extruding. In Dr. Charles Crenshaw’s book conspiracy of silence, he claims of Kennedy’s head at the back blown off, indicating that the grassy knoll was sot from the front. On page 2, he states that the entire right hemisphere was obliterated, and in age 86, he claims that the right hemisphere looked like a crater, an empty cavity. The wound on his neck indicate an entrance wound thus it was a shot from the front. He also claims that knowing that there existed a conspiracy, doctors were afraid to talk. Between the two hospitals, Kennedy’s body had been altered. This leaves us with questions. For instance, was the back of Kennedy’s head blown out? Are the autopsy photos faked? The Bogus Evidence Conspirators believe that the evidence against Oswald was tampered with by the Dallas Police. The police claimed on recovering three cartridges which perfectly correspond to the three shots heard by people at the Plaza. But an Author by the name of Noel Twyman claims that only two spend rounds were found. Evidence of the authorities suppressing evidence was seen when after the assassination; a government agent and an officer were seen picking up a slug. One of Jack ruby’s strip dancers Karen Carlin whose stage name was â€Å"little Lynn â€Å"also came forward and testified that she known of the plot to kill Oswald. After mysteriously disappearing, she came back in 1992 and claimed that Ruby had told her to call him on Sunday morning and later he would send her $25 for her rent and shopping, just before Oswald was shot. This was to create an alibi and justify that it was just an impulsive act of revenge that he shot Oswald. Karen said that Gary Shaw, Carlos Marcello and Santos Trafficante were behind the conspiracy to kill Oswald. It is also seen how witnesses, even the most sober ones made wild and wacky statements. For instance, one witness named JC price claimed that Kennedy and Connally were in different cars and last shot came five minutes later after the first ones. Austin Miller testified that the shots came from inside the limousine. Jack Franzen said that secret service agents were behind the limousine and some had firearms. A.J Millican was quoted testifying that, â€Å"Just after the Presidents car passed, I heard three shots come from up toward Houston and Elm right by the Book Depository Building, and then immediately I heard two more shots come from the Arcade between the Book Store and the Underpass, and then three more shots came from the same direction only sounded further back.† Who Killed JFK? This is the question that will forever remain in people’s mind. The fact that many groups or people had motives to murder JFK makes the case even more difficult and wit many unanswered questions. There are claims that Kenney was killed because he withdrew the American troops from Vietnam during the cold war. Other’s say that Oswald was impersonated by Fidel Castro, the Cuban President who it is believed had motives too because the CIA, Cuban exiles and mob members wanted to eliminate him. Fletcher Prouty believes that it was a coup d’etat to overthrow the government and that is wasn’t an assassination of one man. The shock of the assassination has been covered up and the case is one of the greatest unsolved crimes of the century forty years down the line. Today, polls show that millions of the American public believes that there was a conspiracy and Oswald wasn’t alone. The opinion poll is shown to have risen from 52% in 1963 to 89% in 1993. Journalist Hugh AynesWorth believes that this is the most investigated homicide in history and being a witness himself, he says that e has spent most of his career life in investigating the various theories that have come up in the JFK murder. In his book, he speaks o himself as a young Dallas newspaper reporter who was right in he spot as history unfolded in his very own eyes. To him, its pure and simple that there is no evidence in the unfolding theories. Although the Warren report is faulty, Hugh has no doubt it unfolded right. Works cited Peter Dale Scott, Deep politics and the Death of JFK Scott talks of a conspiracy as seen by the police department in Dallas.    James H. Fetzer, The Great Zapruder Film Hoax: Deceit and Deception in the Death of JFK As much as the film captured the murder, here were still controversies with the doctors on the ext spot where the bullet hit JFK. Charles Crenshaw, conspiracy of Silence Shows the many conspiracy theories and Dr.Crenshaw’s story as a physician in Parkland Hospital    JFK, an Oliver Stone Movie    The JFK Assassination: The Jim Garrison Tapes JFK case still not closed, by Joe Havely CNN, The documentary shows the 40 years that have passed and still, the Kennedy assassination continues to fascinate. The Warren Report, http://www.jfk-assassination.de/warren/index.php viewed on 25th April 2008 Gives a detailed view on the creation of the report, its members, and the critics. The Kennedy Assassination by John McAdams An article on the events from the death of JFK, to the conclusions as per today.   Ã‚  Ã‚   The JFK Assassination, http://www.prouty.org/giamarco.html, viewed on 23rd  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   April 2008   Ã‚  Ã‚  Ã‚   The David Giarmaco story of 1998 when he revisited the JFK murder.

The tragedy of Antigone Essay Example for Free

The tragedy of Antigone Essay The tragedy of Antigone is the culmination of Sophocles’ line of troubles for the Oedipan line, beginning with the unmasking of the King’s tragic secret. The last tale of the doomed Theban family, however, was different from the other two stories; here, the main theme was not the unfolding of tragedy as willed by fate, but a defiant challenge to mortal pride. Antigone faced Creon to challenge the dishonorable sentence to her brother, and also to unmask the pride by which the Theban King defied the gods. Dante’s Divine Comedy follows a similar theme: driven by the despair of wrath and pride, the poet-pilgrim is led by the spirit of Virgil through the recesses of his soul to see first-hand the ugliness of sin and pride that moves his despair. Through analysis of the two stories, it will be revealed that they share similar devices in narrative, and a common theme: Mortal Pride blinds its owner, turns it against those he holds dear, and offends the Divine. The first recognizable similarity between the two stories lies in the role of the women in unmasking the folly of mortal pride. Antigone begins in the aftermath of a great battle and the decision of the Theban King, Creon, to disgrace the dead of the besieged and withhold the honor of proper burial. Antigone represented divine admonition and retribution, in her defiance of the law forbidding the burial (Watling, 1959, p. 125). The purpose was two-fold: one was to give redeem the lost honor of her brother, who was one of the doomed, and the other to dare the King to do his worst and in so doing, and thus expose the extent of his folly. The heroine of Dante’s Divine Comedy is Beatrice, who, seeing the despair and error that Dante found himself in, sent for the ancient writer Virgil to guide him through Inferno into the gates of Paradise (Ciardi, 1960, pp. 28-30). This journey through the bowels of Inferno represents the soul’s examination of self, revealing that at the center of the blackness of his despair was sin, and at the core of that was pride. Beatrice is fulfilling the same two-fold purpose that Antigone bore for herself: she wished to redeem Dante, by exposing the folly of his own pride. The devices of both stories are also similar in their approach to curbing mortal pride: initially there is the advice of Reason, and then the chastisement by the Divine. King Creon is approached by his son, Haemon, in the hopes in him seeing the error of his ways (Watling, 1959, pp. 143-147). His careful admonition of speaking for Creon’s benefit and that he could still admit to his mistake, is similar in Virgil’s firm but gentle handling of Dante, as the latter is led through the depths of Hell and the scourges of Purgatory. Mortal pride, in both stories, has blinded too much the protagonist; Creon would not heed to the warnings of his son, and would even trade barbs with the blind prophet Teiresias (Watling, 1959, p. 154). Similarly, throughout Dante’s journey through the nightmarish landscape of the Inferno, he could see tormented souls who are too blinded by their pride to realize the gravity of their sins and its consequences. One memorable scene is in Inferno’s Canto VII, where, in the dregs of a swamp, the souls who were wrathful in their lives continue to tear each apart even in Hell. There is also Vanni Fucci’s defiant cry to God in Canto XXV of Inferno, in the midst of his torment from vipers (Ciardi, 1960, pp. 75, 213). Even Dante himself, later in Purgatorio’s Canto XIII, admits of continuing lapse to pride, despite the horrors he had to face in Inferno (Ciardi, 1960, pp. 143-144). Mortal pride, however, eventually shrinks before the glare of Divine wrath, the second and more effective narrative device used to quelling the former. Teiresias, having been rebuffed in his gentle words of advice to Creon, reveals the extent of Heaven’s curse. His final barb at the King (â€Å"Let us leave him to vent his anger on younger ears/Or school his mind and tongue to a milder mood†) exposes Creon’s fury for what it is: nothing before the eyes of the Divine (Watling, 1959, pp. 154-155). Beatrice, in a similar office, released righteous fury upon a Dante that seemed to have gotten off easy in Hell and Purgatory—incidentally at the same time that Virgil finally leaves him. Dante, suddenly naked before Divine Wrath, swoons in grief and guilt (Ciardi, 1959, pp. 304-307, 310-313). Thus, the two stories share the same lesson: Pride that is defiant before the Law of the Divine eventually is humbled against Righteous Wrath. Thus is Antigone the same with the Divine Comedy. Through the device of Reason (Haemon in the former, Virgil in the latter), the Divine sought to redeem the soul caught in the despair of pride. The act of pride is exposed for its absurdity, and the sinner shrinks before the realization of the extent of his error. Pride, that it may be scourged from its wielder, is then met with the punishment of the Divine. Creon faced it in the multiple tragedies of son, mother and would-be daughter-in-law. Dante, though, could not yet suffer this burden as he was still alive (though Beatrice’s denunciations would have sufficed), but he could at least see it from the Proud preparing themselves in Purgatorio, as was illustrated in Canto X (Ciardi, 1960, p. 115-117). The sins of Mortal Pride are not thrust upon Man by fate, but it is taken up by choice. It is a grotesque thing that blinds its possessor and thus in turn possesses him. Only by seeing clearly how small, insignificant, and foolish it is and how it hurts those held dear, can it be overthrown and the soul thus redeemed.

The Semi Presidential System In France Politics Essay

The Semi Presidential System In France Politics Essay The France government is a semi presidential system which follows the fifth republic of the French constitution. The France declares them as the secular, social, individual and democratic republic. The government of France divides into a legislative, a judicial branch and an executive. The prime minister shares the executive powers with the president. Parliament consists of the Senate and the national assembly. It passes vote and statutes on the budget and it also controls the works of the executive through questioning in the parliament house and by organizing enquiry commission. The members of the constitutional council are appointed by the president of national assembly, the president of the senate and the president of the republic. The judiciary system of the France is based on the civil law system which was evolved from Napoleonic codes. The judiciary system is divided into the administrative code and the judicial branch. They have their own supreme court of appeal like Conseil d à ©tat for the administrative purpose and Court of Cassation for judicial purpose. The French government also has various bodies to check whether the powers are abused by anyone or not. France was also the founding member of the European Union. (introduction) History France was one of an earliest country which changes from feudalism to nation state. The monarchs of the France were surrounded with the capable ministers. French armies were the most disciplined, professional and innovative of their day. The dominant power in Europe was France during the power of Louis XIV from year 1643 to 1715. In the 18th century, the Louis government faced financial problem due to the military campaigns and overly ambitious projects. The main causes of French revolution during the year 1789 to 1794 were resentment against the political system and deteriorate economic conditions. Although the revolutionaries follow egalitarian and republican principles of government but the French government reverted to form constitutional monarchy about four times. The four monarchial governments were the restoration of Louis XVIII, the empire of Napoleon, the second Empire of napoleon III and the reign of Louis Philippe. The third republic was formed after the Prussian Franco wa r in 1870 and lasted till the defeat of the military in year 1940. During the World War I the great loss of material and troops occurred. France government formed the huge border defenses known as the Maginot Line and alliances to defeat the German strength in the year 1920. Although France was defeated early in the world war III then also they gain the power again in June 1940. In July 1940 France was divided into two sections. One section was ruled by Germens and another was controlled by the Vichy France. But in year 1942, the Italian and German force conquered the France including Vichy region also and formed the allied forces. In 1944, Allied force liberated France after four year of occupation and services. After the world war II France faces new problems. Initially the provisional government was led by Gen. Charles de Gaulle but after the short period of time the fourth republic was formed by the new constitution. It was parliamentary form of government which was controlled b y series of coalitions. The lack of agreement between the French military and the members of the constitution was the main cause of the change of the government. On May 13, 1958 finally the government structure collapsed due to the tremendous pressure which was generated by the four years war with Algeria. In June 1958, fifth republic was formed and General de Gaulle became the prime minister and in December of the same year he was elected as a president. After the seven year in the 20th century, the people of France for the first time got the liberty to elect their president through ballot system. De Gaulle won the election after defeating Francois Mitterrand with 55% share of vote. After elected as a president of the country De Gaulle conducted a referendum which was concern on the creation of twenty one with the less political powers. But this proposal was rejected by the members of the government after that he resigned from his post. After him, Gaullist Georges Pompidou was elec ted as president for year 1969 to 1974 then Valery Giscard dEstaing for year 1974 to 1981. After that Francois Mitterrand was elected for year 1981 to 1995 and then neo-Gaullist Jacques Chirac for year 1995 to 2007. Nicolas Sarkozy was elected in May 2007 as sixth president of France under the fifth republican. It remarks as increasing of social and economic reforms. During the five year term of Sarkozy, he faced tremendous pressure to improve the economy, employment rate and reduce the sizable budget deficit of the government. He has also reintegrated the north Atlantic treaty organization with France. (history of france government) Governmental Structure In year 1958, public referendum approved the constitution of the fifth republic. According to this constitution the president was elected for the seven year term but in 2002 the presidential period of work got reduced to five years. In year 2008, the new constitutional reform was passed again which limits the presidential period to two consecutive terms. The next legislative and presidential elections are scheduled in year 2012. The executive branch of France is consisting of the prime minister, the president, the bureaucracies of many ministries and the government. The president has the right to elect the prime minister, rules over the cabinet and gives the instruction to the armed forces. The president also has right to submit the question to the referendum. At the time of emergency the president has rule by decree and dictatorial powers but with permission of the parliament. The head of the government is prime minister and his cabinet is composed of minister delegates, secretaries of state and number of ministers. Under the fifth republic, president leaves the day to day policy decision to the prime minister and its government. Every year the members of parliament meet once for the nine month session. Under the special situation the president has special right to call the additional session. Even the legislative branch has few executive powers then also the national assembly has power to remove the existing government if the votes of the members are in majority. The parliament of France consists of a Senate and a National Assembly. The principle legislative body of France is national assembly. The members of national assembly are elected for the five year through voting. The Electoral College has the right to choose the senators. In 2003 a new rule is passed the senators will serve for six years but one half of the members will be renewed after three years. The legislative powers of the senators are limited as compared to the national assembly. Initially the government has power to solve the agenda of parliament but after the constitutional reform which was passed in 2008 parliament got the right to solve their own agenda. In July 2008, a new constitutional reform was passed which limited the process to one bill in each session, finance on the social security and to the vote for the national budget. Impact assessment is necessary from the September 2009, for all the draft laws which is going to the parliament and the council state. The best feature of the judicial system of the French is that the council of state protects the basic rights when it is violated by the action of the state and constitutional council protects the basic laws when it is violated by the new laws. The function of the constitutional council is different from the council of state and they provide the justice to the citizens who have claimed against the administration. There are various ordinary courts such as the criminal courts, the police courts, the industrial courts and the commercial courts which settle the disputes which arise between the citizens and also between the corporation and the citizens. The cases which were judged by the ordinary court can be reviewed by the court of appeals. Political system On May 16, 2007 Nicolas Sarkozy joined the office under the Fifth republic as the sixth president. On April 22, 2007 during the first round of election, Nicolas Sarkozy placed first, the head of the Union for popular movement party. The Segolene Royal, the candidate of socialist, placed second. Francois Bayrou of centrist placed third and Jean Marie Le pen of extremist was placed fourth. In the second round of the election on May 6, 2007, Sarkozy defeated Segolene Royal by 53.06%. The defeat of Royal in the presidential election was the third largest defeat of the any Socialist candidate. The focal point of the campaign of the Sarkozys party was to implement the various reform like economic and market oriented reforms. After electing as the president he first gave the green signal to implement these reforms and worked on the European Union treaty which was rejected in the year 2005. The voters of France also show their desire to renew the France and United state relationship. The pre sident Sarkozy basically concentrate on improving the performance of the economy of France through labor market liberalization, taxes and higher education. During the legislative elections which was held on July 10, 2007, the UMP won by the large majority. This gives them an advantage during the European Parliament election in year 2007. They won by 27.88% from the Socialists. During the first year of service, Sarkozy removed the income taxes on the overtime works and increase the pension period of the retirees. (political system) Conclusion The France government follows the semi presidential system. The French government divides into the three parts. One is legislative, other is executive and last one is judicial. The France president has degree of the executive powers. The prime minister which is appointed by the president has highest number of executive powers. Then we studied the history of the France government before the World War II and the till now. Then we discuss the governmental structure of the France government. It is consist of the prime minister, president and the Member of Parliament. The parliament of France consists of the national assembly and the senate. The member of the national assembly was elected for the five years and the member of senate was elected for the six years. The judiciary system of France consists of the various local and the supreme courts which solve various types of problems at each level. Then the political structure of France government is discussed. The political structure of Fr ance consists of various political parties like UMP, extremists, socialist etc.

A Remarkable Man, My Idol, My Grandfather Essay -- Personal Narrative

A Remarkable Man, My Idol, My Grandfather Dr. Benre’s comments: Marty paints a telling portrait of her step-grandfather, but never relies merely on telling the reader. Small anecdotes about her grandfather, as well as some of his habits, gave Marty’s story a much more powerful presentation that it would have if she had simply told the readers that he was neat and kind. More importantly, she maintains a significance to her story which travels from beginning to end. She uses her story to play on emotions without crossing the line into melodrama and makes a telling point in her conclusion. Marty has written an excellent story, not just an essay about someone she remembers. Â   Though he was an overwhelming three hundred pounds, my grandfather was a very neat, well-kept, respected man. His thick, ash colored hair always had to be just right. From the direction of the part to the brand of hairspray which held it in place, everything had to be just so. His shirt was always tucked in, and his belt always matched his shoes. Because of his huge girth, he had a seventy-eight inch waist, his legs reminded me of a penguin's— short and stubby. Everything about him amused me—from his love for the holidays to the way he continuously chewed ice and the incessant manner he had of rubbing his feet together. Although he was my father's stepfather, he loved us as if we were his own. Several times throughout the year, he would organize what he called "family time," which involved all thirteen grandchildren who gathered in one place to socialize. He also had a great love for holidays. For example, we all spent Christmas Eve on the levee looking at the bonfires, and for days preceding Christmas, we rode through town enjoying the ... ... day he died, he taught me a valuable lesson. If we love someone, we should tell the person often. I sometimes wonder if he knew just how much we loved him. All I have left are the memories we shared and the lessons he taught me, but they are good memories, and they are exceptional lessons. My grandfather was an astonishing man. Unfortunately, my son will never get to meet my grandfather, but I will instill in him the love for people my grandfather so diligently instilled in me. I never looked at him as "fat" or "different." I simply viewed him as more to love. Even though he is not physically with me anymore, I still do things with him in mind, wondering if he would approve or disapprove; I try to make the choice I think he would admire. He taught me life; he taught me love; and he taught me what was right. This remarkable man is my idol--my grandfather.

The Purpose of Education Essay -- Education

What is the purpose of education? What do we seek from it? How does it better our lives? What is the role of public schools? These are all important questions, but first I am going to give a brief summary of the text by Timothy McMannon entitled The Public Purpose of Education and Schooling. McMannon gives the reader plenty of reasons for why we need education and how it helps us and our society; he starts by explaining that in past cultures schooling was not done in a formal school but in â€Å"the community, the family, and the church.† (McMannon 1) Some cultures even believed that education was something that took a lifetime. The essay then progresses into explaining how education has evolved through the centuries into what it is today and why it has become what it is. Everyone has their own take on what they believe education is and should be. Your parents could think of it as a day care facility until you get to high school and then they might think of it as a place to earn a degree and soon move out. Your grandparents might think of it as a place where you go to learn things that you aren’t going to need in life because they never did. Political leaders may think of it as an economical advantage over another country. The list goes on, but as a student, I believe that there are many purposes of education; it is more than one thing, but many things that combine into what education really is. One role of public schools is to promote the principles and standards of our society, which have been all but forgotten. Today we assume that school is a place where we go to learn history and mathematics, but it is much more than that. Schooling teaches us what our leaders are too busy to explain. McMannon explained in his essay how we ... ..., why would you continue with it? In part, â€Å"education must be practical.† (McMannon 8) Without practicality, there would be no point in receiving an education. Works Cited Fulghum, Robert. All I Really Needed to Know I Learned in Kindergarten. New York: Ballantine Books, 1986. Hudson, William E. and Robert H. Trudeau. "Michigan Journal of Community Service Learning." An Essay on the Institionalization of Service-Learning: The Genesis of the Feinstein Institute for Public Service 2.1 (1995): 150-158. McMannon, Timothy. "The Changing Purposes of Education and Schooling." McMannon, Timothy and John Goodlad. The Public Purpose of Education and Schooling. San Francisco: Jossey-Bass, 1997. Nussbaum, Martha. "Cultivating Imaginations: Literature and the Arts." Not For Profit: Why Democracy Needs the Humanities. Princeton: Princeton University Press, 2010.

Discuss the themes of Virtu and Fortuna in The Prince. Essay -- Englis

Discuss the themes of Virtu and Fortuna in The Prince. Niccolo Machiavelli was born in Florence, Italy on the 3rd May 1469. In 1498, Florence became a republic and Machiavelli gained a position within the Florentine government. After this he was soon confirmed by the great council as the second chancellor of the republic, making him the head of internal affairs. Less than a month later he was elected as secretary to the ten of war, which focussed on foreign and defensive affairs. In November 1498 Machiavelli was sent on his first diplomatic mission and over the years he continued with many more. On his first mission to France to see King Louis XII, which lasted six months, Machiavelli was able to observe the effects of having a single prince ruling a united country. When Machiavelli returned to Florence and he found it to be slowly disintegrating because Cesare Borgia endeavoured to create a principality for himself in Italy and during this time Machiavelli made many visits to him on behalf of the Florentine government to try and negotiate. When Borgia finally retaliated by killing his captains in Sinigaglia, Machiavelli was witness to this and later wrote an account of it. Machiavelli had a lot of admiration for Borgia’s conduct and believed his qualities would be found in the perfect prince who would eventually unite all the Italian states. Over the next few years Machiavelli maintained his position within the Florentine government and was sent on various missions and given many different roles with increasing amounts of authority over Florence. In 1513 Machiavelli is accused of being involved in an anti-Medici conspiracy with the Medici family being rulers of Florence at the time. Machiavel... ...t rule a principality. And also the book has visions of wanting to unite Italy, which is an idea 350 years ahead of its time. When Machiavelli wrote this book it was write for the time as there were frequent wars and some advice on the art of war was needed. Even though, in many cases, Machiavelli’s the Prince is still relevant today particularly in government, as if you want to succeed and gain power in it, you need to be ruthless and corrupted. Bibliography Machiavelli, N. (2003) The Prince. London: Penguin Group Solomon, R, C., Higgins, K, M., (1996). A short history of Philosophy. Oxford: Oxford University Press. Skinner, Q. (2000) Machiavelli – A very short Introduction. Oxford: Oxford University Press. www.constitution.org/mac/prince00/html - another translation of The Prince. â€Å"Machiavelli, Niccolo†. Microsoft Encarta 99 Encyclopedia.

Practicum 7 Final Report

————————————————- University of Trinidad and Tobago ————————————————- School of Cognition and Learning Practicum VII Lecturers’ Names : L. Payne A. A Wilson L. Perez Student Name : Amrit Harrilal Student ID : 111007714 Contents Schedule of my classes4 Reflections5 LESSON PLANS13 WORKSHEETS THAT WERE/WERE NOT DISTRIBUTED32 POB lesson notes39 Principles of Accounts Lesson Notes52 Principles of Business Scheme of Work62 Principles of Accounts Scheme of Work64 Schedule of my classesAll of my classes were double periods. My subjects are taught for six periods in the six day cycle at the school. My first teaching day was on Wednesday 17th October for the last two periods of the day where I taught Principles of Business. My next class was on Friday 19th October fo r the first two periods, the subject was also Principles of Business. On Monday the 22nd October I taught Principles of Accounts and on Tuesday the 23rd October I taught Principles of Business for the first two periods and then Principles of accounts for the third and forth periods.My last teaching day was on Thursday 25th October however I was not able to teach this lesson due to the school having a cultural program for the scheduled time of my class which would have been the last two periods of the day. Reflections Reflection for first class. The first class that I taught was on Wednesday 17th October. The class was a double period and it was for the last two periods of the day. My co operating teacher miss Rodney was present as well as my supervisor Miss Perez.I believe that the class went well and I was able to achieve the objectives I set out to do in a reduced time period. There was a delay in starting the class because the teacher wanted to take roll, and I was waiting for st udents to come into the class to begin. I lost about 10 minutes waiting for the class to start and during this time I was beginning to get nervous. The class was hot and humid and my constant nervous perspiring was not making it any easier. After a little while the nerves were gone and I was able to talk normally to the class.The set induction that I used was effective because I used the example of 4 football teams and their leadership style and the students responded well to my set induction. The class is mainly boys and it is football season and the school is doing well in the local league so I thought it would have been a good idea to use the example of football teams to make the example more relating to the content. Throughout the lesson I referred back to the set induction to draw reference to the similarities between the teams and the different economic systems.As the class progressed I thought a student was testing me because of the question he asked which had nothing to do w ith the content that I was teaching. The question he asked was â€Å"what would happen if an unstoppable object were to hit an immovable object† I responded by saying â€Å"What does that question have to do with economic systems, but to answer your question, I believe that nothing would happen. † I thought I handled the situation well and my classroom management skills were effective, I walked around to check to see if they were taking notes and to generally have my presence felt throughout the class.I was getting a lot of questions from one side of the class and so my attention was mostly directed to that side of the class, something that I would like to remedy for my subsequent classes and for the rest of my teaching career. Due to the lack of time my assessment would have had to be done for homework. I did manage to complete the content that I wanted to teach. At the end of the class my supervisor told me that the lesson went well and in my future lessons to use gr oup work or group activities and to have some resources such as charts.The charts I think would have been a nice addition to the lesson, and maybe I can turn the chart into a game to make it fun and interactive for the students. The group work I was going to do it but after seeing another class work in groups or attempt to work in groups I think it would have worked against me. While observing a class they were arguing and not working together to do the case study and one student walked out of the class while I was supervising and I had to go talk to her outside and get her to come back in class.She was saying how she can’t work with people and how people are stupid. I told her that if she going into the business environment it is a lot of team oriented work that has to be done and that she should get accustomed to it from now. After that little conversation she came back into class. Another student was not doing anything in the class so when I asked him what he has done so f ar he said nothing. I asked him â€Å"Is that what you plan to do for the rest of your life, nothing? Are you going to live off your parents for the rest of your life? How are you going to mine a family? I was just asking him questions to think about his future he watched me and then after that he started doing some work. Supervising that class was a little challenge because of trying to get them to work together. They did not work how a group supposed to work. A few people were doing the work and the others were â€Å"loafing† and that defeats the whole purpose of group activities. That was the main reason I did not want to have group work. Another challenge that I know I have to work on was my handwriting on the board, and layout of the work on the board.At first I started writing notes on the board like I was giving a lecture and then I started putting the notes in a better layout. I plan to use the extreme left of the board to write objectives on the board and use the mi ddle and right of the board to give notes. I prefer to give notes in point form as it is easier to read and it is faster to write. It also allows students to get clear information rather than give an entire paragraph, it is easier to give them the points and they would be better able to understand and remember the information.Also previously I gave them handouts as my method for giving them information but most of the time those students never used the handouts, they did not read it and once I gave them it they just put it away. This term I decided to have them write it out rather than just give them the information. I would let them tell me what they know first and write it on the board even if it was wrong and then ask them to explain to try and make a link and to encourage them to answer and ask questions and make relations. After this is done the correct notes would be placed on the board and they would be told to write it down.Overall I believe that the lesson went well, I was a bit worried at first because it was the first time I met the students and it was my first class and my practicum advisor was coming to observe me as well, I felt I started off a little shaky and then when the butterflies left I was normal once again. At a point in time I even forgot I was being observed. The only hiccup I think was the example I used with Nike and the â€Å"Battas† but from the crosstalk I heard them mention Rattans and imitation goods so I believe they got the point I was trying to bring across.Aside from that if I had got the class to start on time I believe I would have gotten to at least start the worksheet. Reflection for the second class This class took place on Friday 19th October. The class was scheduled for the first 2 periods of the day but unfortunately I was only able to teach for one period. The school security were doing searches at the gate and this delayed me by an entire period as there were only 5 students in the class until around 9 when more kept filing in until I had about 11-15.This lesson we were supposed to do command economies and market economies but I was only able to do features and advantages of command economies with the time I got. I thought this was good because they took some time to settle, one of the students even suggested to me to start the class with a prayer and I did. I was surprised that they would even suggest it. It seemed to me that the prayer settled them because they were behaving, taking notes, asking and answering questions.I asked them to return the worksheet I gave them in the previous class but only two of them completed it so I told them to complete it for homework. This lesson went well also. The problem that I was having was again writing on the board. I know I have a problem with my handwriting and for that reason I bought a projector but after using it for only 2 months this year it malfunctioned and a component in the circuit board went bad leaving it useless. Aside from that th ere were no bad behaved students and I had to speak louder and spread out my questions more.I was getting a lot of questions from one side of the class so my attention was focused there mostly but I did ask questions to the left side but not as much as the right and middle. This is something I would have to remedy in my future classes. The cooperating teacher told me that she would see if she could get the AV room for me for my other classes, I think that would have been a great asset to the lesson because I would not have to write on the board and the students would have an easier time understanding and be in a cooler environment more suited for learning.Reflection for the third class My third class was on Monday 22nd October. I got to teach Mr Mustgraves Principles of Accounts class. After discussing my lesson plan with him on Friday he said it was good but he believed that I was trying to do too much for that lesson because of how the students behave and there level of motivation . So I adjusted it to suit his suggestions. The class had about 11 students out of 26 this was rather disturbing to me as I noticed a trend and I was rather worried about the students. The topic I was allowed to teach was that of Depreciation.For this lesson I planned to teach some theory about depreciation and then go into the CXC requirements of Straight line and reducing method calculation. To start the lesson I introduced my self to the class and began with telling them about my phone. I said how much I paid for it and how long I had it for and then asked a student so tell me how much they would pay for this phone right now. I then asked another student to tell me how much they would sell their phone for and how much they paid for it. From this they started paying attention and listening to me.As they told me why they would pay less for the phones I wrote the answers down on the board. This was done to introduce the term Depreciation and I think it was well received. From their answers I told them that the term we use to describe the reason the phone lost value was because it depreciated. From this set induction they were able to relate to me reasons an items value would be depreciated. When they gave a response I asked them to elaborate on it so as to have a better understanding so I can make it relate to the lesson.I did not want to discourage them from answering questions so when they said something that was incorrect I asked them to explain their reasoning for it to try and get them to think more along the correct lines by using probing questions and guided questions they were able to answer the initial question I gave them. After discussing the term depreciation, they took notes on depreciation. I then told them that for their examination purposes they would only be required to know two methods of calculating depreciation which were straight line and reducing balance method.I first told them how to calculate the straight line method but a critical mis take I made was not writing down the formula on the board. I told them what it was but I did not write it and I know that was not a good thing to do. I plan to write it on the board for the next class. While doing an example of straight line method I asked them what did they notice about the depreciation per year and they told me that it was the same. I then told them to keep that in mind.We then did the reducing balance method and I gave them an example and calculated the first two years for them so they would see what to do on one side of the board there was the straight line calculation and on the other side of the board was the reducing balance. While working the calculation I was talking to them asking them what to do next and writing on the board. After talking to the cooperating teacher the told me that he was amazed that they could use a calculator because to press the % button on the calculator was beyond them.I then told him well I did not write 30% in the calculations I w rote 30/100 because I assumed they would know that 30% , 30/100 and . 3 are the same in calculating a percentage of a value. So after doing this I went around and checked their books to see if they were working it out correctly, those who were doing it wrong I gave them guidance accordingly. I then asked them, spreading out my questions evenly this time, what to do next for each of the 5 years. One student told me an incorrect answer that I know could not be right because the value he gave me was larger than the initial value.So I went over to him to see what he was doing wrong on the calculator and it seemed to me that he did not know how to calculate the percentage of a value so I showed him and he was able to continue with the calculations. I spent a lot of time giving them individual attention and I can tell that they understood. To me this is the best part of teaching, when your students understand and they want to learn. They even asked me to continue teaching them and when I would be teaching them again.That was really heart warming to me and I really did feel motivated. I only had trouble from one student but he respected me enough to put his head down on the table and not disrupt the class when I was knocking on his table to wake him up the cooperating teacher shook his hand and signalled to leave him so I left him. When the bell rang one of the students asked me to explain something to him with regards to the profit and loss and balance sheet so I said let me go get my bag and I would be back.I returned and explained to him the format of the trading and profit and loss account and balance sheet, another student sat next to me while I was explaining and I could tell they were interested and they were understanding what I was explaining to them. They even told me that my class was the best accounts class they had in 2 years. After the class I asked for an evaluation from the cooperating teacher and he said it was good and that he did have some issues w ith how I portrayed my content. He said the content was not wrong but that there were better ways to display the information and only with practice that I would know of those methods.He said that some of the terms I used as well were not wrong but I were using it in the wrong context one of these were expense and expenditure, and costs. He said to be careful with the terms that I use to explain. Aside from these details he said my lesson was good and I felt it went well also. So to resolve the issues that came up I decided to show the depreciation in a table as Mr Mustgraves suggested and it was well received. I can understand why he said to show it in a table as it is easier to make comparisons between methods.This was an adjustment that I made to my initial lesson. For the follow up lesson I planned to do a review of the first lesson briefly going over the calculation and why items depreciate and then practicing the calculations with them. Reflection for the 4th Class This class t ook place on Tuesday 23rd October. It was for the first two periods of the day and the class was to teach Principles of Business. For this class I finished the disadvantages of the command economy and did the features and advantages of the mixed economy. I did not get to do disadvantages and distribute the worksheet.This class was good, the students were well behaved except for one or two little disruptions, which I think I handled well. One student was particularly animated and as I realised this I called him up to come and sit in front so he would not distract the other students. The objectives were not entirely met and therefore I did not want to distribute the worksheet that I had made for them. The only real problem that I can see would be the handwriting on the board. I did not get the AV room and so I had to write on the board once again. When the class was over I thanked the students for behaving good and for having me for the two weeks.The cooperating teacher also said the lesson went well and the only issue would be to work on my hand writing. Reflection for the 5th class This class took place on Tuesday 23rd October as well. It was for the 2 periods after the break which would have been from 10 to half 11. I went to the class early to draw up the tables for the depreciation. The students said that I real serious and I just laughed. When the bell rang I started the class by greeting the class and doing a short recap of the previous lesson. I wrote the formulas on the board and drew a square around them and gave them a heading.I told them to write it down in their books and I began working examples with them and checking their books to see if they were getting it out. The class had about 16 people on the day and so I had to give them some individual attention to bring them up to speed with the rest of the class with regards to the calculations. Some of them were having difficulty working the calculations so I needed to constantly check on them so ther e was a lot of walking around and individual attention. This class was mostly focused on practice as I was told that the students do not do their homework so the only practice they get is from what they do in class.This lesson went well as I left the class feeling that the students would be able to handle calculations of straight line and reducing balance method of depreciation. I believe that the objectives that I set out to achieve were accomplished as when looking at their books and hearing their answers the content was accurate and well defined. Overall Reflection The practicum experience for this semester was very heart warming and motivating. I really felt that the students learned the content in the classroom due to the examples that they were giving and the responses to the questions that I was asking.With a little probing questions and guiding questions the students were able to answer correctly and make valuable contributions to the class. Right now I am looking forward to going back to the school next term and hopefully preparing the Accounts class for final exams. I am really worried about the class and where they have reached in the syllabus. If I am to teach that class for the upcoming practicum they would have to cover a huge amount of work in a very short space of time this alone is enough to get any teacher worried and frustrated.Also I am very worried about the amount of students who do not attend the class and what would happen to them when they have to write exams. I would have to listen to some words from my secondary school teacher who told us â€Å"You can’t save them all†. It seems that she was right about that. The improvements that I believe I would have to work on would be my handwriting on the board or come up with alternatives to writing on the board. I also have to work on projecting my voice as well as sometimes I forget how loud the other classrooms can be and students may not hear me properly.I think that I have b egan spreading out my questions to all areas of the class and identified a few of the trouble students who might be a little disruptive. Also not setting unattainable objectives, you really have to cater your lesson for your class. Some of the little hiccups and delays can really throw off your lesson timing and how much work that you can get done for the period. Additionally I plan to start incorporating little group activities or exercises in my future lessons. I am looking forward to the next practicum experience and hope to become and even better teacher than before.LESSON PLANS LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM4G4DURATION OF LESSON80 minutesEXAMINATION BODYCXC SUBJECTPrinciples of BusinessNO. OF STUDENTS 26AGE RANGE UNIT TOPICThe Nature of BusinessLESSON TOPIC. Economic Systems GENERAL OBJECTIVESStudents will: 1 Demonstrate knowledge of the various types of Economic Systems SPECIFIC OBJECTIVESStudents will: Cognitive Domain 1Define economy and ec onomic system 2Describe the Traditional System 3Describe the Market System Psychomotor Domain 1Write short notes to develop note taking skillsAffective Domain 1Appreciate the significance of the various Economic Systems in Principles of Business Previous Knowledge Types of businesses, market, demand, supply TIME| ELEMENTS| CONTENT| TEACHING-LEARNING METHODS| TEACHING-LEARNING RESOURCES | TEACHER ACTIVITIES| STUDENT ACTIVITIES| EVALUATION| | Set InductionPresentation 1Summary 1Presentation 2Summary 2Presentation 3Summary 3EvaluationClosure| Short storyInform ObjectivesDefining – economy-economic systemIdentifying the 4 types of economic systemsReview of presentation 1Defining : – Traditional SystemWhat is it?Describe life in the traditional system. Review of presentation 2 Defining-The market systemAdvantages and disadvantages of the market systemReview of presentation 3ExerciseThank students and tell them to prepare for their next class| Discussing, QuestioningDiscussi ngQuestioningDiscussing, informing, questioningQuestioning, discussingDiscussing, informing, questioning Questioning , DiscussingDistribute worksheet. Lesson notes, black board, black board black board black board, Lesson notes black board Lesson notes, black board, black board Lesson notes, black board, black board. Lesson notes| DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on he black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board| Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding| FormativeFormativeFormativeFormativeFormativeFormativeFormativeSummative|A dditional lesson notes: I was not able to do the worksheet due to the late start of the class. The work sheet was distributed to do as homework. LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM4DURATION OF LESSON90 minutesEXAMINATION BODYCXC SUBJECTPrinciples of BusinessNO. OF STUDENTS 26AGE RANGE 14-16 UNIT TOPICThe Nature of BusinessLESSON TOPIC. Economic Systems GENERAL OBJECTIVESStudents will: Demonstrate Knowledge of the various types of Economic Systems SPECIFIC OBJECTIVESStudents will: Cognitive Domain 1 Describe the Command and Mixed economic system 2 Explain the advantages and disadvantages of the Command economic system 3 Explain the advantages and disadvantages of the Mixed economic system Psychomotor Domain 1Write notes neatly in their books * Affective Domain Appreciate the significance of the various economic Systems in business Previous Knowledge Types of businesses, market, demand, supply, market system, traditional system TIME| ELEMENTS| CONTENT| TE ACHING-LEARNING METHODS| TEACHING-LEARNING RESOURCES | TEACHER ACTIVITIES| STUDENT ACTIVITIES| EVALUATION| | Set InductionPresentation 1Summary 1Presentation 2Summary 2Presentation 3Summary 3EvaluationClosure| Review of Market and traditional conomiesInform ObjectivesDefining – command systemFeatures of command systemReview of presentation 1Advantages and Disadvantages of the Command SystemReview of presentation 2 Defining-The mixed systemFeatures of the mixed systemAdvantages and disadvantages of the mixed systemReview of presentation 3ExerciseWrite homework on the board, Thank students and tell them to prepare for their next class| Discussing, QuestioningDiscussingQuestioningDiscussing, informing, questioningQuestioning, discussingDiscussing, informing, questioning Questioning , DiscussingDistribute worksheet. Lesson notes, black board, black board black board black board, Lesson notes black board Lesson notes, black board, black boardlesson notes Lesson notes, black board, | DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board| Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding| FormativeFormativeFormativeFormativeFormativeFormativeFormativeSummative| End of lesson notes: I was only able to teach for one period instead of two due to the bag searches at the gate delaying students to arrive to class on time. The class started at ten past nine when it was scheduled to start at nine. For this I would do the remainder of this lesson on my next teaching day which would be on Tuesd ay 23rd October. LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM5DURATION OF LESSON90minEXAMINATION BODYCXC SUBJECTPrinciples of AccountsNO.OF STUDENTS 26AGE RANGE 14-17 UNIT TOPICEnd of Period AdjustmentsLESSON TOPIC. Depreciation GENERAL OBJECTIVESStudents will: Demonstrate an understanding of depreciation using conventional accounting methods SPECIFIC OBJECTIVESStudents will: Cognitive Domain 1. Define Depreciation 2. List the causes of depreciation 3. Name the factors to be considered when calculating depreciation Psychomotor Domain 1. Calculate the Depreciation using straight line method 2. Calculate Depreciation using reducing balance method Affective Domain 1. Appreciate the significance of depreciation for the use in accounting 2. Value the importance of using Straight line or Reducing balance method in accounting Previous KnowledgeTIME| ELEMENTS| CONTENT| TEACHING-LEARNING METHODS| TEACHING-LEARNING RESOURCES | TEACHER ACTIVITIES| STUDENT ACTIVITIES| EVALU ATION| | Set InductionPresentation 1Summary 1Presentation 2Summary 2Presentation 3Summary 3EvaluationClosure| Story about phoneInform ObjectivesDefining * Depreciation * Causes of depreciation * Factors to consider when calculating depreciationReview of presentation 1CalculatingStraight Line methodReview of presentation 2 CalculatingReducing Balance MethodReview of presentation 3ExerciseWrite homework on the board, Thank students and tell them to prepare for their next class| Discussing, QuestioningDiscussingQuestioning, discussingDiscussing, informing, questioning, guidingQuestioning, discussingDiscussing, informing, questioning Questioning , DiscussingWrite exercise on board| Lesson notes, black board, black board black boardlesson notes black board, Lesson notes black boardLesson notes, black board, black board Lesson notes, black board, | DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board| Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingAsking questions, Discussing, Responding| FormativeFormativeFormativeFormativeFormativeFormativeFormativeSummative| Additional lesson notes : I was able to complete the lesson LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1FORM4DURATION OF LESSON90 minutesEXAMINATION BODYCXC SUBJECTPrinciples of BusinessNO. OF STUDENTS 26AGE RANGE 14-16 UNIT TOPICThe Nature of BusinessLESSON TOPIC. Economic Systems GENERAL OBJECTIVESStudents will: 1Demonstrate Knowledge of the various types of Economic Systems SPECIFIC OBJECTIVESStudents will: Cogn itive Domain 4 Describe the Command and Mixed economic system 5 Explain the advantages and disadvantages of the Command economic system 6 Explain the advantages and disadvantages of the Mixed economic system Psychomotor Domain 1Write notes neatly in their books * Affective Domain 1Appreciate the significance of the various economic Systems in business Previous KnowledgeTypes of businesses, market, demand, supply, market system, traditional system TIME| ELEMENTS| CONTENT| TEACHING-LEARNING METHODS| TEACHING-LEARNING RESOURCES | TEACHER ACTIVITIES| STUDENT ACTIVITIES| EVALUATION| | Set InductionPresentation 1Summary 1Presentation 2Summary 2Presentation 3Summary 3EvaluationClosure| Review of market and advantages of command economiesInform ObjectivesDisadvantages of Command EconomiesReview of presentation 1Defining-The mixed systemFeatures of the mixed systemReview of presentation 2 Advantages and disadvantages of the mixed systemReview of presentation 3ExerciseThank students and tell them to prepare for their next class| Discussing, QuestioningDiscussingQuestioningDiscussing, informing, questioningQuestioning, discussingDiscussing, informing, questioning Questioning , DiscussingDistribute worksheet. Lesson notes, black board, black board black board black board, Lesson notes black board Lesson notes, black board, black boardlesson notes Lesson notes, black board, | DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board| Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding| FormativeFormativ eFormativeFormativeFormativeFormativeFormativeSummative| | | | | | | | | Additional lesson notes : I was unable to complete this lesson due to the late start. I completed up to advantages of the mixed system and so the work sheet was not distributed. I plan to distribute the worksheet in my final class where the students would have all information to answer the questions correctly. LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM5DURATION OF LESSON90minEXAMINATION BODYCXC SUBJECTPrinciples of AccountsNO.OF STUDENTS 26AGE RANGE 14-17 UNIT TOPICEnd of Period AdjustmentsLESSON TOPIC. Depreciation GENERAL OBJECTIVESStudents will: 1Demonstrate an understanding of depreciation using conventional accounting methods SPECIFIC OBJECTIVESStudents will: Cognitive Domain 1. Explain the concept of depreciation 2. Assess the factors that cause depreciation Psychomotor Domain 3. Calculate the Depreciation using straight line method 4. Calculate Depreciation using reducing balance m ethod Affective Domain 3. Appreciate the significance of depreciation for the use in accounting 4. Value the importance of using Straight line or Reducing balance method in accounting Previous KnowledgeFixed asset, cost, current asset, depreciation, straight line method, reducing balance method, profit, loss, salvage value TIME| ELEMENTS| CONTENT| TEACHING-LEARNING METHODS| TEACHING-LEARNING RESOURCES | TEACHER ACTIVITIES| STUDENT ACTIVITIES| EVALUATION| | Set InductionPresentation 1Summary 1Presentation 2Summary 2EvaluationClosure| Quickly review how to calculate depreciation on the board. Inform ObjectivesPractice working an example of Straight Line method and reducing balance method as a classCorrect work done in presentation 1Practice working an example of Straight Line method and reducing balance method in pairsCorrection of the exerciseWork an example individuallyCorrect exercise.Thank students and tell them to prepare for their next class| Discussing, QuestioningWriting on th e boardDiscussingQuestioningWritingQuestioning, discussingWriting on boardDiscussing, informing, questioning, guidingQuestioning, discussingWriting on boardQuestioning , DiscussingWrite exercise on board| Lesson notes, black board, black board black boardlesson notes black board, Lesson notes black boardLesson notes, black board, black board Lesson notes, black board, | DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board| Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding| FormativeFormativeFormativeFormativeFormativesummative| Additional lesson notes : I was able to complete the lesson. This lesson was a practical lesson where the students got to practice what they learned in he previous class until mastery of the content was attained. LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM4DURATION OF LESSON90 minutesEXAMINATION BODYCXC SUBJECTPrinciples of BusinessNO. OF STUDENTS 26AGE RANGE 14-16 UNIT TOPICThe Nature of BusinessLESSON TOPIC. Economic Systems GENERAL OBJECTIVESStudents will: 1Demonstrate Knowledge of the various types of Economic Systems SPECIFIC OBJECTIVESStudents will: Cognitive Domain 1 Explain the disadvantages of the Mixed economic system Psychomotor Domain 1Write notes neatly in their books * Affective Domain 1Appreciate the significance of the various economic Systems in business Previous KnowledgeTypes of businesses, market, demand, supply, market system, traditional system TIME| ELEMENTS| CONTENT| TEACHING-LEARNING METHODS| TEACHING-LEARNING RESOURCES | TEACHER ACTIVITIES| STUDENT ACTIVITIES| EVALUA TION| | Set InductionPresentation 1Summary 1Presentation 2Summary 2Summary 3EvaluationClosure| Review of command and features of mixed economiesInform ObjectivesDisadvantages of mixed economiesReview of presentation 1Quick Recap of all economiesReview of presentation 2 Review of presentation 3ExerciseThank students and tell them to prepare for their next class| Discussing, QuestioningDiscussingQuestioningDiscussing, informing, questioningQuestioning, discussingQuestioning , DiscussingDistribute worksheet to be done in class| Lesson notes, black board, black board black board black board, Lesson notes black board Lesson notes, black board, Lesson notes, black board, | DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board| Listening, respondingAnsweringAskingQuestion s,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding| FormativeFormativeFormativeFormativeFormativeFormativeSummative| | | | | | | | |Additional lesson notes : this would be the lesson for the class that I did not get to teach on Thursday 25th October due to the cultural programme that it had in the school. The plan for this lesson would be to finish off the last bit of content and then distribute a worksheet for the students to do in class either individually or in pairs. For the students who want to work by them self I planned to allow them to do so to allow for a smooth transition in the class and less disruptions in an already disruptive class. They would be allowed to use their resources to get the correct answers. There would be no reflection for this class as it was not actually taught. WORKSHEETS THAT WERE/WERE NOT DISTRIBUTED El Dorado East Secondary School Princ iples of Business Form 4 Date ______________________Student Name (block letters)_____________________________________________________________ 1. Economy can be defined as which of the following (tick the correct answer) A. The efficient use of resources B. The inadequate distribution of wealth in a country C. The study of demand and supply D. None of the above 2. The way a country utilises its resources to meet current and future needs is also referred to as economy True/False 3. In the space provided below name the different types of economic systems ————————————————- ————————————————- ————————————————- ——————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- 4.This system is where people provided for themselves and their families through direct production. Name the system here ________________________________________ 5. Give an example of the above system _______________________________________ 6. Name 3 of the economic activities for the above system _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7.A market is defined as ______________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________ 8. Give three features of the Market System I. _____________________________________________________________________________ _______________________________________________________ II. ____________________________________________________________________________________________________________________________________ III. ____________________________________________________________________________________________________________________________________ 9. List three Advantages of the market system ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________ 10. List 2 disadvantages of the Market system ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 11. What are your thoughts on the two systems discussed in class today? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________ El Dorado East Secondary School Principles of Business Form 4 Date ______________________ Student Name (block letters)_____________________________________________________________ 12. What are some other names for the command system i. Planned ii. Directed iii. Controlled a. I,iii,iii b. I and ii only c. I only d. I and iii only 13.In a command system the government has control of all resources in the country. True/False 14. In the space provided below name 3 features of a command economic system ————————————————- ————————————————- ——————————†”—————- ————————————————- 15. Name three countries that practice the command economic system in more recent times ________________________________________________________________________________________________________________________________________________________________________________________________________________________ 16.Give 3 advantages and 3 disadvantages of the command system ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________ 17. The mixed economic system is a system where ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 18. Give three features of the Mixed System ________________________________________________________________________________________________________________________________________________________________________________________________________________________ 19. List three Advantages of the mixed system ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________ 20. List 2 disadvantages of the Mixed system ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 21. What are your thoughts on the two systems discussed in class today? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ POB lesson notes Lesson Notes Introduction/Set Induction Story about the four football teams which represent one of each type of economic system.Each team has features of one of the major economic systems. Objectives Students will: Cognitive Domain 1Define economy and economic system 2Describe the Traditional System 3Describe the Market System Psychomotor Domain 1Write short notes to develop note taking skills Affective Domain 1Appreciate the significance of the various Economic Systems in Principles of Business Presentation 1 Defining Economy Economy * The efficient use of resources * The activities involved in the production and distribution of goods and services in a country or region * A countries income, products and resources and how efficiently these are being utilized to meet current and future needsDefining Economic System * The way in which a society organizes for the production and distribution of goods and services The 4 types of economic system * Traditional or subsistence economic system * Free market or laissez-faire or capitalist economic system * The planned/command/directed economic system * Mixed economic system Summary 1 – (Formative) What does the term economy mean? * The efficient use of resources * The activities involved in the production and distribution of goods and services in a co untry or region * A countries income, products and resources and how efficiently these are being utilized to meet current and future needsWhat do you understand by the term economic system? – The way in which a society organizes for the production and distribution of goods and services Name the 4 types of economic systems * Traditional * Command * Market * Mixed Presentation 2 Traditional system The traditional system is where people provide for them selves through direct production. Direct production is where a person satisfies his own needs by providing for him self and not depending on others to provide the good or service. Eg. Tribes, traditional Indians living off the land. Examples of these activities include hunting, fishing, gathering, skinning. Summary 2 (Formative) What is the traditional system?Give some examples of the traditional system in the world. What are some of the traditional economic activities. Presentation 3 The Market System What is a market? * An arra ngement where buyers and sellers are brought together to transact business. * A set of conditions that facilitates the exchange of goods and services or facilitates trade Market Economy * An economic system in which the open exchange of goods and services between producers and consumers takes place. * This is a hypothetical model, no country in the world that has an exclusive market economy. * There are countries where the private sector does have a controlling interest eg.USA, Brazil, Canada, Japan, Sweden. * Other names for market economy are – capitalist or free market or laissez-faire * The Factors of production are owned and put into operation by private individuals and organizations and not government * The producer sets up his business and determines production and profit targets based on available data. * The customer has the freedom to satisfy his wants and needs. * Customers would look for high quality and low priced goods, therefore manufactures who can provide thi s would prosper whereas those who cannot provide this may end up falling out of business due to a lack of profits. Advantages of the Market system Manufacturers can produce what the consumers demand and consumers can buy what they want * Decision making is not controlled so there is greater decision making about what to produce * The market economy is adaptable to changes in demand. * There is a large variety of goods and services to either produce or consume * Little government intervention or a lack of it * A greater degree of competition Disadvantages * Only the highest profit margin goods would be produced because the private sector is motivated by high profit margins * Consumers can be exploited if there is little competition ( monopoly) and very little government regulations for goods or services that are necessities. Eg water, electricity * It can lead to inequalities in the society as the rich get richer and the poor get poorer. oneEvaluation (Summative) See worksheet 1 in W orksheet Section. Lesson Notes Introduction/Set Induction Review of previous class, referring back to the story of the football teams and going over the features of the command economy and market economy. Objectives Students will: Cognitive Domain: 1 Describe the Command and Mixed economic system 2 Explain the advantages and disadvantages of the Command economic system 3 Explain the advantages and disadvantages of the Mixed economic system Psychomotor Domain 1 Write notes neatly in their books * Affective Domain 1Appreciate the significance of the various economic Systems Presentation 1 Command System Other names for the command economic system – planned economic system, directed economic system * An economic system where the government controls the factors of production * The government manages and distributes resources to the citizens. * The state decides the quantity and the type of products to produce Command system features * The state dictates the distribution of wealth * The production, price and distribution of goods and services, the employment or persons the dismissal of personnel, the payment for services rendered all rest with the state. * Eg of command economies – the Peoples Republic of China,Republic of Cuba, Democratic Peoples Republic of Korea (North Korea), Republic of Vietnam. Summary 1 – (Formative) What is the command system?Give some examples of the command system in the world. Name some features of the command system Presentation 2 Advantages of command system * Reduced wastage of resources due to State making decision about what to produce and directs resources into these areas * Profits gained from state industries may be used to generate further production and expand the provision of public goods and services. Eg hospitals , welfare programs, national security * Consideration may be given to providing better working conditions for state employees * No group of individuals can force prices up because the State sets the prices and pays salaries. * Income is more evenly distributed Workers may tend to increase their efficiency because they may feel they are working for their countries and for them selves * Government intervention is high to prevent unfair practices against consumers and imbalance against firms. Disadvantages * Wastage of manpower because a lot of people is required for central planning * Conflict may arise because what the state decides with regard to production or needs may not be what the people really want * Equal treatment of unequal may take place. Eg someone who is working more efficiently than another may be getting paid the same salary which is very de-motivating. * It stifles creativity due to the lack of incentives for initiative. Production is usually ahead of demand and this may lead to waste as once the consumers need is satisfied they may not purchase a good they think is of inferior quality or unattractive. Summary 2 (Formative) Name some of the Advantages and di sadvantages of the command economy Presentation 3 Mixed Economies Features * Both the government and the private sector participate in the decision making process about what to produce , how and for whom it is to be produced for. * Key services such as education, policing, health and roads and other infrastructure are provided by the government but private firms can also provide these services. * The state has productive activities through state owned corporations and nationalized industries * Private owned businesses compete with government owned business Advantages The state passes laws to protect against unfair trading practices * Both government and the private sector can cooperate in the delivery of certain services through franchising Disadvantages * Too much government regulation would dampen the free enterprise spirit * Some state owned industries are allowed to operate inefficiently resulting in wastage of resources * If the government intervenes and sets a maximum and mini mum price it may be difficult to regulate due to forces of demand and supply. Summary 3 * What are some of the features of the mixed system * What are the advantages and disadvantages of the mixed system Evaluation (Summative)See worksheet 2 in Worksheet Section. Principles of Accounts Lesson Notes Lesson Notes Introduction/Set Induction Talk about your phone and ask the question `how much would you pay for this phone`. Give them the cost price of the phone, how long ago it was bought, the features of the phone and how functional it is. ( how much scratches, falls it had for slight humour). Ask them why would they pay less for it and write the reasons they give on the board. These reasons would be categorised later on in the lesson. Objectives Students will: Cognitive Domain 1. Define Depreciation 2. List the causes of depreciation 3. Name the factors to be considered when calculating depreciationPsychomotor Domain 1. Calculate the Depreciation using straight line method 2. Calculat e Depreciation using reducing balance method Affective Domain 1. Appreciate the significance of depreciation for the use in accounting 2. Value the importance of using Straight line or Reducing balance method in accounting Presentation 1 What is depreciation The part of the original purchase price of the fixed asset consumed during its period of use by the firm. Ask what is a fixed asset Review fixed assets * Assets that are long life * Used in the business * Not used mainly for resale The amount that is deducted from the cost price. Depreciation is an expenseDepreciation is charged to the profit and loss account and would therefore reduce profit. Causes of Depreciation -Physical deterioration -Economic factors -Depletion Physical depreciation * Wear and tear * Erosion, rust, rot and decay Economic factors * Obsolescence -> comes from the word obsolete. The asset is no longer up to date and may not be used or be inefficient as compared to newer models * Inadequacy – > the ass et would be inadequate for the firms use. For example when a firm upgrades or expands it might not be efficient to use a small transport truck, it would be more efficient to use a larger transport truck or have a larger fleet of vehicles. The smaller vehicles would be sold to a smaller firm. DepletionOver the course of time a natural resource would be depleted or reduced from constant extraction. Eg natural gas, oil, mineral deposits. There are two methods used to calculate depreciation The straight line method Reducing balance method Summary 1 – (Formative) What is depreciation What are some of the causes of depreciation. What are the two methods of depreciation Presentation 2 Straight line method Called the fixed instalment method. You would have a cost price of the asset Might have a resale value of the asset Formula – cost price – resale value number of years of use eg a piece of machinery costs $50,000 it is estimated that it would be resold for 5000 at the end of 5 years.To calculate the depreciation using the straight line method 50000-5000 = 45000 = 7000 5 5 The depreciation would be $7000 per year for 5 years If the machinery had no resale value the calculation would be Cost price / years of use 50000/5 = $10,000 per year for 5 years The straight line method depreciates an asset for the same amount every year. Summary 2 (Formative) Calculate the depreciation on an asset costing 100000 for 5 years. The resale value is estimated at 10000. Use the straight line method to calculate the depreciation. Presentation 3 Reducing balance method Depreciates an asset by a reducing amount each year by a percentage. Also known as the diminishing balance method. EgCost price 20000 Depreciation (20%)20% of 20000 = 4000 Value of asset after one year = cost price – depreciation = 16000 Depreciation for second year = value of asset – depreciation Value of asset after first year = 16000 Depreciation (20%)= 20/100 * 16000 = 3200 Value of asset after second year = 16000-3200 = 12800 Value of asset for third year = current value of asset – depreciation Value of asset = 12800 Depreciation (20%) = . 2 * 12800 = 2560 Value of asset = 12800-2560 = 10240 Value of asset for forth year = current value of asset – depreciation Value of asset = 10240 Depreciation = . 2 * 10240 = 2048 Value of asset = 10240-2048 = 8192Value of asset for 5th year = current value of asset – depreciation Value of asset = 8192 Depreciation = . 2 * 8192 Value of asset = 8192- 1638. 4 = 6553. 60 Once an asset has been depreciated for its full life its book value and resale value should be equal. * Give this if they are getting it out quickly To calculate the depreciation per month you would have to calculate the depreciation per year and then divide that value by 12 to calculate the depreciation per month. Calculate the following Using reducing balance method and straight line method calculate the depreciation for 4 years on an as set costing 10000 and the depreciation is 40% per annum. Principles of Business Scheme of Work