Economic Article Analysis Essay Example | Topics and Well Written Essays - 500 words

Economic Article Analysis - Essay Example Banks, chastened by the recent credit disaster due to the subprime mortgage loan debacle, have refused to take more risks by way of lending. Seeing that the stimulus package did not work as expected, both Treasury and the Fed decided to inject funds directly -- from the helicopter, so to speak -- into the economy by buying distressed assets in order to pump more money into the economy to spur growth. This took the form of programs named Term Auction Lending Facility, Term Securities Lending Facility, and Asset Backed Paper Money Market Mutual Fund Lending Facility. This buyback program had recently reached $2.2 trillion from $950 billion last September 2008. Such an approach sought to stave off a "catastrophic downturn" although some observers think that the recession is already running, the worst since the early 1980s. From the economists point of view the attempt of the US government to intervene is based on what has been learned from the Great Depression of the 1930s when the so-called "invisible hand." was found no longer reliable. A British economist, John Maynard Keynes, proposed that the government should take direct action to stimulate the economy, by way of infusing liquidity through direct spending to stimulate consumption and industrial activity. The injection of cash could be made through the banking system, through low interest rates, or through fiscal policy via a budget deficit, or by a combination of both monetary and fiscal policy. First, the Fed offers low discount rate to the banks, and the latter should be able to to lend the money to borrowers at just a slightly higher interest to account for their income derived from the spreads In the present situation, however, the banks are not extending credit. Consequently, the Fed had to take direct action by purchasing distressed assets . When the economy recovers as widely believed it will, starting --

Compare Yvette with Virgil.(The Apprenticeship of Duddy Kravitz) Article

Compare Yvette with Virgil.(The Apprenticeship of Duddy Kravitz) - Article Example As for Yvette, she is in love with the protagonist and tries to take care of him. This woman does everything possible to change his selfish nature and teach him morals. She believes that time will pass and Duddy will appreciate her love and patience. Unfortunately, nothing is changed and Yvette gives up her attempts to find an ideal sweetheart in the person of Duddy. Yvette cannot stand the protagonist’s ambitious character any more. Virgil does not try to change Duddy, despite Yvette. He just does his work and obeys Duddy, his boss. It seems that Virgil is more realistic than Yvette. He understands that it is impossible to change a person for the better without his/her own decision to improve his/her character and attitude towards other people. Both Yvette and Virgil are great dreamers, but their dreams are different. Yvette is more worried about her own personality. This woman wants to find her true love. Virgil’s dreams do not concern only him. He wants to help other people; this person has an intention to help epileptics. His plan is to create an Epileptic Awareness publication to give these people the same support as all other minorities have. Works Cited Mordecai, Richer. The Apprenticeship of Duddy Kravitz. New York: McClelland & Stewart, 2001. Print.

The Jamaican Early Childhood Curriculum Education Essay

The Jamaican Early Childhood Curriculum Education Essay The Jamaican Early Childhood Curriculum was recently crafted. The curriculum is built on the principle that children learn best when content from various disciplines along with skills from the developmental domains are integrated in line with the childrens holistic view and experience of the world. These principles are learning through play, sequenced learning, individual learning, the practitioners multiple roles, inclusion of all learners, integrated curriculum and the domains of development, the learning environment, assessment in early childhood, involving parents and community (Davies, 2008). While the curriculum address various objectives that need to be met in fostering Early Childhood learning and outlines the requisite instructions, there are challenges to the implementation of the curriculum. Broadly speaking, these factors are usually internal and external. These factors reduce the effectiveness of the curriculum and weaken the chance of effective learning at the Early Childhood Level. The factors occur as challenges when there is a mismatch between the situation that the curriculum was designed to target and the reality. This difference causes the actual learning outcome to deviate from the intended learning outcome. The curriculum is normally assume that the student is operating at a particular level, the students parent and environmental background offer a certain level of support, and the teacher operates at a certain level. The real problem occurs when the curriculum does not cater for the majority case of students. Internal factors usually include teachers, students, school infrastructure and resources. Teachers are the driving force of implementing the curriculum effectively. A teachers creativity, capabilities and qualification enables him/her to transfer the content of the curriculum in a meaningful way that will connect with the diversity of learners. According to Jalongo and Isenberg (2012) a teachers knowledge of the children and the content of the curriculum will enable him/her the ability to provide for the childrens strengths and weakness, their interest and to develop the knowledge, skills, values, and dispositions they will need to become productive members of the society. Hence the teachers role in developing the curriculum is to shape what children should learn and how they should learn it. In doing so the teachers methodology is essential in brining the curriculum alive. Jalongo and Isenberg (2012) posit that the teacher strategies and plan for learning is the thread that weaves t he curriculum. This they say is what of teaching and the how of teaching. Its therefore, imperative that teachers plan for the students learning so as to cater for the diverse learning styles in their classroom. The methodologies that the teacher employs should fit the students ability to gain knowledge and develop the necessary skills. Teachers should therefore choose content that are developmentally appropriate to achieve required learning outcome. On the other hand a teacher should also be competent and acquire keen insights on the capabilities that children posses in order to cater for holistic development. If this is not achieved then the implementation of the curriculum would have fails to cater for the children needs and development. The key ingredient for any curriculum is always the learner (Jalongo and Isenberg, 2012). They posit that a curriculum should focus on what a child know and can do and what a child should know and can do. Hence the content of the curriculum should take into account the needs, interest, age and stage of development and the social and cultural context if the child. The child as the learner possesses the ultimate success of the curriculum. This takes into account the abilities, skills, background knowledge and exposure /experience that the child acquire before entering the learning environment. According to Puckett and Diffily (2004) being aware of the differences in childrens development, strengths and challenges will allow curriculum planners and teachers to plan effectively in order to meet each childs developmental needs. Jalongo and Isenberg (2012) stated that a curriculum should consider the following, Child development and learning, Child needs, abilities and interest and Social and cultural context in which children live. The considerations of these will enable the teachers to perform effectively within the teaching and learning environment. The school infrastructures and resources play a vital role in the delivery of the schools curriculum. External factors usually include parents, home and community. This is another driving force in the implementation of the curriculum. The importance of parental involvement is key in the success of academic achievement. This sets the foundation of the learning attitude that children carry to the learning environment. Support from parents increases the academic achievement in later years. Burke (2010) concurred children whose parents are actively involved in their education at an early age aids the nurturing of a childs education and overall development and is one of the core indicators of later achievement. It is through this involvement that children understand and appreciate the importance of a solid education. The involvement of parents can break or build the implementation of any curriculum. Parents are unaware of the powerful effect that have on what and how the content of a curriculum is designed and implemented. I strongly believe that parents are the first line of support for all children. They are the primary source of socialization and set the foundation for formal learning to take place. The home is the initial environment for optimal nurturing and it ideally creates a sense of belonging. Acknowledging that meaningful parental involvement is need its not a one-size fits all. We have to take into consideration the socio economic status of these parents as well as their educational background. The background of these parents especially in urban environs allows for limitation on the input they can offer to the implementation of the curriculum. Hence, few or no involvement occurs and the inability to hold teachers accountable for poor curriculum implementation is poor. Burke (2010) states that when parents are involved in the educational process of their children and, as such, they will be able to include or add additional information and insight from their own personal experiences to teache rs in order to support their childs learning and development. The community is seen as the secondary source of socialization.

Chemistry- Collision Theory :: essays research papers

.Experiment for Chemistry Coursework For this investigation I am looking at how the concentration of acid can change the reaction and how I can explain this using collision theory. My Prediction: I predict that the greater amount of concentration the faster the reaction will take place. Therefore, particles in the two compounds will collide faster. Due to my prediction if it is correct, I expect to see the cross on the paper disappear faster. As I already know that increasing one quantity will speed up the reaction as the particles are more likely to collide. In this investigation several measures will need to be done to make sure that the results I get will be precise. From the planed method I can work out what will need to be done to achieve the best results possible. I will also need to think about what other factors may vary my results to someone else’s and how this could be improved. Equipment Needed:  · Beaker  · Test-tube  · Piece of paper with a cross on  · 25ml ² of Sodium Phiosulphate  · 5ml ² of Hydrochloric Acid Factors about the equipment that may affect the results: The amount of one particular quantity, or concentration of the acid. The type of acid that was used may either slow down or speed up the reaction. Also, another factor maybe that the time it take until I begin to start the stopwatch. To control the problem of affecting results I would have to swirl the mixture for e.g.: every 2 seconds. However, this would have to be done in every type of concentration and experiment. Diagram of method: Method: Draw a cross on a piece of paper and place a beaker on top of the paper. This is because once the cross disappears I know the reaction has completed as the compounds have now become one solution. Secondly, measure as accurately as possible 25ml ² of Sodium Phiosulphate and 5ml ² of Hydrochloric acid. Thirdly, pour the measured amount of Sodium Phiosulphate into the beaker and then add the Hydrochloric acid. Once this is added start the timer. Finally, once the cross has completely disappeared stop the clock and make a not of the time it took for the mixture to become one. NOTE: This procedure was produced with different concentrations. This was so that I could see whether the concentration had an affect on experiment’s time limit. Results: Before doing our experiment we saw a trail run on the computer known as:

Raising Minimum Wage Essay

Corona English 1B 04/11/13 I want to start off by telling you a little bit about Ms. Criswell she works full time, with no benefits, and she hasn’t had a raise in three years. After taxes, she brings home $1,030 a month – enough, if she’s careful, to meet her expenses, with little wiggle room. â€Å"What I feel,† she says, â€Å"is anxiety. I felt it just this morning. It’s constantly in the back of my mind: ‘Am I going to have enough to pay the bills? ‘† She grows what food she can and buys items that can be stretched out to multiple meals. To live with the concern of whether or not she will be able to keep her home and feed herself shouldn’t be an issue for anyone. They are programs to help starving children in foreign countries then maybe the government should stop and look at whats happening in America. We cant say Ms. Criswell is lazy and doesn’t want to work, so how else can she bring home more income if she is limited to what is available. If minimum wage was to be increased, this would allow people to bring home more income and there are concerns and I will address them in the following. According to minimum-wage. rg, a full time minimum wage worker in California working 40 hours a week, 52 weeks a year, will earn $64. 00 per day, $320. 00 per week, and $16,640. 00 per year. The national poverty line for a family unit consisting of two people is $14,570 per year. This doesn’t give much room for emergencies or health complications or even extra money to put away in a savings account, most fami lies live paycheck to paycheck. With rising gas prices and rent, theres no doubt that a bigger pay check can substancially lower the risk of going bank rupt or putting the health and well being of your child in danger. Cost of living has risen since the last time minimum wage was raised and therefore calls for a raise in the near future. I agree on raising minimum wage for a few reasons. Big corporations are making an enormous amount of money, they should be able to compensate their employees at a decent rate. In California, the minimum wage is considered $8. 00 an hour but is not limited to paying a new employee under 20 a minimum wage of $4. 25 for the first 90 days, or paying a full-time high school or college students working part time to be paid $6. 80 an hour. This is completely legal and it is to the discretion of the employer to determine the final wage. With companies are making thousands of dollars you would think they would be able to compensate their employees at a higher wage. If companies could increase an employee’s salary, that means the employee can take home a bigger check which can turn out to be a good thing. Now more money is coming in, the more they can spend on items that will in return create more jobs to supply the increase of demanded items. Now, I know â€Å"more money means more spending† may seem like a bad thing Cost of living is an issue when the ideal living situation isn’t customized to every family More money coming into the house hold can mean money spent on items and in favor create more jobs to meet the demand. Those who oppose an increase to the minimum wage, however, argue that the effects on employment rates would be exactly the opposite of those supporters expect. A higher minimum wage, would be too heavy a burden on employers. We can see this being an issue with small business owners and those employers, in turn, would be unable to hire as many people. I understand that small business will have an issue hiring more people if the minimum wage is raised but on the other hand raising minimum wage will motivate people to go out and provide for themselves thus lowering unemployment rates. If minimum wage is applied inconsistently then it does seem unfair to a person living in a different state with a much lower minimum wage, but we also have to give account to the cost of living in that particular state. Rent, food, bills, etc. , maybe be higher or depending on what state the person resides

Integrated Patrol v. Traditional Policing Essay

1. The 14-month results are impressive. What are the major factors for this success The protocol that Chief G is trying to implement with his police force is called intergrated patrol. How does this approach compare to the traditional model of law enforcement? The integrated patrol strategy brings a community-oriented concept of policing into play, which crime prevention and reduction efforts are applied in larger areas, rather than focusing specifically on a group of people within a particular location. The integrated patrol strategy, also calls for more enhanced investigative procedures. It also stresses the importance of information sharing between agencies. This is proven to aid in effective solutions to solving crimes and track trends and patterns. As a result these stratigiesto strengthen relationships between agencies.. In comparision the traditional enforcement strategy responded to crime after the fact, and only concentrated on a certain situation or crime. The traditional strategy is lacking when it comes to creating more organized and strategic plans for the force excercising it.The strategic planning is vital in stating the overall police mission. You might look at integrated patrol as a one team, one fight’ concept. While the traditional way of doing things, is every man for himself, point of view. Resistance in this situation will most likely come from Sam. He has worked for the force for 26 years. He started as a beat cop and has earned his way to the position he currently holds. He believes in hionesty,fairness, and putting in your time toi earn your stripes. Respect from Sam must be earned not given on first intrioduction automatically. Seeing as how Sam has spent 26 years of his life working his way to the position he holds now it is likely to assume that he wouldn’t appreciate someone brand new to the force being out into a position of any kind of his level without first earning it. So Sam will have a natural resistance to letting any other officers investigate becauser her believes again that you have to earn the right to be an investigater.We can overcome Sam’s personal conflicts with the ideals we want to set forth by reassuring him that he heads that department and the descision on who will be investigating will still ultimately be his. As well as the fact he should be told this is a trial and if it is not to work out then no harm no foul. The least resisitance in this scenario I believe will be coming from Peter. I believe he isn’t trying to throw up any kind of resistance at all. His  main number one goal it seems to me is to have an copasetic well organized and well operating force as well as. He is smart enough to know that resistance against this idea from chief would not change the courser of action that the chief would require him to start on but just cause conflict and possible demerrits for him. He welcomes this change and looks ahead to start the trial with a positive and hopeful attitude that this new intergrated patrol will succeed with their force just as it did with the experiment force they tested it with.

6 Strategies for Teaching Idioms in any Election

6 Strategies for Teaching Idioms in any Election Politicians are always campaigning. They run  campaigns to get votes to win their political office or seat. They run campaigns to win votes to keep their political office or seats. It does not matter if the politician is running for local, state or federal office, a politician is always communicating with the voters, and much of that communication is in the language of campaigns.    In order to understand what a politician is saying, however, students might need to become familiar with campaign vocabulary. Explicit teaching of election terms important for all students, but particularly important with English language learners (ELs, ELLs, EFL, ESL). That is because campaign vocabulary is filled with idioms,  which means a word or phrase that is not taken  literally. Take for example, the idiomatic phrase to throw ones hat in the ring: Announce  ones  candidacy  or  enter  a  contest,  as  in The  governor  was  slow  to  throw  his  hat  in  the  ring  in  the  senatorial  race.This  term  comes  from  boxing,  where  throwing  a  hat  in  the  ringindicated  a  challenge;  today  the  idiom  nearly  always  refers  to  political  candidacy.  [c.  1900] (The Free Dictionary-Idioms) Six Strategies for Teaching Idioms Some of the political idioms would confuse any level of student, so using the following six strategies may be helpful: 1. Provide these election idioms in context:  Have students find examples of idioms in speeches or campaign materials. 2. Stress that idioms are in most often used in the spoken form, not written. Help students to understand that idioms are conversational, rather than formal.  Have students practice the idioms by creating  sample  conversations that they can share  to help them understand.   For example, take the following dialogue featuring the idiom â€Å"political hot potato† in school: Jack:  I have to write my top two issues that I would like to debate.For one of the issues, I am thinking of choosing Internet privacy. Some politicians see this issue as a political hot potato.Jane:  Mmmmm. I love hot potatoes. Is that whats on the menu for lunch?Jack:  No, Jane, a political hot potato is an issue that  can be so sensitive that those taking a stand on the issue could risk being embarrassed. 3. Be sure to explain how each word in an idiom may have a different meaning then what is meant in the whole idiomatic phrase. Take, for example, the term convention bounce: Convention means: a meeting or formal assembly, as of representatives or delegates, for discussion of and action on particular matters of common concernBounce means: a  sudden  spring  or  leapThe term convention bounce does not mean that the one of the actions the representatives or the entire assembly performed was a spring or leap.   Instead convention bounce means the  surge of support that U.S. presidential candidates in the  Republican  or  Democratic  party typically enjoy after the televised  national convention  of their party. Teachers should be aware that some of the idiomatic  vocabulary is also  cross-disciplinary.  For example, personal appearance can refer to a persons wardrobe and demeanor, but in the context of an election, it means an event that a candidate attends in person.   4. Teach a few idioms at a time:   5-10 idioms at a time is ideal. Long lists will confuse students; not all idioms are necessary to understand the election process. 5. Encourage student collaborations in studying idioms, and use the following strategies: Ask students to discuss idioms with one another;Ask students to restate the meaning of each idiom in their own words;Ask students to compare their descriptions of an idiom;Have students explain to each other any new information they have learned about the idioms;Find any areas of disagreement or confusion and help clarify;Have students can make revisions to their own work. (NOTE:  Ã‚  let students whose primary existing knowledge base is still in their native language to write in it.) 6. Use idioms in teaching the election process:  Teachers can use specific examples  (exemplification)  Ã‚  with what students know in order to teach some of the vocabulary.   For example, the teacher may write on the board, â€Å"The candidate stands by his record.† Students may then say what they think the term means. The teacher can then discuss with the students the nature of a  candidates record  (something is written down or what a person says). This will help students understand how the context of the word  record  is more specific in an election: record: a list showing a candidates or elected officials voting history (often in relation to a specific issue) Once they understand the meaning of the word, students can research a particular candidates record in the news or on websites such as  Ontheissues.org. Supporting the C3 Frameworks by Teaching Idioms Teaching students the popular idioms used in political campaigns allows teachers the opportunity to incorporate  civics  into their curriculum. The new  Social Studies Frameworks for College, Career, and Civic Life  (C3s), outlines the requirements teachers must follow to prepare students to participate in a productive constitutional democracy: ....[student] civic engagement requires knowledge of the history, principles, and foundations of our American democracy, and the ability to participate in civic and democratic processes (31). Helping students understand the language of political campaigns- our democratic processes -makes them better-prepared citizens in the future when they exercise their right to vote. Vocabulary Software Program-Quizlet One way to help students become familiar with any election year vocabulary is to use the digital platform  Quizlet: This free software gives teachers and students a variety of modes: specialized learning mode, flashcards, randomly generated tests, and collaboration tools to study words. On Quizlet teachers can create, copy, and modify vocabulary lists to suit the needs of their students; not all words need to be included. 53 Political Election Idioms and Phrases The following list of idioms is also available on Quizlet: Political Election Idioms and Phrases-Grades 5-12. 1.Always a bridesmaid, never a bride:  used to talk about someone who is never the most important person in a situation. 2.A bird in the hand is worth two in the bush:  Something of some value that on already has; not risking what one has for (im)possibilities. 3.Bleeding Heart:  A term describing people whose hearts bleed with sympathy for the downtrodden; used to criticize liberals who favor government spending for social programs. 4.The buck stops here:  said by someone who is responsible for making decisions and who will be blamed if things go wrong. 5.Bully Pulpit:  The Presidency, when used by the President to inspire or moralize. Whenever the President seeks to rouse the American people, he is said to be speaking from the bully pulpit. When the term first came into use, bully was slang for first rate or admirable. 6.Caught between a rock and a hard place:  in a very difficult position; facing a hard decision. 7.A chain is only as strong as its weakest link:  A successful group or team relies on each member doing well. 8.Cheat/fool me once, shame on you. Cheat/fool me twice, shame on me!:  After being tricked once, one should be wary, so that the person cannot trick you again. 9.Close only counts in horseshoes and hand grenades:  Coming close but not succeeding is not good enough. 10.Closing the barn door after the horse escapes:If people try to fix something after the problem has occurred. 11.Convention Bounce:  Traditionally, after the official convention of the party of a US Presidential candidate during an election year, that partys nominee would see an increase in voter approval in polls. 12.Do not count your chickens before they hatch:  you should not count on something before it happens. 13.Do not make a mountain out of a molehill:  meaning its not that important. 14.Do not put all your eggs in one basket:  to make everything dependent on only one thing; to place all ones resources in one place, account, etc. 15.Do not put the horse before the cart:  Do not do things in the wrong order. (This can imply that the person you are addressing is impatient.) 16.The end justifies the means:  A good outcome excuses any wrongs committed to attaining it. 17.Fishing Expedition:  An investigation with no defined purpose, often by one party seeking damaging information about another. 18.Give him/her enough rope to hang him/herself: I f one gives someone enough freedom of action, they may destroy themselves by foolish actions. 19.Hang your hat:  to depend on or believe in something. 20.He who hesitates is lost:  One who cannot come to a decision will suffer for it. 21.Hindsight is 20/20:  A perfect understanding of an event after it has happened; a term usually used with sarcasm in response to criticism of ones decision. 22.If at first you do not succeed, try and try again:  Dont let a first-time failure stop further attempts. 23.If wishes were horses then beggars would ride:  If people could achieve their dreams simply by wishing for them, life would be very easy. 24.If you can not take the heat, stay out of the kitchen:  If the pressures of some situation are too much for you, you should leave that situation. (Somewhat insulting;implies that the person addressed cannot tolerate pressure.) 25.It is not whether you win or lose, it is how you play the game:Reaching a goal is less important than giving our best effort. 26.Jumping on the bandwagon:  to support something that is popular. 27.Kicking the Can down the Road:  a delaying of a difficult decision made by passing short and temporary measures or laws instead. 28.Lame Duck:  An officeholder whose term has expired or cannot be continued, who thus has lessened power. 29.The lesser of two evils:  The lesser of two evils is the principle that when faced with selecting from two unpleasant options, the one which is least harmful should be chosen. 30.Let us run it up the flagpole and see who salutes:  to tell people about an idea in order to see what they think of it. 31.Opportunity only knocks once:You will only have one chance to do something important or profitable. 32.A political football:  A problem that doesnt get solved because the politics of the issue get in the way, or the issue is very controversial. 33.A political hot potato:  Something potentially dangerous or embarrassing. 34.Politically correct/incorrect (PC):  To use or not use language that is offensive to some person or group - often shortened to PC. 35.Politics makes strange bedfellows:  Political interests can bring together people who otherwise have little in common. 36.Press the flesh: to shake hands. 37.Put my foot in my mouth:  to say something that you regret; to say something stupid, insulting, or hurtful. 38.Reach Across the Aisle:  A term for making an effort to negotiate with member(s) of the opposite party. 39.Skeletons in the closet:  a hidden and shocking secret. 40.The squeaky wheel gets the grease:  When people say that the squeaky wheel gets the grease, they mean that the person who complains or protests the loudest attracts attention and service. 41.Sticks and stones may break my bones, but names will never harm me:  Something in response to an insult which means that people cannot hurt you with bad things they say or write about you. 42.Straight as an arrow:  Honest, genuine qualities in a person. 43.Talking Points:  A set of notes or summaries on a particular topic that is recited, word for word, whenever the topic is discussed. 44.Throw in the towel:  to give up. 45.Throw your hat into the ring:  to announce your intention of entering a competition or election. 46.Toe the party line: to conform to the rules or standards of the political party. 47.To get on/off your soapbox:  To talk a lot about a subject you feel strongly about. 48.Vote with your feet:  To express ones dissatisfaction with something by leaving, especially by walking away. 49.Where there is smoke, there is fire:  If it looks like something is wrong, something probably is wrong. 50.Whistlestop: a brief appearance of a political candidate in a small town, traditionally on the observation platform of a train. 51.Witch Hunt:  A vindictive, often irrational, investigation that preys on public fears. Refers to witch hunts in 17th century Salem, Massachusetts, where many innocent women accused of witchcraft were burned at the stake or drowned. 52.You can lead a horse to water but you can not make it drink:  You can present someone with an opportunity, but you cannot force him or her to take advantage of it. 53.You can not judge a book by its cover:  something that you say which means you cannot judge the quality or character of someone or something just by looking at them.