The Effects of Cloning on the Actual Clone Essay -- Biology Medical Bi

The Effects of Cloning on the Actual Clone pinchAn examination of the side-effects of copy from the actual clone?s point of view. Focusing on the female cloned sheep Dolly (1995-2001) and her knowledge under the unusual conditions in which she was embossed that resulted in a premature euthenization. Not only is the process of conception brought into consideration, but also the living conditions and interactions between Dolly and other creatures is detailed. The resulting behavioral development of the sheep is then weighed and the death of Dolly attributed to not the cloning process, but the propaganda and attention given the actual sheep. The controversy surrounding the issue and ethics of cloning, centered on the large physical side, is also addressed here. Contributing factors as to why clones are not the exact carbon copies of their ancestors, as is expected, are also listed. proficient jargon is elaborated upon._____________________________________________________With all t he controversy over the ethics of cloning, the focus of all the articles has been on ?playing God? and how it changes the meaning of life. The train of thought has been that animal cloning will lead to human cloning, and that human cloning is unethical and maybe even dangerous if the practice becomes common. But the common civilian doesn?t stop to think about the effects of cloning on the actual clone.No, most non-scientifically oriented people simply know some of the ethical arguments for or against cloning. Such points including that tampering with natural selection is wrong, or that cloned livestock would benefit the economy. Of course, the media most commonly focuses on the bad news and then the propaganda about cloning issues surfaces. Tak... ...cloned sheep that would be consumable by humans. (NISE 19997) This study is still being continued at the Roslin Institute in Edinburgh, and now Dolly has two younger cloned siblings that are contributing to the research along these lin es.From the Clone?s Perspective 5Many other animals such as lab mice have been successfully cloned as well. However, domestic animals like dogs and cats have not been produced through the cloning process. Rats as well have so far been a failing experiment. (Pence, 2004)From the Clone?s Perspective 6ReferencesNISE. (1997 March). Hello Dolly. Scottish Sheep Shocker. 7-28-05 http//whyfiles.org/034clone/Pence, G. (2004) Cloning After Dolly Who?s still afraid? Lanham Maryland Rowman & Littlefield Publishers Inc.Roslin Institute. (1998 April). Progress AD (After Dolly). 7-28-05 http//www.roslin.ac.uk/public/cloning.html

The Operation of Electric Motors :: essays research papers

I have written this science research paper to help large number understand more about the voltaic motors and their operation. The electric motor transforms electrical energy into mechanical energy, which in turn makes motion possible. To better understand electric motors, oneness should first understand the basics of electric motors operation, electro magnetics.One can create an electromagnet by running an electric current through a fit which in turn will create a magnetic landing battlefield. An electromagnet may only be a temporary magnet but it has the same magnetic properties as a permanent magnet. Any magnet creates a magnetic field and this magnetic field will contain two ends or polls, one North and one South. The fundamental law of magnets states that ?Opposites attract and likes repel? and the same holds true with an electromagnet. A simple electromagnet can be created by the use of a power source and a piece of wire as shown in Figure 1. The magnetic field creat ed will be stronger then the magnetic field of the earth, effecting the compass and will cause the needle to excise in the direction of this newly created magnetic field. As current flows through the wire, a magnetic field is created around the wire. Figure 2 shows the circular shape of the magnetic field around the wire as if you were able to look down the end of the wire. The magnetic field itself is invisible, but the magnetic field strength can be measured through the use of special equipment. The magnetic field weakens the further you move away from the wire and will ever be perpendicular to the wire and the fields direction depends on the which direction the current if flowing. Since the magnetic field is always circular and perpendicular to the wire, the magnetic field can be increased simply by creating a coil of wire. Figure 3 shows an example of a simple electromagnet by coiling a wire around a nail and connecting it to a power source. The magnetic field is ampli fied by each grummet of wire around the nail. An electric motor depends upon magnetism to function, to be more specific, electromagnetism. By continuously changing the direction of the electromagnetic field in a motor, we take advantage of the basic magnet principle that ?Opposites attract and likes repel?. This allows an electric motor to rotate.

Red Badge Of Courage Paper -- essays research papers

During the Civil War, a Union regi workforcet rests along a riverbank, where they have been camped for weeks. The tall soldier Jim Conklin spreads a rumor that the army will soon march. Jim is a man who is very sure of himself and his own opinions. Henry Fleming, a upstart recruit with the 304th regiment, worries about his courage, thinking that if he were ever to see a battle, he might run. Henry joined the army because he was drawn to the doughnut of military conflict, but since he joined, all the army has done is wait. At last the regiment is given the orders to march, and the soldiers spend several wearying days traveling on foot. Eventually they near a battlefield, and they begin to hear the distant roar of battle. After taking their positions, they were charged by the enemy Henry, boxed in by his fellow soldiers, realizes that he could non run even if he wanted to. He fires mechanically, feeling like a gear in a huge machine. The blue regiment defeated the gray soldiers, a nd then men congratulate one another. Henry wakes from a brief nap to find that the men are being charged again. This time, terror overtakes him, and he leaps up and flees from the line. As he dodges through the landscape, he tells himself that he did the right ting to flee, that his regiment could not have won, and the men who remained to fight were fools. But he passes a general on horseback, and overhears the commander saying that the men have held back the enemy charge. Feelin...

Memoirs are Not Completely True Essay -- Memoir Literature

Memoirs are a Challenging Sources for Attaining the TruthMemoirs have become an increasingly popular genre of literature. In light of not that their popularity but their influence on the audiences who read them, it isimportant for readers to consider the various motivations and influences that shapethe narrative and the details of these stories. This is especially true of memoirsthat are intended to instill the public on the instances of human rights ab physical exercise, insituations when the general public may know little else about the subject. Whensuch a book is published with the figure of informing the public and galvanizingsupport for human rights, the author may have even more of an obligation to stickto the facts than he or she would if the theatrical role of the book were solelyentertainment. This concern will be of particular interest to the readers of theDeans Book selection for fall 2006, The Aquariums of Pyongyang, a memoir writtenby a North Korean defector with the intention of exposing the human rights abusein the North Korean governments systematic use of enforced hard labor camps onits people. This memoir and others like it are extremely effective in spreadingawareness of human rights violations. At the akin time, however, the reader mustbe aware of legion(predicate) factors that shape and complicate the story that is told.According to Kay Schaffer, author of Conjunctions Life Narratives in the Field ofHuman Rights, there is a growing market in America for books marketed asmemoirs. Writers such as Dave Eggers, author of A Heartbreaking Work ofStaggering Genius, and David Sedaris, author of numerous short story collectionsthat are based on his life experiences, have helped propel the memoir genr... ...(Fall 2000) 543-559.05 March U.S. Committee for Human Rights in North Korea. underground Gulag, The ExposingNorth Koreas Prison Camps. Ed. Richard Hawk. 2003. 16 FebWalker, Barbara. On Reading Soviet Memoirs A History of the Contemporarie sGenre as an Institution of Russian clerisy Culture from the 1790s tothe 1970s. Russian Review. 59.3 (July 2000) 327-352. 05 MarchWatson, Jinx Stapleton. Reading Memoir to Make Sense of Sensitive HistoriesCivil Rights Movement (USA), Apartheid South Africa & Cultural change(China). 22 Feb Wyatt, Edward. Live on Oprah, a Memoirist Is Kicked Out of the Book Club. TheNew York Times. 27 January 2006 A1. 05 March com

Guns in the home :: essays research papers fc

Statistics on the National Safe Kids Campaign Website reveals that Americans possess nearly 200 million firearms, including 65 million handguns. Approximately trio of families with children (representing more than 22 million children in 11 million homes) keep at least one gun in the home. Gun owners keep firearms in the home for hunting and recreation (60 percent) or for protection and crime prevention (40 percent). Although 40 percent seems to be on the minority, households with guns are at higher risk of homicide, and there are few beneficial effects of gun ownership as a result, alternative methods for crime prevention and protection should be adopted.The most startling examples of these risks usually involve children. Children are very curious and will stop at nothing to discover new ideas. When they play, it is normal for them to move about and find bits and pieces around the house. This innocent, normal behavior becomes dangerous when children start finding guns hidden or l ying around. A typical story was told by the Physicians for accessible Responsibility, an organization working together for nuclear disarmament, (PSR) when three-year-old baton Higgins sat in the corner of his parents bedroom, trembling and confused, a gun having just bygone off in his hand. His 2 year old sister, Anne Marie, lay motionless on her back, a small hole in her chest. While playing with his sister, Billy had found his fathers loaded handgun in a bedroom drawer. The father, John Higgins, never dreamed his small children were cap equal of finding or using his gun. He was wrong. And his daughter died. (Billy Higgins) Obviously, John Higgins thought that he had his gun only accessible to himself, and even if his kids found it, they would not be able to shoot it. However, the National Safe Kids Campaign website shows that Children as young as age 3 are strong enough to pull the trigger of umteen of the handguns available in the United States.Not only are children at risk but also adults. A study by Arthur Kellerman shows that the risk of homicide in the home is three times greater in households with guns.(2) He implies that guns stored in the home are more often used to kill a acquainted(predicate) person than an intruder. Gun owners do not always know who theyre shooting when they pull the trigger, often the victim of this shooting is a family member.

Heaven and Hell Divided in C. S. Lewiss The Great Divorce :: Lewis Great Divorce

heaven and Hell Divided in C. S. Lewiss The Great Divorce C. S. Lewis is known throughout the world for his ability to shut in theology into fantasy. Hes the author of many books such as the Chronicles of Narnia, The Screwtape Letters and Mere Christianity. One of his less popular books, but one that he considered among his favorites, was The Great Divorce. The backing refers to the separation of Heaven and Hell. Although a relatively thin book, it is packed with thought provoking questions concerning ones faith. In this story, the storyteller and main character, embarks on a bus get to from the twilight of Hell to the outskirts of Heaven. Here he encounters many people, called ghosts, who have also been in Hell. The narrator observes their struggle with whether to stay in Heaven, or hold onto their trivial sins and return to the lonely darkness of Hell. C. S. Lewis descriptions and characters are what really make this story incredible. The main character of the story never r eceives a name. This was done in arrange to make him seem less like another character, and more like a mirror image of oneself. He is the character that the reader seems to relate with the most. not only does the audience relate to him but so do the other characters in the book. One such example of this is on Page 14, while the narrator is getting on the bus. I thought you wouldnt mind my tacking on to you . . . for Ive noticed that you feel just as I do slightly the present company. This is interesting because the narrator has neither seen nor spoken to this character before. Another case is on page 29, Whats the sense of allowing all that riff-raff to float about here(predicate) all day. Look at them. Here again, another ghost seems to be drawn to the narrator and speaks to him as if they had already met. Those people who were already in Heaven the main character referred to as solid people. He called them this because, unlike the ghosts, they were not transparent. The narrato rs solid person, or teacher as he calls him, is George MacDonald and is introduced at the beginning of chapter 9. George MacDonald is a famous writer and C. S. Lewis has never tried to hide the fact that he admires Mr.

Heaven and Hell Divided in C. S. Lewiss The Great Divorce :: Lewis Great Divorce

Heaven and Hell Divided in C. S. Lewiss The Great dissociate C. S. Lewis is known throughout the world for his ability to tuck theology into fantasy. Hes the author of many books much(prenominal) as the Chronicles of Narnia, The Screwtape Letters and Mere Christianity. One of his less favorite books, but one that he considered among his favorites, was The Great Divorce. The title refers to the separation of Heaven and Hell. Although a relatively thin book, it is packed with thought provoking questions concerning ones faith. In this recital, the vote counter and main character, embarks on a bus ride from the twilight of Hell to the outskirts of Heaven. Here he encounters many people, called ghosts, who have also been in Hell. The narrator observes their throw together with whether to stay in Heaven, or hold onto their petty sins and return to the lonely darkness of Hell. C. S. Lewis descriptions and characters are what really make this story incredible. The main character of the story never receives a name. This was done in order to make him seem less like another character, and more like a mirror stick out of oneself. He is the character that the reader seems to relate with the most. Not only does the audience relate to him but so do the other characters in the book. One such example of this is on Page 14, while the narrator is getting on the bus. I thought you wouldnt mind my tacking on to you . . . for Ive noticed that you incur just as I do about the present company. This is interesting because the narrator has neither seen nor spoken to this character before. Another case is on paginate 29, Whats the sense of allowing all that riff-raff to float about here all day. Look at them. Here again, another ghost seems to be drawn to the narrator and speaks to him as if they had already met. Those people who were already in Heaven the main character referred to as comforting people. He called them this because, unlike the ghosts, they were not transpar ent. The narrators solid person, or teacher as he calls him, is George MacDonald and is introduced at the beginning of chapter 9. George MacDonald is a famous writer and C. S. Lewis has never tried to hide the fact that he admires Mr.

Introduction of Hospitality Industry

Introduction During the technology improving, the world is becoming much smaller and more(prenominal) and more integrated people be more willing and able to pay more time and money on travel and leisure. According the innovation Tourism Organization, international tourism is expected to grow at an average of 4. 1 pct though 2020, ending with a total of 1. 6 zillion tourists traveling worldwide. 1 Therefore there argon a lot of opportunities for the hospitality industry to improve.In these years, the hospitality industry had a huge improvement, and many top companies are looking for the new marketing in the emerging economies, such as Carlson, Hyatt, and Hilton. Our Ambition 2015 strategy entails growing our hotel portfolio by at least 50 percent to reach over 1,500 hotels in operation by 2015. 2 However, we are still facing many difficultys and difficulties in the different hotels, such as Human Resources management, leaf node satisfactions and food safety.Related article Rela tionship Between Hospitality and Tourism IndustryIn this project, I am going to analysis the problem in the hotel and find the solutions for the problem which are based on the academic, then give the mill of my topic. I did my internship in Radisson Blu in China position was F&B cross training, so my problem is based on my own real experiences. My problem is the lack of employees of the F&B Department. The solutions will link to the Human Resources, on the management scientific discipline side, that should be team work, time management and motivation.From the project, we will know the working process of the F&B Department, the guests satisfactions and how to motivate the employee and let them do the contributions to the hotel. Lack of employees is a general problem for the hotels, so the limit for the research is hard to find the special theory or method to solve the problem. digest the Problem Hospitality is a huge industry. It is a high-growth projected for the global hotel ind ustry.Estimated 112,000,000 employees in the worldwide hospitality industry and this number will only grow. 3 In this situation, every hotel needs a big group of employees therefore, the lack of employees is a general problem in the industry. Under the background of my experiences, in China, there are not a lot of people willing to join this industry. For the first reason, the wages are not really high. Secondly, cost a long cessation of time to get a good position. Thirdly, only a few of people did the rofessional education on the hospitality. In my hotel, lack of employees is a main problem, especially for the F&B Department. That causes we cannot make the guests 100% satisfaction, because nobody put the services into the details. Also, the division of labor is not clear also is the consequence. For example, one employee does the lobby ginmill work in the meantime she also is a hostess. That means, if the guests are coming together, she is not going to take care both of them. Th at is a loophole in the work. SWOT Strengths Weaknesses Employees have higher wages because there is a shortage in the No detail, unique or particular proposition services industry No original employees so no professional services Good environment to work Opportunities More jobs are offering Many new companies and stages in the market ascendent The F&B should notice the HR to hire more employees and part- timers. For the employees, the HR and the F&B should work together, use the professional standard to do the particular training which is based on the weaknesses of the 1 American Hotel and Lodging Association 2 Carlson official website 3 International Labor Organization

Economics Syllabus

CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examinations Correspondence related to the syllabus should be addressed to The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W. I. Telephone way out (876) 920-6714 Facsimile Number (876) 967-4972 E-mail address emailprotected org Website www. cxc. org Copyright 2008, by Caribbean Examinations Council The Garrison, St. Michael BB 11158, Barbados This document CXC A20/U2/08 replaces CXC A20/U2/03 issued in 2003. Please note that the syllabus was revised and amendments are indicated by italics and good lines.First Issued 2003 Revised 2008 Please check the website www. cxc. org for updates on CXCs syllab drills. RATIONALE1 AIMS 2 SKILLS AND ABILITIES TO BE ASSESSED2 PRE-REQUISITES OF THE SYLLABUS3 STRUCTURE OF THE SYLLABUS3 whole 1 MICROECONOMICS staff 1 METHODOLOGY DEMAND AND submit 4 staff 2 grocery store STRUCTURE, MARKET FAILURE AND INTERVENTION 12 MODULE 3 disper sal THEORY 17 social unit 2 macro economicalalS MODULE 1 MODELS OF THE MACROECONOMY27 MODULE 2 MACROECONOMIC PROBLEMS AND POLICIES28 MODULE 3 GROWTH, sustain equal to(p) DEVELOPMENT AND GLOBAL RELATIONS36 OUTLINE OF ASSESSMENT44REGULATIONS FOR PRIVATE CANDIDATES 55 REGULATIONS FOR RESIT CANDIDATES56 ASSESSMENT GRID57 RESOURCES58 GLOSSARY59 T T he Caribbean Advanced Proficiency Examinations (CAPE) are designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having completed a token(prenominal) of five years of second gearary education, wish to further their studies. The examinations address the skills and knowledge acquired by students under a flexible and articulated system where subjects are unionised in 1-Unit or 2-Unit courses with each Unit containing three facultys.Subjects examined under CAPE whitethorn be studied con truely or singly, or may be combined with subjects examined by other examination boards or institutions. The Caribbean Examinations Council offers three types of certification. The first is the award of a certificate entering each CAPE Unit completed. The second is the CAPE diploma, awarded to candidates who welcome satisfactorily completed at least six Units, including Caribbean Studies. The third is the CAPE Associate Degree, awarded for the satisfactory consummation of a prescribed thump of seven CAPE Units including Caribbean Studies and Communication Studies.For the CAPE diploma and the CAPE Associate Degree, candidates must complete the cluster of required Units within a maximum spot of five years. Recognized educational institutions presenting candidates for CAPE towards the award of the Councils Associate Degree in nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the Associate Degree they wish to be awarded. Candidates leave not be awarded whatever possible alternatives for w hich they did not apply. T ? RATIONALE scotch science is the moot of how society provides for itself by making the most efficient recitation of scarce resources so that both privy and social welfare may be improved. The subject, therefore, covers the carry of individuals, ho workholds, firms, governance and inter discipline scotch institutions as they attempt to make better use of scarce resources. The study of Economics enables individuals to develop a better savvy of the stinting issues which dissemble them and the institution in which they live. It go away also enable students to offer informed comments on economic matters.The knowledge gained from this course in Economics will be of lifelong value to the student. The influence of the subject on all(a) areas of activity should stimulate the individual to continue reading and conducting research in Economics. It is recognised that persons doing this course may be drawn from different backgrounds and may possess differen t interests. Some may wish to study Economics as preparation for further specialisation in the subject. Others may study the subject to complement other subject disciplines, much(prenominal) as, careers in finance, vizoring or law.Some students may see the subject as one worthy of study in its own right. Students of Economics will be able to cave in, significantly, to economic and social phylogenesis in the Caribbean and the wider world by acting as catalysts for wider awareness of social and economic issues. A study of Economics at the CAPE train will be of benefit to all students by introducing them to the philosophy which underlies everyday economic interactions. The study will also train the student to think perspicuously, critically and impartially on a variety of contentious issues. AIMS The syllabus aims to 1. promote understanding of the fundamental principles and excogitations of economics which are accepted in large measure by economists while recognising that the field is changing continuously 2. develop an appreciation of the various methods apply by economists in analysing economic problems 3. develop an understanding of the global scrimping and of the births in the midst of rich and poor nations with respect to international get by and finance and the most important international financial institutions 4. ncourage students to apply economic principles, theories and tools to everyday economic problems, for example, inflation, un physical exertion, environmental degradation, sustainable development and transposition point instability and to contribute meaningfully to any dialogue on these issues 5. encourage students to apply economic guess to the critical issues which affect the small open Caribbean-type providence 6. encourage students to adjudicate contentious economic issues so that decision-making may be informed by logical and critical thinking 7. sensitize students to the need for ethical behaviour in the conduct of economi c transactions. SKILLS AND ABILITIES TO BE ASSESSED The assessment will test candidates skills and abilities to 1. identify and condone economic theories, principles, concepts and methods 2. factualize, poll and solve economic problems using economic models and concepts 3. develop morphologic and reasoned expositions and evaluate economic theories and policies. PRE-REQUISITES OF THE SYLLABUS Successful participation in this course of study will be enhanced by the possession of good verbal and written communications skills. A good foundation in Mathematics would be an asset to students doing this course.STRUCTURE OF THE SYLLABUS The Syllabus is arranged into dickens Units. Each Unit consists of three Modules, each Module requiring 50 contact hours. unit 1 MICROECONOMICS Module 1-Methodology Demand and Supply Module 2-Market Structure, Market Failure and Intervention Module 3-Distribution Theory social unit 2 MACROECONOMICS Module 1-Models of the Macro parsimony Module 2-Macro economic Problems and Policies Module 3-Growth, Sustainable Development and Global Relations Lists of resources are provided in the syllabus. The lists provide information that may be helpful for the study of each Module.It is advised that the cases listed in the departments do not necessarily follow sequentially. Teachers may thus introduce certain concepts before others. It is recognised that Economics may be taught using a strictly qualitative approach or a strictly quantitative approach. However, a proper mix of the two approaches is critical to the understanding of the subject at this level. Teachers are advised, therefore, that proper delivery of the subject would involve the integration of the two approaches. ? UNIT 1 MICROECONOMICS MODULE 1 METHODOLOGY DEMAND AND bring home the bacon habitual OBJECTIVES On completion of this Module, students should 1. pry the main problem of economics namely, the allocation of scarce resources and the inevitability of choice 2. understan d the laws, principles and theories governing motivation and put up 3. understand the basic tools of economic analysis. SPECIFIC OBJECTIVES report 1 Central Problem of Economics Students should be able to 1. justify the concept of scarcity 2. apply the concept of opportunity personify in a variety of real-life situations 3. rationalize the concept of sidetrack signalion possibilities frontier (PPF) . use the production possibilities frontier to indicate constant returns, diminishing returns and increasing returns 5. account for shifts in the production possibilities frontier (PPF) 6. differentiate between positive and normative economics 7. schema the advantages and disadvantages of the alternative mechanisms by which resources are allocated. core 1. The meaning of scarcity, unblock goods and economic goods. 2. (a)Definition of opportunity equipment casualty. b) Choice what, how and for whom to produce. UNIT 1 MODULE 1 METHODOLOGY DEMAND AND SUPPLY (contd) ) The conce pt of opportunity cost applied to economic agents (individuals, households, firms and organisations). 3. (a)Assumptions maximum production attainable, given full employment and constant state of technology. (b)Regions attainable, unattainable, efficient and inefficient levels of production. 4. Production possibilities frontier slopes and shapes. 5. affair of production possibilities frontier to acquaint growth and technological change. 6. Examples of positive and normative statements. 7. Different types of economic systems traditional, foodstuff, planned and mixed. SPECIFIC OBJECTIVESTOPIC 2 Theory of Consumer Demand Students should be able to 1. beg off the concept of utility 2. rationalize the law of diminishing marginal utility and the limitation of marginal utility theory 3. exempt the meaning of indifference curves and budget lines 4. rationalise emaciater residuum using the marginal utility approach 5. apologise consumer equilibrium using the indifference curve app roach 6. isolate the income and substitution effects of a mo clamsary value change 7. inform effective demand 8. earn the demand curve using both the marginal utility and indifference curve approaches 9. ifferentiate among normal, lowly and Giffen goods 10. get laid between shifts of the demand curve and movements along the curve UNIT 1 MODULE 1 METHODOLOGY DEMAND AND SUPPLY (contd) 11. identify the factors that affect demand 12. explicate the meaning of consumer intemperance 13. beg off price elasticity, income elasticity and cross elasticity of demand 14. calculate numerical values of elasticity 15. interpret numerical values of elasticity 16. assess the implications of price elasticity of demand for total spending and revenue 17. state the factors that locate the price elasticity of demand. heart and soul 1. inferior total, marginal, cardinal (marginalist approach), ordinal (indifference curve approach). 2. (a)Explanation of diminishing marginal utility. (b)The main assu mptions and limitations of bare(a) Utility Theory. 3. Indifference curves and the budget constraint (budget lines). 4. The law of equi-marginal returns. 5. The point of tangency of the budget line to the indifference curve. 6. Income and substitution effects of a price change. 7. Effective demand. 8. Deriving the demand curve using the marginal utility as tumesce as the indifference curve approach. . Normal, inferior and Giffen goods using the indifference curve approach. 10. Shift versus movements along demand curves. 11. Price and the conditions of demand. 12. Consumer surplus including lifelike representations. UNIT 1 MODULE 1 METHODOLOGY DEMAND AND SUPPLY (contd) 13. Price, income, and cross elasticities. 14. delibe pass judgmentness of values of elasticity. 15. Classification and interpretations (sign and size) including the drawings and interpretations of graphs. 16. The implications of price elasticity of demand for total spending and revenue. 17.Factors that determine th e price elasticity of demand. SPECIFIC OBJECTIVES TOPIC 3 Theory of Supply Students should be able to 1. identify the factors of production 2. explain the term production portion 3. differentiate between the short run and long run 4. explain the law of diminishing returns 5. calculate total, average out and marginal physical product 6. explain the familys among total, average and marginal physical product 7. identify the corresponds of production as they relate to total, average and marginal product 8. calculate total, average, marginal and other cost 9. xplain the relationship among total, average and marginal be 10. explain why supply curves are usually positively sloped 11. explain the concept of producer surplus 12. explain the shape of the short run and long run supply curves UNIT 1 MODULE 1 METHODOLOGY DEMAND AND SUPPLY (contd) 13. explain returns to scale and the concepts of economies and diseconomies of scale 14. distinguish between a movement along the supply curve and a shift in the supply curve 15. explain the concept of elasticity of supply 16. calculate elasticity of supply 17. interpret elasticity of supply. nub . Factors of production land, exertion, capital and entrepreneurship. 2. relationship between output and introduce. 3. set and variable factors. 4. The law of diminishing returns. 5. Calculation of total average and marginal physical product. (See counseled pedagogy and learning activities). 6. Change in the relationship as input increases. 7. Production and its stages, as they relate to the total, average and marginal product including the use of graphs. 8. (a)Fixed cost, variable cost, total cost, marginal cost, average fixed cost, average variable cost, average total cost, sunk costs. ) The shape of the long run average total cost curve. c) Productive optimum. 9. The relationship between total, average and marginal cost including the use of graphs. 10. Relationship between quantity supplied and price. 11. Producer surplus inc luding graphical representations. UNIT 1 MODULE 1 METHODOLOGY DEMAND AND SUPPLY (contd) 12. Relationship between marginal cost and the average cost in the short run and long run. Explanation of why the supply curve is the section of the marginal cost curve above the average variable cost and average total cost. 13. (a)Long run and economies of scale. ) Factors determining economies of scale. c) Internal and external economies of scale. d) Diseconomies of scale. 14. Price and the conditions of supply. 15. Concept of elasticity of supply. 16. Calculation of elasticity of supply. 17. Classification and interpretation (size of coefficient) including the drawing and interpretation of graphs. SPECIFIC OBJECTIVES TOPIC 4 Market Equilibrium Students should be able to 1. explain the concept of the share 2. explain commercialise equilibrium 3. calculate equilibrium price and quantity 4. outline factors that cause changes in equilibrium . evaluate the impact of price controls on merchandis e equilibrium 6. analyse the effects of revenue enhancement and subsidies on market equilibrium. UNIT 1 MODULE 1 METHODOLOGY DEMAND AND SUPPLY (contd) CONTENT 1. The concept of the market. 2. Equilibrium price, equilibrium quantity. 3. employ of demand and supply data to calculate equilibrium price and quantity. 4. Changes in conditions of supply and demand. 5. The effects of price ceilings and price floors on equilibrium. 6. (a)The effects of taxation and subsidies on market equilibrium. (b)The incidence of an indirect tax.Suggested Teaching and acquire Activities To facilitate students attainment of the objectives of this Module, teachers are advised to subscribe to students in the teaching and learning activities listed below. 1. For topic 1, Central Problem of Economics, let students provide examples from personal life, the home, firms and government to demonstrate opportunity cost and the production possibilities frontier (PPF). 2. For topic 2, Theory of Consumer Demand, le t students derive their own schedule and plot the demand curve for commodities which they use in their everyday lives. 3.For utility, use water or any other drink to show the different levels of satisfaction (utility). Use the data to derive total and marginal utility curves. 4. For the concept of elasticity, teachers may use two types of materials, one that could change in varying degrees and the other which remains the same regardless of circumstances. Teachers should then apply this concept to market conditions illustrating the concepts of elasticity and inelasticity. 5. For deadweight loss, teachers may use the graphs for consumer and producer surplus to show how market treatment may lead to loss welfare (deadweight loss). 6.For stages of production, allow students to derive the total average and marginal product curves using simulated data. Use the results of the graphs to point out the different stages of production. An example is given below. UNIT 1 MODULE 1 METHODOLOGY DEMA ND AND SUPPLY (contd) GRAPH SHOWING THE STAGES OF PRODUCTION pic (i)Stage 1occurs up to the point where APPL is at its maximum. (ii)Stage 2 occurs from the point where APPL is at a maximum up to the point where MPPL is zero. In this stage new workers add to total physical output. (iii)Stage 3 occurs when MPPL is negative. The producer will operate in stage 2.In stage 1 there is insufficient bray being used (up to the point where MPPL is at its maximum) and the output per worker is increasing. In stage 3 the producer gets no addition to total physical output from additional workers. It would be possible to have more total physical product with less push back applied to a fixed factor (say machinery). UNIT 1 MODULE 2 MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION GENERAL OBJECTIVES On completion of this Module, students should 1. assess the distinction between the different types of market structures 2. develop awareness of the causes of market failure . appreciate the measures that can be adopted to reduce or eliminate market failure 4. appreciate the arguments which suggest that government intervention may not necessarily improve economic performance. SPECIFIC OBJECTIVES TOPIC 1 Market Structure Students should be able to 1. outline the goals of the firm 2. explain how firms measure profits 3. explain the concepts of average, marginal and total revenue 4. explain the concept of market structure 5. outline the characteristics of the different market structures 6. distinguish among the different market structures 7. xplain the factors that influence the pricing and output decisions of the firm 8. calculate measures of industrial concentration 9. interpret measures of industrial concentration. UNIT 1 MODULE 2 MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION (contd) CONTENT 1. Profit maximization, growth, satisficing, sales and revenue maximization, market dominance. 2. Total revenue, total cost, normal and economic (abnormal) profit. 3. Relationship betwee n average, marginal and total revenue. 4. Types of market structures perfect competition, monopoly including price discrimination, monopolistic competition, oligopoly and cartels. . Characteristics of the different market structures. a) barriers to entry b) control over market and price c) temper of the good d) numbers of buyers and sellers e) competitive behaviour and performance. 6. Focus on all characteristics of the different markets in addition to profit maximization. a) Examples of close approximations of market structures in the Caribbean. 7. Marginal cost and marginal revenue, total cost and total revenue, marginal cost pricing and average cost pricing. 8. Herfindahl Hirschman Index the percentage of an industrys output produced by its four largest firms (four-firm concentration ratio) pic where si is the market grapple of firm i in the market, and n is the number of firms. 9. (a)Interpretation related to market structures. b) Limitations of measures of industrial concent ration. UNIT 1 MODULE 2 MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION (contd) SPECIFIC OBJECTIVES TOPIC 2 Market Failure Students should be able to 1. explain the concept of economic capacity 2. distinguish among private goods, public goods and virtuousness goods 3. distinguish between social costs and private costs and social benefits and private benefits 4. explain the concept of market failure 5. explain what is meant by deadweight loss . outline the causes of market failure. CONTENT 1. Inclusion of discussion of Pareto efficiency. 2. (a)Examples of private goods, public goods and merit goods. (b)Discussion of issues of rivalry and exclusion. 3. Social costs, private costs, social benefits, private benefits, external costs, external benefits. Use of graphical representations. 4. Divergence of social costs and social benefits and efficiency. Use of graphical representations. 5. Deadweight loss including verbal and graphical representations. 6. Causes of market failure a) mon opoly b) public goods and merit goods c) externalities positive and negativeUNIT 1 MODULE 2 MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION (contd) d) divergence between social and private costs and social and private benefits e) imperfect information f) asymmetric information adverse survival and good hazard g) open access to resources h) lack of property rights (squatting, streams, ocean) i) non-existence of markets (for trading). SPECIFIC OBJECTIVES TOPIC 3 Intervention Students should be able to 1. evaluate the measures used by government to correct market failure 2. evaluate the measures used by the private sector to correct market failure. CONTENT 1.Measures used by government to control market failure a) -regulation anti-trust insurance policy taxation privatisation and deregulation state ownership subsidies legislating market creation (tradable permits) b) pros and cons of government intervention c) -merits and demerits effectiveness of intervention in Caribbean societies (effect of small size in relation to policy making). UNIT 1 MODULE 2 MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION (contd) 2. personal Sector Intervention (a)corporate code of conduct (b)corporate social responsibility (c)voluntary agreements (d)corporate ethics.Suggested Teaching and Learning Activities To facilitate students attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. For price discrimination, teachers could identify the first, second and third degree price discrimination using different examples from students experiences. Teachers should then illustrate by use of plots. 2. For the kinked demand curve model, teachers may use the daily newspaper or mobile phone industry as examples. UNIT 1 MODULE 3 DISTRIBUTION THEORY GENERAL OBJECTIVES On completion of this Module, students should . understand what accounts for the returns that accrue to the owners of the factors of p roduction 2. appreciate the issues surrounding poverty and the measures used to alleviate poverty 3. develop skills in applying microeconomic analysis to critical social issues involving income disparity. SPECIFIC OBJECTIVES TOPIC 1 The Demand for and Supply of Factors Student should be able to 1. explain the rewards of the factors of production 2. explain the concept of derived demand 3. outline the marginal productivity theory 4. apply the marginal productivity theory to the demand for land, capital and labour 5. nalyse the factors affecting the supply of land, capital and labour 6. analyse the factors determining rent, interest and wages 7. distinguish between lurch earnings and economic rent. CONTENT 1. Rent, interest, wages and profits. 2. Derived demand. 3. (a)The assumptions and limitations of Marginal productiveness Theory. (b)Marginal Physical Product, Marginal Revenue Product and their relationship. UNIT 1 MODULE 3 DISTRIBUTION THEORY (contd) 4. The value of the Marginal Product a) land b) labour c) capital using present value (use of graphical representation required). 5.The fixity of land, the supply of loanable funds and the labour supply. 6. The demand for and supply of factors. 7. Numerical, graphical and verbal explanations of transfer earnings and economic rent. SPECIFIC OBJECTIVES TOPIC 2 Wage Differentials Student should be able to 1. explain the concept of wage differentials 2. analyse imperfections in the labour market 3. analyse the effect of labour mobility on wages 4. explain the concept of compensating wage differentials 5. explain the part of Government, hatful Unions and Employers Associations in the pricing of labour. CONTENT 1.Differences in wages within industries and among industries. 2. Imperfections on the demand side (for example, differences in marginal productivity) and on the supply side (for example, geographic immobility). 3. The mobility and immobility of labour geographical (migration of workers), occupational. 4. Compensating (equalizing) differentials. UNIT 1 MODULE 3 DISTRIBUTION THEORY (contd) 5. The minimum wage rate monopsonies migration of workers collective bargaining trade union strategies, the role of employers associations efficiency wage. SPECIFIC OBJECTIVES TOPIC 3 Income inequality, Poverty and Poverty AlleviationStudents should be able to 1. differentiate between size and functional diffusion of income 2. explain the concept of income inequality 3. explain the measures of income inequality 4. explain the measures used to reduce income inequality 5. distinguish between absolute and relative poverty 6. outline factors that contribute to poverty 7. explain why certain categories of people are more suggestible to poverty than others 8. evaluate the different ways used to measure poverty 9. outline strategies used by Governments to alleviate poverty 10. analyse the economic costs of poverty 1. assess the economic benefits of government intervention to alleviate poverty. CONTENT 1 . Size and functional distribution of income. 2. How income is distributed. 3. Lorenz curve measurement of income inequality and Gini coefficient (interpretation only). 4. Measures to reduce inequality taxes, subsidies, transfers. UNIT 1 MODULE 3 DISTRIBUTION THEORY (contd) 5. Absolute versus relative poverty. 6. Factors that contribute to poverty including a) social and physical environment b) discrimination gender, race c) restrictions on certain economic activities d) non-ownership of resources ) family size f) single parent female- headed families. 7. Persons who are most susceptible to poverty (a)people with special needs i) physically challenged ii) elderly iii) youth iv) single parent families v) indigenous people (b)reasons Limited access to employment, level of training, legislation, availability of income to share among family. 8. Ways used to measure poverty a) basic needs b) poverty line c) head count d) UNDP Human Development Index (HDI). UNIT 1 MODULE 3 DISTRIBUTION THEORY (contd) 9. Strategies to alleviate poverty a) transfer payments b) free education and health care ) housing d) minimum wage legislation e) equal employment opportunities f) Government employment creation(special works programmes). 10. The cost of poverty, including a) unemployed serviceman resources b) lower potential output c) inefficient allocation of Government uptake d) social and environmental costs. 11. Economic benefits including a) provision of education and health leading to development of human capital b) improvement in well- being as heedful by the UNDP (HDI) c) more equitable distribution of income. Suggested Teaching and Learning ActivitiesTo facilitate students attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Use knowledge from topic 3, unit 1, Theory of Supply, to derive the demand curve for factors of production. 2. Teachers may use graphical representation of the L orenz Curve to illustrate unequal distribution of income. Teachers should also relate the Lorenz Curve to the GINI coefficient. Also show the effect of taxes on the Lorenz Curve and the GINI coefficient. UNIT 2 MACROECONOMICS MODULE 1 MODELS OF THE MACROECONOMYGENERAL OBJECTIVES On completion of this Module, students should appreciate the notion of home(a) Income accounting and the importance of these accounts for macroeconomic theory and policy 1. understand the views of the classical keynesian and mo cabbagearists schools 2. understand the factors that influence the level of investment funds in an economy. SPECIFIC OBJECTIVES TOPIC 1 National Income Accounting Students should be able to 1. explain the circular flow of income 2. explain the concept of National Income Accounting 3. explain the different ways of deriving National Income Accounts 4. nterpret National Income statistics 5. use National Income accounts to analyze the performance on an economy as a whole 6. derive real G DP from nominal GDP 7. explain the limitations of GDP. CONTENT 1. Economic agents. 2. Gross Domestic Product (GDP),Gross National Product (gross national product) and other measures. 3. Calculation of GDP, GNP and their components (personal income, disposable income), Net National Income (NNI), and per capita income avoidance of double counting. UNIT 2 MODULE 1 MODELS OF THE MACROECONOMY (contd) 4. Total measures a) GDP at market prices b) GDP at factor costs. 5.Use of National income accounts to measure economic performance over time and to make inter-country comparisons. 6. Calculation of real and nominal GDP using the price deflator. 7. Limits of National Income Accounts as a measure of well-being a) non-inclusion of the informal sector (the underground economy, illegal activities) b) non-payment for do-it-yourself activities c) non-accounting for externalities, environmental degradation (Green GDP) d) the fact that it measures changes in the value of output but not changes in th e quality of life. SPECIFIC OBJECTIVES TOPIC 2 Classical models of the MacroeconomyStudents should be able to 1. explain why within the classical model, all employment is voluntary 2. explain how full employment is restored in the classical model 3. explain the factors that influence total demand 4. explain the factors that influence aggregate supply 5. interpret the classical long run supply curve 6. explain price level end within the classical model 7. use the classical aggregate demand and supply model to show changes in the price level and employment. UNIT 2 MODULE 1 MODELS OF THE MACROECONOMY (contd) CONTENT 1. flexibleness of wages and prices. 2.The role of wage price and interest rate flexibility. 3. The factors that influence aggregate demand a) consumer spending b) investment spending c) Government spending d) net export spending. 4. Factors that influence aggregate supply including changes in input prices and incomes. 5. The assumptions of the vertical aggregate supply c urve. 6. The interaction of the classical aggregate demand and supply curves. 7. Shifts in the aggregate demand and aggregate supply curves. SPECIFIC OBJECTIVES TOPIC 3 Basic Keynesian Models Students should be able to 1. explain the consumption function 2. xplain the relationship between saving and consumption 3. calculate the simple multiplier 4. explain the effect of changes in investment on national income 5. explain the effect of government spending on national income 6. sop up the effect of withdrawals and injections on national income UNIT 2 MODULE 1 MODELS OF THE MACROECONOMY (contd) 7. explain the relationship between net exports and national income 8. determine the equilibrium level of national income 9. explain inflationary and deflationary gaps. CONTENT 1. Autonomous and induced consumption. 2. (a)Income = consumption plus saving. b)marginal propensity to consume and save. (c)average propensity to consume and save. 3. Simple multiplier pic. 4. Relationship between chang es in investments and national income. 5. Governments wasting disease and its effects on national income. 6. (a)Concepts of injections and withdrawals in an economy. (b)The effect of injections and withdrawals on national income. (c)Small multipliers in the Caribbean context due to leakages. 7. (a)Relationship between net exports (x m) and national income. b) Exports as an injection and imports as a withdrawal. 8. Determination of equilibrium income using a) 45 o line or E=Y ) withdrawals and injections approach c) the Keynesian aggregate demand and supply curves (long run and short run). UNIT 2 MODULE 1 MODELS OF THE MACROECONOMY (contd) 9. (a)Full employment level of output. (b)Actual level of output. (c)Equilibrium level of national income could be either below, at or above potential level of output. SPECIFIC OBJECTIVES TOPIC 4 Investment Students should be able to 1. explain the concept of investment 2. differentiate between the investment demand curve and the investment curve 3. explain the accelerator theory 4. outlinethe factors that account for the volatility of investment.CONTENT 1. Investment (induced and autonomous). 2. (a)Marginal efficiency of capital (investment demand as a function of expected rate of return). b) Marginal efficiency of investment (non-interest rates as determinants of investment demand, taxes, costs, stock of capital goods on hand expectations). 3. Accelerator theory of investment. 4. Determinants of investment a) The accelerator b) speciality c) Irregularity of innovation d) Variability of profits, expectations and interest rates. UNIT 2 MODULE 1 MODELS OF THE MACROECONOMY (contd) Suggested Teaching and Learning ActivitiesTo facilitate students attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. For topic 1, teachers should pay special attention to the rules of accounting working from the GDP down to consumption and savings. Teachers sh ould also deal with the concepts such as market price and factor costs, as well as real GDP and normal GDP. Make use of the circular flow diagram from the closed economy to the open economy. 2. For topic 2, Classical Models of the Macroeconomy, teachers should use graphs to emphasize flexibility and the automatic return to equilibrium. . For topic 3, teachers could demonstrate the operation of the multiplier by using data to show the successive rounds of spending. Calculations and graphical representations of the multiplier are required. 4. Use the 45 line and average demand and average supply to show inflationary and deflationary gaps. 5. For topic 4, Investment, teachers may use tables to illustrate and explain the accelerator, that is, the necessity to increase expenditure, constantly, for investment. UNIT 2 MODULE 2 MACROECONOMIC PROBLEMS AND POLICIES GENERAL OBJECTIVES On completion of this Module, students should nderstand the reasons why an economy may be characterised by un employment and how intervention may be used to improve economic performance appreciate the role of the Central Bank in the economy understand pecuniary and fiscal policy and their applications understand the nature and preventive of the national debt. SPECIFIC OBJECTIVES TOPIC 1 Unemployment and Inflation Students should be able to 1. explain what is meant by the labour force 2. explain the unemployment rate 3. distinguish between unemployment and underemployment 4. evaluate the costs of unemployment 5. explain the causes of unemployment 6. valuate the policies used to reduce unemployment 7. explain the causes of inflation 8. distinguish between real and nominal variables 9. explain how inflation is measured 10. explain the causes of inflation 11. evaluate the effects of inflation UNIT 2 MODULE 2 MACROECONOMIC PROBLEMS AND POLICIES (contd) 12. evaluate the policies used to combat inflation 13. explain the relationship between the unemployment rate and inflation. CONTENT 1. Employed and unemployed. 2. The unemployment rate. 3. Unemployment and underemployment. 4. The effect on output, income and growth additional financial burden on the state social costs. . Labour immobility, other market imperfections, structural changes in the economy, inadequate aggregate demand, increase in labour force participation rate, seasonality, intervention. 6. Fiscal policy, monetary policy, wage subsidies, retraining programmes, investment tax credit, employment tax credit, government employment programmes, reducing market imperfections. 7. Inflation general price level. 8. Real and bullion wages a) real and nominal GDP b) real and nominal interest rate. 9. The GDP deflator the retail price index the producer price index. Calculations and limitations of the indices. 10.Demand shocks, supply shocks, increase in the money supply growth rate. 11. The costs and benefits of inflation the impact of redistribution of wealth impact of business activity and growth, impact on the balance of payments. 12. Income policy, monetary policy, fiscal policy and supply side measures. 13. trade-off between inflation and the rate of unemployment Phillips curve stagflation. UNIT 2 MODULE 2 MACROECONOMIC PROBLEMS AND POLICIES (contd) SPECIFIC OBJECTIVES TOPIC 2 Monetary Theory and form _or_ system of government Students should be able to 1. explain the concept of money 2. outline the functions of money 3. explain the demand for money . explain the supply of money 5. explain monetary policy 6. explain how the money supply is controlled 7. explain how money is created in the banking system 8. explain why residents substitute foreign for domestic currency 9. explain the Quantity Theory of Money 10. outline the types of monetary policy 11. describe the effects of monetary policy on national income 12. evaluate the limitations of monetary policy. CONTENT 1. (a)The meaning of money. (b)Types of money token and commodity. 2. Functions of money. 3. (a)Liquidity Preference Theory. (b) Motives for holding money (transactions, precautionary, speculative). UNIT 2MODULE 2 MACROECONOMIC PROBLEMS AND POLICIES (contd) 4. The money supply (M1, M2). 5. Monetary policy expansionary and contractionary policies. 6. (a)The role of the central bank in creating high-powered money (monetary base). (b)Instruments of monetary control i) open market operations ii) discount rates iii) financing fiscal deficits iv) reserve requirements v) moral suasion vi) interest rates. 7. (a)Excess reserves. (b)Credit creation. (c)The money multiplier. 8. The nature of currency substitution and hoarding. 9. The Quantity Theory of money. 10. (a)Tight monetary policy (inflation). (b)Easy monetary policy (unemployment). c)Balance of payments. 11. How monetary policy affects national income. 12. Limitations of monetary policy including the fact that it is a) permissive, not compelling and only creates the environment UNIT 2 MODULE 2 MACROECONOMIC PROBLEMS AND POLICIES (contd) b) difficult to control the money supply of foreign-owned commercial banks c) difficult to eliminate lags in monetary policy d) weakened by fiscal indiscipline. SPECIFIC OBJECTIVES TOPIC 3 Fiscal policy Students should be able to 1. explain the concept of fiscal policy 2. outline the goals of fiscal policy 3. explain the nature of the budget 4. xplain the balanced budget multiplier 5. outline methods of financing budget deficits 6. evaluate the limitations of fiscal policy 7. distinguish between discretionary and non-discretionary fiscal policy. CONTENT 1. The meaning of fiscal policy. 2. Fiscal policy as a means of addressing a) aggregate demand b) unemployment c) inflation d) balance of payments. UNIT 2 MODULE 2 MACROECONOMIC PROBLEMS AND POLICIES (contd) 3. The nature of the budget a) taxation, revenue, transfer, expenditure b) budget surplus and budget deficit c) balanced budget. 4. Explanation of the balanced budget multiplier. 5.Methods of financing budget deficits including external and domestic b orrowing. 6. Lags and potency of fiscal policy. 7. (a)Expansionary and contractionary. (b)Automatic stabilizers. particularised objectives TOPIC 4 Public Debt Students should be able to 1. explain the national debt 2. explain the cause of the national debt 3. evaluate the effects of the national debt on the economy 4. explain the burden of the national debt 5. evaluate ways of reducing the debt burden 6. interpret the debt service ratio 7. calculate the debt service ratio. UNIT 2 MODULE 2 MACROECONOMIC PROBLEMS AND POLICIES (contd) CONTENT 1. The national debt ) stock/flow b) fiscal indiscipline c) domestic and foreign debt. 2. The causes of the national debt. 3. The effects of the national debt on the economy a) output and investment decisions b) exchange rate pressures c) inflation d) crowding out and crowding in. 4. The responsibility for debt repayment. 1. Management of the national debt a) internal and external borrowing b) taxation c) debt rescheduling d) debt forgiveness. 2. Interpretation of the debt service ratio. 3. Calculation of the debt service ratio (principal plus interest as a percentage of export). UNIT 2 MODULE 2 MACROECONOMIC PROBLEMS AND POLICIES (contd)Suggested Teaching and Learning Activities To facilitate students attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. For topic 1, Unemployment and Inflation, teachers should use the Phillips Curve to show the relationship between the unemployment rate and inflation rate. 2. For topic 2 (money multiplier), show the various rounds in the money expansion process as done in the multiplier. Use Central Bank Acts and Reports for data gathering. 3. For fiscal policy, there is no need for students to derive the balanced budget multiplier.This should only be explained. 4. Teachers should emphasize the causes of the national debt and the burden it places on future generations. UNIT 2 MODULE 3 GROWTH, sustainabl e DEVELOPMENT AND GLOBAL RELATIONS GENERAL OBJECTIVES On completion of this Module, students should 1. understand the basic concepts of growth and development 2. understand the impact of imports and exports on the macroeconomy 3. understand the balance of payments accounts and appreciate the causes and consequences of balance of payments crises 4. become aware of the benefits and costs derived from current integration arrangements, such as CARICOM, FTAA and the EU . understand the role and functions of international economic institutions. SPECIFIC OBJECTIVES TOPIC 1 Growth and Sustainable Development Students should be able to 1. distinguish between growth and development 2. explain the concept of sustainable development 3. outline the factors that determine growth 4. outline the factors that contribute to sustainable development 5. explain the concept of human development 6. anaylse the structural characteristics of Caribbean economies 7. analyse the impact of the regions structura l characteristics on sustainable economic development. UNIT 2MODULE 3 GROWTH, sustainable DEVELOPMENT AND GLOBAL RELATIONS (contd) CONTENT 1. Differences between growth and development. 2. Current growth versus the well-being of future generations. 3. Differences between exogenous (technical change) and endogenous growth (capital accumulation, human capital). 4. Economic, social and environmental factors. 5. Indices of human development including mortality rates, literacy, per capita income, life expectancy. 6. Structural characteristics of Caribbean economies including a) small size b) openness c) composition of exports d) resource base e) poverty f) economic dependence. . Implications for regional economies a) dependence on aid b) preferential trade agreements c) foreign direct investment (FDI) d) vulnerability to natural and man-made change e) changes in world prices. UNIT 2 MODULE 3 GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (contd) SPECIFIC OBJECTIVES TOPIC 2 world-w ide treat Students should be able to 1. analyse the role of imports and exports in a small open economy 2. outline the factors that influence exports and imports 3. explain the effects of foreign exchange earnings on a small open economy 4. explain the theory of comparative advantage 5. valuate the arguments for protection 6. evaluate the arguments for Trade Liberalisation 7. outline methods of trade protection 8. explain the commodity, terms of trade 9. interpret changes in the commodity terms of trade 10. calculate the commodity, terms. CONTENT 1. The role of exports in creating domestic income and the role of imports in generating income for foreigners. 2. The factors which determine exports and imports including a) international price b) domestic production c) domestic prices and exchange rates d) international economic activity as it affects the tourism market in the Caribbean UNIT 2MODULE 3 GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (contd) e) shifts in internationa l demand and the emergence of substitutes f) changes in International Income. 3. Foreign exchange earnings from exports a) access to capital goods b) the export multiplier c) access to consumer goods d) increased domestic production. 4. The theory of comparative advantage. 5. Arguments for protection including a) infant industries b) employment c) food security. 6. Arguments for Trade Liberalisation including access to technology, availability of cheaper goods and services. Application of the theory of comparative advantage. . Methods of protection including tariffs, quotas and other non-tariff methods. 8. Explanation of the commodity terms of trade. 9. Interpretation of changes in the commodity terms of trade. 10. Export price index divided by import price index multiplied by 100. UNIT 2 MODULE 3 GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (contd) SPECIFIC OBJECTIVES TOPIC 3 Balance of Payments and Exchange Rates Students should be able to 1. explain the balance of payment s 2. distinguish between the current account and capital account 3. analyze the causes and consequences of balance of payments disequilibria 4. utline the policy measures for correcting balance of payments disequilibria 5. explain exchange rates 6. explain exchange rates determination 7. distinguish between fixed and floating exchange rate regimes 8. describe the effects of the exchange rate changes. CONTENT 1. Explanation of the balance of payments. 2. Capital items and current items. 3. The causes and consequences of balance of payments disequilibria. 4. Policy responses to balance of payments crises including a) devaluation b) expenditure switching c) expenditure reducing measures. 5. Explanation of exchange rates. 6.Determination of exchange rates. UNIT 2 MODULE 3 GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (contd) 7. Fixed and floating exchange rate systems (fixed, free floating and managed float). 8. The effects of exchange rate changes. SPECIFIC OBJECTIVES TOPIC 4 E conomic Integration Students should be able to 1. explain the main forms of economic integration 2. evaluate the costs and benefits of economic integration 3. evaluate the objectives of Caribbean integration 4. analyse the implications of international integration arrangements for Caribbean economies. CONTENT 1. Main forms of economic integration, including ) free trade area b) customs union c) common market d) economic union. 2. The costs and benefits of economic integration including trade creation and trade diversion. 3. The objectives of CARICOM and the rationale for the CARICOM Single Market and Economy (CSME). 4. The significance of integration movements, for example European Union (EU) and the North American Free Trade Agreement (NAFTA) for Caribbean Economies. UNIT 2 MODULE 3 GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (contd) SPECIFIC OBJECTIVES TOPIC 5 International Economic Relations Students should be able to 1. xplain the role and functions of the World Trade O rganisation (WTO) 2. explain the role of international financial institutions (IFIs) 3. explain the term international (transnational) corporation 4. explain the nature of foreign direct investment 5. outline the potential benefits and disadvantages of foreign direct investment 6. explain the term globalisation 7. describe the factors responsible for globalisation 8. evaluate the effects of globalisation on developing countries. CONTENT 1. The role and functions of the WTO. 2. The role of the IMF and World Bank in the International financial System. . Explanation of multinational (transnational) corporation. 4. The nature of foreign direct investment. 5. Potential benefits and disadvantages, including a) access to technology and capital b) access to markets c) access to management skills d) repatriation of profits UNIT 2 MODULE 3 GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (contd) e) transfer pricing f) crowding out of domestic businesses. 6. The concept of globalisation. 7. Forces driving globalisation, for example, technological innovation, trade liberalisation, and liberalisation of capital markets. 8.Implications of globalisation for developing countries with particular reference to the greater Caribbean (greater competition, access to markets, access to technology, cheaper prices and greater variety of goods, loss of preferential markets). Suggested Teaching and Learning Activities To facilitate students attainment of the objectives of this Module, teachers are advised to engage students in examining the structure of the economies of the Caribbean and the problems of imports and exports using international partnership agreements and policies. Teacher should ensure that students could distinguish among ) Terms of Trade b) Balance of Trade and c) Balance of Payments. ? OUTLINE OF ASSESSMENT Each Unit of the syllabus will be assessed separately. The same scheme of assessment will be applied to each Module in each Unit. Grades will be awarded indep endently for each Unit. Candidate assessment on each Unit will comprise two components i) External Assessment undertaken at the end of the academic year in which the Unit is taken. This component contributes 80% to the candidates boilers suit grade. ii) Internal Assessment undertaken throughout the course of the Unit. This contributes 20% to the candidates overall grade. EXTERNAL ASSESSMENT (80%) Paper 01 Forty-five multiple-choice items, fifteen (15) on each Module. 30% (1 hour 30 minutes) Paper 02 The paper consists of three (3) sections comprising six (6) questions spread across 50% (2 hours 30 minutes) all Modules in the Unit.Each section contains two (2) essay type questions from which candidates are required to attempt one (1). INTERNAL ASSESSMENT FOR EACH UNIT

Education in Chinese Philosophy Essay

There were several salient schools of philosophy that arose during early years of the develop handst of Chinese civilization. The era was causa to non only political fragmentation and excessive warfargon, b arly also the birth of unique intellectual foundations as well. Confucius rallied together a school of musical theme that underscored the utmost importance of humanism and virtue. Han Fei and the legalist endeavor advocated for a centralized, domineering government that subordinated all citizens to absolute obedience. Taoism insisted on a spontaneous, free-spirited, and laissez-faire approach to look.These three great(p) philosophies of the time were very different. For instance, they all placed radically different values on educational activity. In particular, Confucianism promoted intellectual pursuit for both(prenominal) the individual and the populace, whereas Legalism and Taoism had a divergent attitude that was strongly against education. The Confucian ideology is the only one of the aforementioned schools to place a heavy emphasis on intellectual cultivation for both personal purposes and for the sake of a virtuous government.The philosophy looks down on those with faith in intuition and natural understanding, which is a notion that is present in Taoism. They study that genuine understanding derives primarily from studying a subject it does not necessarily come to someone spontaneously. Confucius supposedly said, By nature men are alike. Through practice they have become far apart (Analects 172, Chan 29). He outlines that men are inherently good for the most part, but interaction with the surrounding environment croup significantly mold their values. The influences of external forces are not always for the better and batch give often deal guidance.Thus, done the practice of education, one can cultivate a strong sense of moral intellect and reinforce virtue. Of the possible areas of study, Confucianism places the most emphasis on moral ity. One of his most prominent followers, Mencius, frequently underscored the importance of education on the individual level. He stressed that human nature is extremely malleable and that if peck are comfortably lodged they will become like animals (Book of Mencius 3A4, Chan 69). Mencius goes to great lengths than most Confucians to highlight the detrimental effects of the lack of proper schooling on a person.Without teaching in the realm of ethics and morals, he believes that one will inevitably stoop to the nature of an animal. He saw much to a greater extent idealized benefits of education than another(prenominal) Confucian thinkers. Xunzi, Mencius naturalist counterpart, argued that the intrinsic nature of humans is flawed and goodness is the result of activity (The Hsun Tzu part 3, Chan 128). Even though Xunzi sees existence as inherently flawed, it is universal in the Confucian philosophy that activity, or education and conscience melodic theme, brings forth the goodness of an individual.However, Confucius believed that in education there should be no class distinction (Analects 1538, Chan 44). A selection of individuals does not necessarily claim intellectual superiority over the abatement of the populace. both people should have equal access to moral and intellectual cultivation. With this mindset, the school aims to create a virtuous society. Although he advocates for the widespread promotion of knowledgeable humanism and wisdom, he believes that it begins with the ruler. He insists that as a leader, if you desire what is good, the people will be good.The character of a ruler is like wind and that of the people is like grass. In whatever direction the wind blows, the grass always bends (Analects 1219, Chan 40). A society will garner the benefits of education through and through the education of a ruler, as they will bend in whatever direction the leader so chooses to blow. Good nature is maintained through fundamental teachings. If the ruler is good and virtuous with the help of such education, the citizens will adapt and imitate. Thus, in the Confucian school of thought, education becomes an imperative as the nature of the populace essentially rests in it.Conversely, the Legalists took a radical stance against all forms of education for both the individual and the voltaic pilees. Scholars were considered enemies of the state and almost all forms of literature were targeted for elimination. In their ideal society, there were no books, as only the laws serve as teachings (The Han Fei Tzu, Chan 260). Their motives derived from the notion that educating the populace would consequently lead to the people speaking out against the government. Laws are the only means of subduing citizens. Han Fei believed that there was no room for private conceptions of right and wrong (Ebrey 52).If the people developed their own sense of rationality, they would inevitably voice their opinion, creating helplessness and dis drift. It is far better for the population to be submissive in order to ensure the efficiency and prosperity of the state. The Legalists retort the Confucian idea that the education cultivates humanity and righteousness by asserting it is impossible to expect that every ruler must be equal to Confucius and that all people in the world are equal to his followers (The Han Fei Tzu, Chan 258). On an individual level, human beings are selfish and shortsighted by nature.Thus, it is impossible to mend the flaws of humanity permanently through education. In their eyes, Confucius is illustrating an unrealistic utopian society. Even with education, only few will reach the enlightened state that Confucius has attained. Moreover, the wisdom of the so-called intellectuals derives from unfathomable doctrines that are difficult tied(p) for men of highest intelligence to understand (The Han Fei Tzu, Chan 259). Han Fei asks, if such wisdom is difficult for men of a higher intellectual order to understand, how is i t logical that the uneducated masses will be able to decipher and apply the lessons?It will be a wasted effort to try to correct the community through doctrines. The Legalists firmly believe that only a strong obedience to law can correct the behavior of society. Education only leads to a deviance from an orderly government. Furthermore, the school of thought argues, when urgent matters have not been accomplished, efforts should not be directed towards things that can wait (The Han Fei Tzu, Chan 259). When the agriculture, shelter, and safety of the people have not been attended to, there is perfectly no point in educating.The energy should be directed towards satisfying the inherent needs of the populace above all else. Basic needs must be attended to before teaching can occur. Confucianism disagrees with the legalists on almost all fronts when it comes to education. The Legalists share the same anti-education sentiments as the Taoists do, but for different reasons. The Taoist mov ement was also highly against intellectual development, as they believe it interfered with genuinely experiencing life. They perceived knowledge through get a line as much more valuable than something that can be extracted from a lecture or a book.As the Tao Te Ching outlines, the wise are not learn, and the learned are not wise (Tao-Te Ching 20, Chan 149). The learned refer to the educated who essentially take abstract ideas and divide them up, ultimately becoming even more confused and disorganized than they were previously. The wise become so through experiencing life untarnished by such outside influence. The mystical poet Han-Shan compared an intellectual and his knowledge to the words of a blind man describing the sun (Han-Shan, vehement Pine poem 283).He accentuates that artificial intelligence gained through books does not align with peoples experience with the world. Learned knowledge hinders a greater understanding and perception of our surroundings. As the Taoist write r Chuang-tse worded it, a scholar is restricted by is own learning (Chuang-tse, 24). A general concept of Taoism is that donnish intellect only leaves one with a finite sense of understanding. They reach a wall in which analysis is of no further help and the deeper and broader matters of life are not attainable.In a sense, this philosophy is similar to that of the Legalists. They both believe that education hinders the populace, but in different manners. The Legalists believe in interferes with the order of the government and well being of the general population, whereas the Taoists see it as inhibiting understanding on a more individual level. However, in terms of governance from a Taoist perspective, Lao Tzu preaches to administer the empire by engaging in no activity (Tao-Te Ching 57, Chan 166). With respect to education, he is simply saying not to perform it on the population.They will become prosperous in their own right. Things will appear less disoriented, vicious, and conf using with a laissez-faire style of government that does not force education upon the people. Again, this school of thought is in stark contrast with that of Confucianism. The Taoists are parallel with the Legalists with respect to education, there is just differing motivation behind their rationale. All three schools, Confucianism, Legalism, and Taoism, all possess unique perspective on the relevance of education on both the individual and government level.Perhaps Confucius starkly contrasts with the other two the greatest, as he is the only one to adamantly support teaching. Confucianism firmly believes that education cultivates morality and virtue on the individual level. Also, if an individual (the leader) is pitying and virtuous, it will trickle down to the rest of the population and they will follow suit. Thus, education is of the utmost importance, as it is the primary tool used to guide humanity. two the Legalists and the Taoists are resolutely apposed to education, but wi th unique motives.Han Fei and his followers believe that learning disrupts the order of society, and thus affecting the welfare of the individual. Taoism argues that learning hinders the individuals experience of life and ultimately inhibits one from a greater understanding. Therefore, the government should not be involved with educating the general population either, otherwise it will breed mass disorientation and confusion. Education was a controversial issue in the intellectual foundations of Chinese civilization, as all three primary schools of thought had contrasting opinions on it with regards to its affect on the welfare of people.

Natural Disasters Essay

Rommels quote more or less making a sound business determination reveals overconfidence decision-making biases. His decision also discloses an anchoring bias as it looks like that Nationwide did not take into consideration some information that others did. Insurance was not the whole affected industry with natural disasters also Airlines were very affected with this whole hurricane and weather situations. Jet Blue was one of these affected airlines due to the weather. They held the passengers on its planes for slightly 10 hours with closed bathrooms.They refunded to the passengers their money but in a very rude way. Unfortunately JetBlues Founder amp CEO, David Neeleman couldnt handle the situation, and responded to the media in an improper way. Justification for Problem Definition The most relevant error and bias for companies like Nationwide Insurance, American Airlines, and JetBlue company is the overconfidence bias, they thought they atomic number 18 always making the right decisions and they believed too much in their own ability to make good decisions, just as Rommels quote about making a Sound business decision. Alternatives 1. Rommel, Burgin, and Neeleman should have thought of the welfare of policy owners and passengers before taking their decisions. In these situations we have to look for cause and effect relationships. 2. They should have listened to different options instead of taking the first option they had. In the three cases, the managers shaped their own decisions to reflect the organizations performance military rank and other systems to comply with the organizations formal regulations and to meet organisationally imposed time constraints.They should have also thought about their clients 3. The improper retort to the media had very bad influences and was very unprofessional. They should have treated the situation with more winsomely and more professionally. Evaluate Alternatives All the alternatives said above depend on personalities and their abilities of problem solving and decision-making. These elements are important skills for business, management and leadership. Some people have these skills by nature and others have to go through processes and techniques to improve their train and quality of their decisions.Recommendation Anything can affect the clients safety, the decisions and the choices have to be taken very carefully in favor of both clients and companies. Managers have to understand that there are events in life, like natural disasters that are outside human control, and these events require a convenient plan for both owners and clients. Also, sometimes previous organizational decisions act as precedents to constrain current decision so organizations have to try to avoid this to happen.

Quintessential Techniques of Effective Management Essay

Goal oriented consummation, combined with productivity and employee satisfaction to achieve a imperious cash flow is the key to a healthy and lucrative business in todays world. The success of employee motion is due in enormous part to the attention of employee time and proper training. It is the duty of a executive programy program to direct the employees towards satisfactory accomplishments in these areas and orient them towards the goals of the parent organization.In order to demand with positive results a manager mustinessiness not totally lead the team, but be an powerful part of it. The development of work team identity, performance goals, skill development, and a satisfactory rapport mingled with management and employees falls on the supervisor. A good supervisor will consider that management is only as effective as the partnership he or she take ins with the employees. There has been a great deal of time and energy devoted to the research of effective management skills in the workplace. According to Joseph Wholey, the theory of management is being able to develop a reasonable level of chequerment on agency and computer programme goals and strategies (Wholey, 288.) A solidly founded program will ensure both fairness and objectivity. In order to do both, and effectively manage the time and skills of employees, a supervisor must assure that performance is be both carefully measured and documented.This begins with the establishment of a performance jut out, agreed upon by both the supervisor and the employee. The plan should set both short-term and long-term employee goals. The team should review these goals quarterly. One of the most effective techniques for this sign of a system is a monthly board kept for each employee by the supervisor.During a performance review, the manager would examine the records produced during the previous quarter and records and evaluate the employees performance during that quarter as soundly as against past quarters. This performance rating should include ratings for individual goals, team goals, and open-ended comments, as well as an overall rating. After accessing the past info and reaching an agreement on the current rating, the supervisor and the employee should work together to develop new goals with higher team and individual expectations. The implementation of priorities for the upcoming stratum should also be written at this time.It is during these performance reviews, and not during the normal working shifts, that supervisors are able to get important information and feedback from their employees. There is teeny productive about interrupting the scheduled work in order to ask how it is progressing. In order to maintain smooth supervisor and employee relations there must be respect for the job as well as the individuals. The responsibility of a supervisor during the normal course of the working day is to encouragement the flourishing maintenance of the work schedule or el se than to bond with the employees. On occasion, there will be rough patches at work that are unaccounted for during these goal-setting meetings. Supervisors must die hard their teams through these difficult times. It is imperative that the supervisor take cares the development stages of teams in order to aide the team in getting through the trouble spots. optical fusion Associates discusses how performance goals are tied directly to team development.Developing performance goals and standards show participants how to establish SMART-based performance standards. It is champion that is Specific, Measurable, Attainable, Results-oriented, and Time-framed. The SMART reformment enables team members to better understand organizational performance requirements and their own role in moving the business forward. Because SMART is a collaborative way to develop goals and standards, team members intuitively agree to the process and give their full commitment to its success. By using SMART with their team members, managers demonstrate their commitment to an open and consistent performance procession process. (Fusion)In many cases the industry of the organization has a major effect on the way in which teams are organized, and supervision is handled. For example, in todays telecommunication industry, sales figures drive the perception of company success. In this case, the effective supervisor must encourage employees to believe every call is a sale opportunity, rather than allow then to focus on the failed calls.An instance of this problem and solution can be found in the following case. Connect Wide is one of the leading local cable companies. The quarterly performance goals, based on sales, have been maturationd in regular increments without discussion with the employees. This has led to low lesson amongst the employees. The employees in turn complain that they can not sell, or up-sell, to customers who feel that the pricing is too high, or already run past due on their billing accounts. Once the problems have been defined, the management needs to implement a program to reverse the low morale and increase sales. A good supervisor would begin with designing a successful operating plan to present to the employees.This plan should include the encouragement, empowerment, and support of the employees during the change. Despite the poor beginning conditions, change is approximately always considered with both reluctance and suspicion in the workplace. The implementation of changes for the betterment of both the working conditions and the sales driven goals would be well served by a mini-training course on transitional selling. Following this with a good marketing campaign should ease the burden of making hard sales for the employees. These implementations would both increase the revenue and therefore make goals easier to reach.When the individual, team, and department goals are met the supervisor is often rewarded. By passing these types of reward s down to the employees, it will sustain the motivation in the workplace. When a manager administers a plan successfully, what results is a motivated work force, which maintains productivity and reaches set goals. This type of direct intervention is often called management coaching. Understanding the invention of management coaching and how the employee and company can all benefit is an important hallmark of a good supervisor. One of the key components to successful coaching is notice of the employees performance in order to grant feedback. There two types of feedback the supervisor must be aware of, both which are valuable to employee development. The suspend type of feedback needs to be given to the employee, depending on the developmental needs witnessed by the supervisor.Motivational feedback is the first type. This feedback focuses on positive actions which the supervisor wishes to see the employee continue. This type of feedback most often elicits future performance gains f rom the employee. The other type of feedback is developmental. Developmental feedback allows the supervisor to offer the employee ways in which to improve their performance. Clear, concise suggestions for what needs improvement must be balanced with an effort not to make the employee feel berated, especially in front of other employees. This type of feedback is far more dependent on good communication skills.To reach the best performance standards employee coaching must be conducted with a conscientious approach to customer service. Fleischer describes this as an approach to retention seems like an efficient way to sustain revenue from existing customers. But in practice, this attempt to prevent churn backfires because it creates a conflict between customers expectations of service and the companys willingness to fulfill them. (Fleisher. 40)The coaching is a process does not require a great deal of time however it is a great benefit to the company. The secret to successful coaching is to create and seize coaching opportunities, which present themselves everyday in the work place. This small investment of a supervisors time with his or her employees often results in large pay-backs of more motivated worker and larger profits.In conclusion, good management must be successfully implemented by a supervisor who leads his or her team towards redefined goals. The must use encouragement, motivation, and listening skills in order to connect with their employees and supporter their employees connect with each other. These skills can be honed under various development paradigms. One of the most successful of these is coaching, the delivery of feedback to the employees, and listening for feedback from them in order to improve both sides.Works CitedHuman Resource Management International Digest 14.7 (2006) ABI/INFORM Global. ProQuest. 1 Nov. 2006 http//www.proquest.comHoliday Extras is flying high Found monitoring calls concussion a minute off the average call, while imp roving quality to the customers. Monthly staff turnover fell from 7.95 to 4.2 percent versus a year before. sales increase by 6 percent using transition keeping in mind each call could be a sell opportunity.Fleischer, Joe. clamor Center Magazine 1 OCT. 2006 40. ABI/INFORM Global. ProQuest. 1Nov. 2006 http//www.proquest.com/Dont Just Say No Is approach to retention seems like an efficient way to sustain revenue from existing customers. But in practice, this attempt to prevent churn backfires because it creates a conflict between customers expectations of service and the companys willingness to fulfill them.Fusion Associates. Forging High Performance Teams. 2005 7 Nov. 2006 http//www.fusionassociates.com/index.htmlDeveloping performance goals and standards show participants how to establish SMART-based performance standards. It is one that is Specific, Measurable, Attainable, Results-oriented, and Time-framed. The SMART approach enables team members to better understand organizatio nal performance requirements and their own role in moving the business forward.Webster, Richard . Call Center Magazine 1 Nov. 2006 42. ABI/INFORM Global. ProQuest. 1 Nov. 2006 http//www.proquest.comBeverly Stryker, Starbucks Coffee high society Starbucks hired Stryker in 2003 to oversee and build upon a virtually non-existent quality toast and training program. Stryker took pains to convince her staff that the aim of the quality assurance program was not to spy on employees, but to improve customer interactions.Wholey, Joseph S. Performance-Based Management Responding to the Challenges. March 1999. Vol. 22. Univeristy of Southern California and U.S. General Accounting Office. Pg. 288. Theory of management is being able to develop a reasonable level of agreement on agency and program goals and strategies.

Does Globalization Unite or Separate Us?

Does globalisation mix or separate us? If we find out about the term Globalization in different dictionaries we quarter realize that there are too some meanings like the increase of trade around the world, especially by large companies producing and trading goods in many different countries or when available good and services, or social and cultural influences, gradually become similar in all parts of the world. So, does Globalization unite or separate us? There are two opposite positions, good and bad, of the effects of Globalization.But, I think, there is a third 1 Globalization is good because enriches culture in many aspects, but we have to be careful about using the new communication technologies because we can miss the habit of talking face to face. With the meanings mentioned above, we can discern that Globalization is a phenomenon that involves the development of transportation and communication. Thanks to these advances emerged the worldwide production markets and we c an access to a range of foreign products that previously we cannot consume.International trade in manufactured goods increased more than 100 times (from $95 billion to $12 trillion) in the 50 years since 1955. As this example, there are too many aspects the Globalization affects to our life in a good way like information, job market, culture, competition, politic, finance, social, etc. However, answering the principal question, I think we have to focus on the social side. It was clearly exposed that the Globalization facilitates de relations between countries. But, what about individualised relations?In the last years, we have seen an explosive growth of social networks (MSN, Facebook, Twitter, My Space, Skype, LinkedIn, etc. ) that are very easy to use and allow us to go across with people around the world. To prove this, there are shocking numbers. In 2010, Facebook reached 500 million users and the number of monthly users in Skype was 124 million. With this numbers, I want to condone that the effects of Globalization are very useful to unite people from different parts of the world.On the opposite hand, we have people who live very close. The aforesaid(prenominal) social network phenomenon has a negative side. Many people are replacing face-to-face conversation with a relationship via chat. I think this occurrence is very harmful to the proper development of social skills that anyone should have, which could trigger a major social crisis in a medium-term future. Even today, a new occupy suggests that spend time surfing the Internet for many hours would be associated with depression.Also, there is another dangerous collateral effect the sedentarism. Physical inactivity is one of the 10 leading causes of death worldwide. The World wellness Organization (WHO) estimates that by 2030 secondary disease mortality will be 65% of total deaths. So, does Globalization unite or separate us? I think that the positive effects of Globalization make our life much e asier. But, we have to pay attention to the other side. We must return to the customs of the old-school talking face-to-face to share and solve our problems.If we do not correct the direction we could finish in a effective social problem that will be very difficult to fix. We are still on time for Globalization means only good word of honor in this aspect. 1 . Cambridge Dictionaries Online 2 . Globalisation shakes the world. BBC News. 3 . http//www. facebook. com/press/info. php? statistics 4 . http//blogs. skype. com/es/2010/08/ 5 . Sociedad Chilena de Pediatria, website, published 02/25/2011 6 . World Health Organization Data and Statistics

The Real Country Way of Doing Things

The short story how I learnt to be a Real Countrywoman is written by Deborah Mocha in England 1995. It is told by a first soul fabricator, and it is told In flashback. The short story deals with a modern housewife, who is moved from London to a little townspeople long a bearing from London. They moved on the unsophisticated because her husband Edwin got fired, when the school he taught on was dissolved. some other quite Important reason for moving was that the government was brutish and philistine, and London was full of fumes and pollution, so Edwin said they should move.But the point In the story starts after they were moved In to the country. They argon slating In the kitchen and were opening Christmas cards. Edwin opened the last one, It was a brown envelope, and It contains a letter from their local council. They wrote that they were liberation to progress a two-lane dual carriageway through their local wood. The local Inhabitant were going to campaign against the phone r oad, but the only alternative was through their member of parliaments daughters rolling school, so It was not a possibility.But the narrator will not let all this spoil her loving wood. So she starts to plant preserved and seldom plants to the wood. She doesnt tell anybody around this, even not Edwin. In the turn back the wood got designated as a situation of Outstanding Scientific Interest. So the ring road is built through the riding school instead of through the wood. The narrator has a quite complicated relationship whit her husband, Edwin. In the start of the text the nearly even speak to each other, and they heaven had sex for the last two years.They are precise different the narrator is a modern housewife, who likes being in the city, shopping and being at cocktail parties. And Edwin is to a greater extent a country man he likes the nature, the peace and fresh air. In the first time since they gull moved to the country the narrator misses her busy life in London reall y much. The narrator thinks it is verbose living in the country, and she has a very debilitate attitude of the new modus vivendi, she speaks also bad about it. They have total different values. The narrator likes the stores right around the corner, her friends and shopping.Edwin is more shut in, and he emphasizes a calm family life and nature. In the beginning of this short story they were opposites and their preferences made them divided, but in the end they get interested in one other and reunite and started speaking with each other. The narrator feels very alone In the country in, but when she starts saving the wood, she has something to do, and spent her time on. The gets very interested In plants, and she gets happy to have a little secret l hadnt felt so happy since I was pregnant.All through this short story the narrator Is quite ironic and sarcastic this irritates the story a bit funny In spite of the fact that It Is a sad story for her In the beginning. The narrator entru st her to the reader, and makes the reader feel Like a friend or something Like that, because she tells her deepest feelings to us. It can make us feel quite accessory, because we know about her plans. We are also told a lot of dilate about the narrator and Dawdles love life, which also Is quite personal. The mall themes In this short story are marriage, family life, countryside of doing things vs.. City side and personal values.In the end the narrator starts liking nature, and get interested in the plants and trees in the local w en also Tina It quilt stimulating Tanat seen could set a goal, Ana rater all she could in conclusion reach it and see that what she have done has made a difference. She feels finally important on the country when she saves the wood. She also enjoys all the people who come to see the new wood, and she likes that people all over comes and do on their door and ask the way and admire their cottage. Another thing that tells us that she likes their new lifest yle is, that she is started to sell eggs.She is absorbed in this egg-sale, and we gets to know that their eggs is guaranteed almoner-free because she feeds them with her organic bread. Sometimes people even digress their children to play with the narrators children, while they walk through the field to look at the orchids. And after all this extraordinary experience with the wood and all the nice people, she doesnt miss Camden Town at all. Finally she decides to do teas. She is going to buy Old-style spiced buns, and throw away the packets. She has learnt a lot these past years, and she found the real country way of doing things.