Medicine during the Elizabethan Era Essay Example For Students

Reflective Learning - Knowledge Management Term Paper

Intelligent Learning - Knowledge Management - Term Paper Example The specialist expresses that the course of information the board currently creates enthusiasm for him and had all the earmarks of being useful. It isn't astounding in light of the fact that in our contemporary changing world information the board speaks to a development along these lines the specialist believes such course to be truly significant. Adjustment of new information the board arrangements is a generally excellent open door for some associations. The way toward taking in was empowering from the earliest starting point. Some data was straightforward and other caused issues and required more endeavors. In any case, the educator clarified the material and overcomed the troubles. For an incredible number of associations representative turnover causes genuine costs. The specialist concentrated a great deal about representative turnover to discover increasingly about this marvel so as to discover the arrangement. The specialist investigated extraordinary number of components, wh ich in their divert may emerge both from representatives and their supervisors. Pay, organization’s achievement and execution are essential determinants of representative turnover rate. It is then presumed that information the executives is significant most importantly for human asset the executives of the association as it offers self-administration. A representative gets an entrance to his own information, to his own arrangements and agenda and human asset directors have more opportunity to design preparing timetable and execute other progressively significant assignments as opposed to searching for the material to respond to the inquiries workers need to them consistently.

Salem

Salem Salem. 1 City (1990 pop. 38,091), seat of Essex co., NE Mass., on an inlet of Massachusetts Bay; inc. 1629. Its once famous harbor has silted up. Salem has electronic, leather, and machinery industries, and tourists are drawn to its many historical landmarks. Many colonial buildings remain. Nathaniel Hawthorne 's birthplace dates from the 17th cent., and the House of Seven Gables (1668) is preserved. Also of interest are Pioneer Village, a reproduction of early Salem; the Witch House (1642), where witch trial hearings were held; the Peabody Essex Museum, whose origins date to 1799, with outstanding art, historic buildings, and the Phillips Library's historical collections; and Salem Maritime National Historic Site. Salem State Univ. is there. In 1626, Roger Conant led a group from Cape Ann to this site, called Naumkeag by the Native Americans. Salem's early history was darkened by the witchcraft trials of 1692, in which Samuel Sewall was a judge; many of the victims came f rom the part of Salem that now is Danvers . Massachusetts exonerated all those accused in the trials in 1711. From colonial days through the clipper ship era, Salem was world famous as a port and a wealthy center for the China trade. It was a privateering base in the American Revolution and in the War of 1812. Shipping declined after the War of 1812, and the city turned to manufacturing. Hawthorne was overseer of the port from 1846 to 1849. See history by J. D. Phillips (1937, repr. 1969); E. E. Elliot, The Devil the Mathers (1989); L. W. Carlson, A Fever in Salem (1999); M. B. Norton, In the Devil's Snare (2002). 2 Town (1990 pop. 25,746), Rockingham co., SE N.H.; settled 1652, inc. 1750. It is a marketing and distribution center, with computer, electronics, polyethylene, software, machinery, and printing and publishing industries. Nearby are a racetrack and Canobie Lake Amusement Park. Of interest is Mystery Hill, site of large stone structures believed to date fro m 2000 BC 3 City (1990 pop. 12,233), Columbiana co., NE Ohio, in a coal region; inc. 1806. Tools and dies, industrial machinery, appliances, and pumps are among its diverse manufactures. Settled (1803) by Quakers, Salem was an early abolitionist center and an important station on the Underground Railroad . A branch of Kent State Univ. is there. 4 City (1990 pop. 107,786), state capital and seat of Marion co., NW Oreg., on the Willamette River; inc. 1857. In an agricultural area with dairying, stock-raising, and the cultivation of fruits, nuts, and grain, Salem has food processing plants and wineries. There is printing and publishing, and manufactures include draperies, wood and paper products, paints, concrete, sheet metal, traffic-control and navigational equipment, silicon wafers, and boats. Founded 1840â€"41 by Methodist missionaries, it became capital of Oregon Territory in 1851 and remained the capital when Oregon became a state in 1859. Salem is the seat of Willamette Univ., various state and federal government buildings, state hospitals, and the state penitentiary; a museum of mental health is there. Of note is the neoclassical state capitol building (1937). The annual state fair is held in Salem. 5 City (1990 pop. 23,756), seat of Roanoke co., SW Va., on the Roanoke River, between the Blue Ridge and the Allegheny Mts.; first inc. 1806, inc. as a city 1967. A variety of products, including machinery, earth moving equipment, automated teller machines, steel, apparel, tools and dies, furniture, tires, prefabricated home kits, and fire sprinklers, are manufactured there. Roanoke College is in the city. The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. Political Geography

The Cause Of The Current Global Recession Economics Essay - Free Essay Example

Sample details Pages: 13 Words: 3830 Downloads: 8 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Introduction This part of the dissertation seeks to understand and investigate the cause of the current global recession and how it has affected the housing market in the UK. Housing Market Trends After the housing markets spectacular collapse in the 1990s, the UK housing market staged a significant revival. According to the HBOS index, the average house price stood at about  £163,000 in 2005, approximately double the  £82,000 it would have been worth in 2000. Cameron (2005) suggests that house prices surpassed their 1989 peak, relative to average household incomes. The other traditional measure of affordability, the ratio of interest payments to income, is not so overstretched, but only if capital repayments and unsecured debt are ignored. Don’t waste time! Our writers will create an original "The Cause Of The Current Global Recession Economics Essay" essay for you Create order In addition, the strength of the housing market reflects the exceptional economic performance of the economy in 2005, which in turn is partially due to the sensible independent monetary policies pursued by the Bank of England Cameron (2005). As a result, it is suggested that Britain dealt with the world economic slowdown of 2001-2003 a great deal better than the majority of chief economies, producing six per cent growth. This vigorous expansion cannot completely describe the strength of the house price boom. Consequently, numerous economists have argued that there is a bubble in the British housing market, in common with a number of other countries, such as Spain, Australia, Canada, Sweden, and parts of the USA. FIGURE 1 Figure 1 shows the ratio of average house prices to average earnings, a key measure of affordability, for Great Britain and three major regions up to 2004 which is before the economic recession struck. As is visible, there is a positive contrast of cyclical behaviour in each series, with a surprising rise since 1999. According to the HBOS index, prices rose by only 1.3% over the nine months from July 2004 to April 2005. One of the main causes of this poor rise was due to the fact that many households were affected by the increases of the Bank of England base rate. Moreover, the increasing lack of demand within first time buyers, together with decreased numbers of house sales and low request rates for mortgages, implies that house prices have become separated from their underpinnings. The Nature of the Housing Market Housing markets are unusual for a number of reasons Housing markets are peculiar for a number of reasons. First, houses take time to build, so when demand rises, supply can only respond with a considerable lag. Indeed, to all intents, the short-run supply of housing is fixed. Second, houses are an asset that pays an implicit income (that is, the amount of rent that the owner saves by owning a house), so the value of the house should reflect expectations about future rents. But more importantly, since house-ownership in the UK is so widespread, a house is most householdsà ¢Ã¢â€š ¬Ã¢â€ž ¢ most important asset and since prices can go down as well as up, households are thereby exposed to a considerable amount of risk (almost half a million households had their homes repossessed in the 1990s). Unfortunately, it is not really possible to offset this risk since nobody offers insurance against a fall in prices. The Global economic recession It seems to have been agreed that the financial crisis which formed the birth of the current global economic recession was formed in the millennia of 2000 as a result of several factors which influenced increased housing sales and increased mortgage lending. [Sakbani (2009), Turalay (2009), Sel (2009)] One of the main factors which influenced the financial crisis was the boom in the housing market which was the result of increased supply of housing which persuaded financial institutions to increase and extend mortgages at attractive rates which mortgages borrowers could not afford to pay back. At the time of increased mortgage lending, the mortgage lenders had liquid assets that where at a level never seen before and this encouraged them to invest their assets into higher earning assets. This boom gave mortgage lenders an opportunity to double their portfolio of mortgage lending in respect of the past 10 years and mortgages reached some 50 per cent of their total lending assets after 2001 (Sakbani, 2009). The second factor which influenced housing sales was the record low-interest rates which were put in place by major banks to attract would be house buyers into purchasing mortgages at very low interest rates and other influences was the deregulation of financial institutions, there was a attitude throughout the major central banks of self regulation and with the increased financial innovations, major banks tended to regulate themselves. The final major factor was the disappearance of inflation fear as banks began to grow and increase portfolios, their self confidence began also to grow and any fears which were previously held started to disappear and this therefore relaxed their customer vigilance (Sakbani, 2008). As the demand for housing rose in the last decade and a half, this reached a record high in all major countries including the UK and USA. In the USA in particular, housing units sold in 2005 reached a peak of 1,283,000 as compared to an average of 609,000 in 1995-2000. More than 6 million units were sold in the five years up to 2006 (US Economic Forecast, 2009). The affects of this, increased the wealth and amount of disposable income available to households which in turn, increased the growth of the US economy up to 2007. It is recognised however, that this increase in economies and housing sales would not have taken place if there was a reduction in the availability of cheap mortgages being made available in the USA and UK up to 2005 and the substantial increase of low interest rates (IMF, 2008). The major banks began to operate under reduced regulation and with the global financial markets know in full swing, this increased the housing boom in the UK as some mortgages contained grace periods of up to three years and minimal down payments where required and with the introduction of low-interest rates, only fuelled the housing boom. Furthermore, these mortgages that where being taken out by borrowers would have originally been considered as non-credit worthy or, at very least, borrowers who incurred debts beyond their capacity to pay back (Ronald, 2008). As the banks began to run these debts, they ensured that the higher the risk, the higher should be the lending rate which therefore gave rise to the subprime mortgage market; this is a market whose borrowers may have difficulty maintaining the repayment schedule. Proponents of subprime lending maintain that the practice extends credit to people who would otherwise not have access to the credit market. As Professor Rosen of Princeton University explained, The main thing that innovations in the mortgage market have done over the past 30 years is to let in the excluded: the young, the discriminated against, the people without a lot of money in the bank to use for a down payment.à ¢Ã¢â€š ¬? It has now been agreed that this would have only ended in one way, this being collapse of the housing market and financial institutions. As borrowers started to run out of finances to repay their mortgages and defaults began to increase, the rate of increase in housing prices started to fall and could not compete with the rate of debt which therefore meant that borrowers could not refinance their loans or sell their houses at large profits [(The) Economist (2008), Sakbani (2008), Elise (2008)]. One way this could have been prevented is that if banks had extended their mortgage loans under the old conditions of mortgage lending, they would have had to hold them on their books and eventually would have run out of funds. But starting in the late 1980s, financial innovations made it possible for mortgage lenders to unload their loans to pools, which can transform these personalised, non-negotiable obligations into derivative securities guaranteed by the mortgages (Sakbani, 2008). After the crisis erupted, the International Monetary Fund (IMF, 2008) estimated the size of these securities at more than $945 billion, while Goldman Sachs put them at more than $1.0 trillion. In September 2008, the IMF revised its estimate to $1.4 trillion ((The) Economist, 2008). On January 28, 2009 the IMF once more revised its estimate to $2.2 trillion. All these estimates therefore prove that, nobody had any idea of the amount of the non-performing assets. Sakbani (2008) tends to suggest that there were many culprits that where directly related to the financial crisis of 2008 which include: the greedy banks and other financial institutions with their irresponsible and uninformed behaviour, the equally greedy borrowers, the absence of regulations covering all the financial institutions involved and not just banks, the lacunae of vigilant supervision at both the states and federal levels, the non-regulated and non-transparent character of the financial innovations, the failure of the rating agencies to do their job and finally the loose monetary policy of the Greenspan era in the years 2001-2004. Mr Greenspan, testifying on October 23, 2008 before a Congressional Committee, admitted his error in believing that investment managers would exercise prudence in their operations and accepted that the regulatory system was loose and fundamentally obsolete. Since the beginning of the economic recession, there has been a high reduction in new housing starts after a reduced number of sales. Berkeley Homes for example, reported sales down by 50% in the summer of 2008, also with housebuildersà ¢Ã¢â€š ¬Ã¢â€ž ¢ shares falling to low levels, there is major financing problems which continue to suffer. Housing Developments Policy Turalay (2008) appears to suggest that at the beginning of the downturn, the position of the UK housing market did not appear to be that bad as it was expected that there would be a gradual slow down in housing sales and then a fairly rapid recovery process which would not adversely affect the economy, however, this did not prove to be the case and no-one could have predicted what actually happened. Although UK economist Andrew Oswald, famously declared in November 2002; à ¢Ã¢â€š ¬Ã…“I think we are about to go through the great housing crash of 2003 to 2005. . . . I advise you to sell your house, and move into rented accommodation Panic will then set inà ¢Ã¢â€š ¬?(Pickard, 2005, p. 9). When comparing the period of July-October 2007 with July-October 2008, evidence suggests that a fall in average sale prices of around 14 per cent (Land Registry, 2008). It has been noted by Pryce Sprigings (2008) that measuring price change is hampered by the fact that selling times have risen substantially and indices are therefore not comparing like with like à ¢Ã¢â€š ¬Ã¢â‚¬Å" ideally one would like to compare, for example, the acerage price of houses that sold within a month on the market in 2007 with average prices of houses that sold within a month on the market in 2008. Evidence also suggests that transaction volumes have fallen dramatically from around 111,000 sales per month in England and Wales between July and October 2007 to 45,000 sales per month between July and October 2008, which is a fall of 60 per cent (Land Registry, 2008). Other data sources also reported this fall including Halifax, Nationwide, Land Registry and Council of Mortgage Lenders (CML). Some locations are showing even greater falls, with city centre flat and apartment markets appearing to be particularly vulnerable. During Oswaldà ¢Ã¢â€š ¬Ã¢â€ž ¢s prediction, real average house prices rose at one of the steepest rates recorded in modern times, by nearly a quarter in real terms, from  £140,593 in 2003 quarter 1, to  £173,412 in 2006 quarter 1, based on nationwide real mix adjusted house prices see Figure 1 below, and continued to rise for a further two years until quarter 4 of 2007. Figure 1 Real House Prices There appears to have been significant early interventions from the government and the Bank of England to keep both the housing market and the wider economy on course. Consecutive cuts to base rates, addition of  £50bn of liquidity into the finance markets by the Bank of England to alleviate the credit crunch, and  £2.7bn fiscal improvement to balance low-income households for the withdrawal of the 10p tax rate. It was expected that these would all combine to form an apparently positive reinforcement, however this would prove not to be the case as in March 2008, initial indications emerged of a somewhat more speedy slowdown in the housing sector was about to develop. The RICS housing market survey of that month specified that surveyor attitude with regard to house prices had weakened to the lowest point since the survey began in 1978 and the ratio of completed sales in the previous three months to the stock of unsold property on the market fell to 0.224, the lowest since September 1996 (RICS UK Economic Brief, 2008). With mortgage approvals falling by 44 per cent in the same year (2008), this resulted in a significant fall in housing demand which led to banks being unwilling to offer new loans on houses. Although there is no surprise that the housing market has took a downturn and because this has happened before, there are no unexpected events occurring, Pryce and Sprigings tend to suggest that the speed and severity of the decline has been unusual. They go on to express that this leads us to naturally question whether our policies, our regulatory frameworks, our collective approach to housing and cultural obsession with house prices, have in some way exacerbated this particular manifestation of that cycle by sustaining the upswing well beyond mean trend and perhaps resulting an unnecessarily sever and rapid downturn (Pryce and Sprigings, 2008). These questions however are not wholly of interest to housing professionals as links between residential property and the broader market as well recognised. An example of this is stated by Goodhart and Hofmann (2008, p.180), where they find; à ¢Ã¢â€š ¬Ã…“a significant multidirectional link between house prices, monetary variables, and the macroeconomy with the effects of money and credit amplified when house prices are boomingà ¢Ã¢â€š ¬?. It is agreed by Maclennan and Pryce that housing impacts on the real economy via the construction, financial, estate agency and legal sector and through housing equity financed consumption, all of which are sensitive to housing market fluctuations, and all have become increasingly inter-linked across nations as a result of the globalisation of capital and labour (Maclennan and Pryce, 1996). It is also in agreement with numerous authors, Malpass in particular, that housing also impacts on welfare; not only through homelessness caused by repossessions (i.e. owner occupiers and renters affected by landlord default) at a time of crisis, but increasingly through equity release funding of education support (including accommodation) at the start of life and elderly care at the end. (Malpass, 2005). Another article which backs Malpassà ¢Ã¢â€š ¬Ã¢â€ž ¢ suggestion is the announcement of the Homes and Communities Agency (HCA) which has confirmed the closing of Local Authority New Build (LANB) as a national programme. This is a result of the Treasury announcing that it was cutting  £220 million from HCAà ¢Ã¢â€š ¬Ã¢â€ž ¢s budget, this follows on from the cut to the May budget of  £230 million. The new builds where seen as a solution to ease the housing crisis of the UK since the recession and to add to Malpassà ¢Ã¢â€š ¬Ã¢â€ž ¢ argument, Baroness Hanham stated in the House of Lords; à ¢Ã¢â€š ¬Ã…“There will be casualties; I donà ¢Ã¢â€š ¬Ã¢â€ž ¢t have any doubt that there will be casualtiesà ¢Ã¢â€š ¬? Furthermore to this statement, Labours Lord McKenzie warned à ¢Ã¢â€š ¬Ã…“It will force many to move or end up homeless and create ghettos of the poorà ¢Ã¢â€š ¬?. Unfortunately, the literature and policy debates on the nature and consequences of housing markets have evolved rather dichotomously. As Maclennan (2008, p. 424) observed; à ¢Ã¢â€š ¬Ã…“Many nations are now involved in two housing discussions, namely à ¢Ã¢â€š ¬Ã…“homelessness and affordabilityà ¢Ã¢â€š ¬? and à ¢Ã¢â€š ¬Ã‹Å"à ¢Ã¢â€š ¬Ã‹Å"house price booms, bubbles and bustsà ¢Ã¢â€š ¬Ã¢â€ž ¢Ãƒ ¢Ã¢â€š ¬Ã¢â€ž ¢. The first theme has largely been the domain of social policy ministries, lobbies and researchers (Carter and Polevychok, 2004).The second has absorbed the macroeconomic policy community, including central banks, finance ministries, financial institutions and some academic economists, who are concerned about à ¢Ã¢â€š ¬Ã…“stabilityà ¢Ã¢â€š ¬?. Affordability and stability are often discussed as if they are unrelated, not just in the press, but also within policymaking circles.à ¢Ã¢â€š ¬? Researchers can now endeavour to bridge this gap in housing discussions. By using the analogy of sowing and reaping, à ¢Ã¢â€š ¬Ã‹Å"whatsoever a man soweth, that shall he also reapà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Galations 6:7, King James Version). It can be highlighted how scrupulous aspects of the existing recession should require policy makers and researchers to reflect on the failures of policy that have arisen as a result of the à ¢Ã¢â€š ¬Ã…“fragmented nature of housing thinking within modern governmentsà ¢Ã¢â€š ¬? (Maclennan, 2008). Pryce and Sprigings propose that the great correction that is currently underway is a consequence, not only of transcendent global forces, but also significantly of UK policy decisions on financial liberalisation and housing. And if we are reaping what we have sown in domestic policy, who are the winners and losers, and what are the implications for how we evaluate UK post-war policy? It has been made clear that such issues are underpinned by major policy, theoretical, and empirical questions that will most probably be debated at length in the future. What Pryce and Sprigings have done, is highlighted the issues and hope that highlighting these issues will offer some key pointers as to how the future debate should be structured and what might be done to ensure a more integrated approach to modernising UK housing policies. It is argued that successive governments i.e. Conservative Party and Labour Party have promoted homeownership since the end of the Second World War and its benefits it brings financially to the lease holder if they are the occupier as one of the White Papers show from 1953, which states; à ¢Ã¢â€š ¬Ã…“One object of future housing policy will be to continue to promote, by all possible means, the building of new houses for owner occupation. Of all forms of saving this is one of the best. Of all forms of ownership this is one of the most satisfying to the individual and the most beneficial to the nationà ¢Ã¢â€š ¬? (1953White Paper, Houses: The Next Step). Gradually homeownership became deeply embedded in the UK psyche as the tenure of aspiration (Ronald, 2008). However, people then become aware that homeownership may not be best suited for everyone and this is a point that is raised by Sprigings (2008) where he identified that by encouraging low-income households into homeownership, we are subjecting them to the worst of its costs and risks while the market may restrict for them the potential of its benefits. This idea was also backed up by Pickard (2005) where he stated that housing is believed to be a great long-term investment on average, but for the deprived areas, and for the poorest households, homeownership may simply not produce the promised benefits. Housing developments and the global recession can be seen as interlinked with certain groups of society and those in less secure jobs as people on low income will bear the biggest brunt of the recession as low income workers and people in less secure jobs are more than likely to face financial difficulties when it comes to mortgage repayments as they are likely to lose their jobs or see rising inflation and rising interest rates and therefore low income households are likely to leave homeownership at the worst point because they are facing the biggest impact of the recession and also when the market begins to resume to normality again, low-income households may find it harder to re-enter the housing market when house prices are low because there is a proven correlation between credit being made available and housing prices and low-income households may not be able to obtain credit when house prices are still low therefore not enabling them to enter the housing market when it seems mo st beneficial. The CML also back up this idea as figures for October 2008 show that, the value of loans has decreased to 83 per cent of the value of the property therefore, as it has been established that long term dividends on housing can be superior, low-income households will find it difficult to witness these dividends as they will be exiting the housing market when it begins to deteriorate and trying to enter the housing market when it is difficult to obtain credit. Pryce (2008) seems to perceive that the promotion of homeownership by successive UK governments and therefore the rapid increase of owner occupation may have inadvertently produced a money pump working in the opposite direction. Another theory which Pryce (2008) identifies is the fact that low-income and particularly ethnic groups are less likely to enjoy the benefits of inter-generational housing welfare transfer. Keister (2003) also backs up the second theory of Pryce (2008) by identifying that children from larger families accumulate less wealth than do those from smaller families and that siblings dilute parentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ finite financial resources and non material resources. Sibship size also reduced that likelihood of receiving a trust account or an inheritance and decreases home and stock ownership. Buy-to-Let Mortgages Buy-to-Let mortgages where developed in 1995 and where designed as a new financial product in the UK which enabled individuals to purchase a mortgage on a property for the purpose of letting the property out to future tenants. The benefits from these mortgages can include a stable income from rental receipts, as well as an accumulation of wealth if house prices go up. However one of the main factors of risk with taking out a buy-to-let mortgage is leverage speculation where the landlord purchases a property expecting to sell the house at a later date for a higher price or that rental income will exceed the repayment amounts of the initial loan. Buy-to-Let mortgages have became extremely popular with apprentice investors as this type of mortgage attracts middle income people to start to develop into small-scale landlords as a means of investing for their retirement. The volume of these loans grew rapidly in value as shown in Figure 2. Figure 2 BTL loan Pryce (2008) expresses concern at the fact that 90 per cent of total BTL advances since 1999 have been taken out during periods of above-trend house prices, and  £74 billion of BTL mortgages, which is more than half of the total BTL advances since 1999, were issues at the very peak of the housing boom. This can be seen in Figure 3. Fig 3 It is therefore in agreement that, a significant proportion of BTL loans are at risk because there is consensus that the value of securities will fall below the outstanding mortgage debts. This consensus is backed-up by the fact that repossessions on BTL properties as a per cent of all BTL mortgages almost doubled in the space of 18 months from the second half of 2005 to the first half of 2007 before the first round of gloomy house price results were released in late 2007. Latest CML data also reinforces this claim as they show a large increase in BTL accounts over three months in arrears at the third quarter of 2008 having trebled in number in 12 months to around 18,000. (Pryce and Sprigings 2008). If home owners begin to default on their loans then the impact could be significant not only for lenders, but for particular sectors of the housing market as 80 per cent of BTL properties are terraced of flats and these account for almost a third of the entire UK private rented stock (Sprigings, 2008). One of the key features of the BTL which there is much agreement on is the impact it seems to have had on new housing supply with flats coming to dominate supply, particularly in city markets. (Taylor 2008, Sprigings 2008). Fig 4

Teaching Strategies For Teaching And Learning Essay

INTRODUCTION- The teacher s role in teaching and learning process are of considerable importance, no matter what teaching practices are taken for effective acquisition and learning. Effective teaching involves a deep knowledge of a specific student, a teacher teach and where his student is on his learning journey. The main purpose of this report is to address the teacher s effective classroom teaching practices and how these practices influence the child s development and learning. The report also identified the significance of the study of various learning theories and developed an instructional application of learning theories which can truly help the teacher to deal and interact with students. The report also reflect on different effective teaching strategies for enhancing children learning and development. SUMMARY- Teacher hold a complex set of belief s about students and teaching practices. 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In addition, effective teachers have to implement activities that are meaningful to the studentsRead MoreTeaching Strategies Used to Promote Active Learning Essay1159 Words   |  5 PagesActive Learning According to the book Promoting Active Learning by Chet Meyers and Thomas Jones and referenced by Kathleen McKinney, active learning means (1) that learning is by nature an active endeavor and (2) that different people learn in different ways. The first segment of the definition by nature an active endeavor is important because it allows the student to develop her critical thinking skills as well as practice her writing techniques. The student can discuss class material in

Learning a Second Language Free Essays

Learning a second language after using your native language all your life can truly frustrating and overwhelming at first. But as one begins to chip away at the language and begin to some understand words, these form a foundation or scaffold upon which you can understand more words, primarily in context. More words, more context and this then creates cycle that helps towards achieving fluency in the target or second language. We will write a custom essay sample on Learning a Second Language or any similar topic only for you Order Now Mei-Yu (1998) once said that in the acquisition of oral language, â€Å"young children are active agents†, constantly process the language inputs that they are constantly exposed to and define and refine them ways that makes sense to them on a personal level. Children create hypotheses or theories about language rules, constantly filtering these theories through active engagement or connections with the more competent language users in their immediate environment. Unconsciously, they learn to recognize contexts and begin acquiring fine discrimination in their use of a language. This means that for a second language learner, the best way to learn is through immersion in the language. Total immersion creates a â€Å"sink or swim† instinct within the individual. The need to communicate and express one’s self will supersede all barriers to learning, and the individual will learn the language because of the instinctive need to survive. Children are especially natural linguists, able to effortlessly discern language rules and allow then to learn as many languages as they are exposed to. (Alyousef, 2005) However, the older we get, these natural language processes are replaced by conscious awareness of rules, which hinders the learning of a new language. For adults, the process of learning through immersion may take longer than for adults, but the process of second language acquisition remains essentially the same, especially if there is total immersion in the target language. For individuals moving to a new land permanently, total immersion will not be a problem. The â€Å"sink or swim† concept is so very true in the learning of a second language, the language must be learned in order to survive in society, then it most certainly be learned, it will only be a matter of time. Indeed learning a new language is all about exposure, but in most cases, such is not possible. For most of us, we learn a second language through formal and conscious lessons in second language classes. For people who are learning a new language, the best way to do so is through a strategy. For adult learners, it is important to follow some guidelines in order to facilitate language learning. The first step would be is to make an honest assessment of your competencies in the target language; do you have some basic knowledge or none at all? The second step is to analyze the language being taught and recognize similarities between the two. Teachers should be the one to initiate this. Language teachers should recognize individual skills and competencies which can be used to scaffold the new concepts being learned.   Building upon prior knowledge or what one already knows or is already skilled at is the best way to learn something new. In terms of language learning, the important thing is to reinforce the prior knowledge and connect it with the target skill, regardless of the languages involved. Starting with what you know is the best way to attack second language learning. When an individual approaches a lesson armed with knowledge and skills they already have, they have more confidence in exploring the new language. It is also encouraging because it gives you a sense of success and accomplishment early on in the lesson, something which is very important to maintain student motivation. Following similarities and prior knowledge, then learning can shift to the differences in the two languages involved to allow them to distinguish one from the other. Using prior knowledge once again, the learners should be allowed to recognize these differences themselves.   (Alyousef, 2005, p.7) Prior knowledge is a learning strategy that second language learners must use so that they will not feel so powerless while learning a new language. For those learning a second language, it is also important for the individual to realize why they need to learn the target language. Motivation is a crucial element of learning; if the target language must be learned to make an individual functional in society, then this need will facilitate the learning. (Crystal, 1987) Once the similarities have been established and the differences distinguished between the two alphabets, then the next is to focus on reinforcing the target language’s alphabet system and how their sounds are produced, making occasional references to the alphabet of the native language. These references will reinforce the connections between the two languages and help the student in the learning process. This strategy is meant to make the third-grade students be comfortable with the target alphabet by relating them to their native alphabet. Eventually, such references to the native alphabet will be gradually eliminated. This way the students can be fluent in the second alphabet independent of the mother tongue. (Mora, 2002) Of course for people who have achieved a certain level of fluency in the target language, the next step is to improve pronunciation. Knowing how to speak in a second language will not be of much value if you cannot be understood because of how you say it. Pronunciation can be a barrier in communication, so being able to say words correctly is crucial. The good thing is that accent is very easy to neutralize. Speech production is universal and the mechanism is the same for all of us. As such, we can learn to produce old sounds in new ways, such as when we attempt to pronounce a word differently. (Mora, 2002) But it must also be said that training the tongue to say words in new ways takes discipline. It can also be frustrating at first, and success can only be achieved with constant practice and conscious effort. This conscious production is necessary so that we can train the articulators to change its speech production habits. After knowing how the target sound is produced, the key is to constantly apply it until the body remembers it on its own without any conscious control on our part. Initially feedback is necessary; we need to listen to how we make the sounds so that we can make the mechanical adaptations necessary to achieve the change. To address this, we can record ourselves and monitor our progress as we continue to practice. Hearing how we improve over time is inspiring and encouraging. After all is said and done, there is great satisfaction in not just being fluent in a second language, but also being able to say it properly and clearly. Indeed, when it comes to learning a new language, the best way to do so is through patience and constant practice. If total immersion in the language is not possible, the best way is to form a strategy when approaching a language learning task. Whenever possible, the target language must be used so that the mind gets used to the language and begins to form a schema about it. References Alyousef, H. (2005). Teaching Reading Comprehension to ESL/EFL teachers. The Reading Matrix. Vol. 5, No. 2. Crystal, D. (1987). The Cambridge Encyclopedia of Language.   Cambridge University Press. Cambridge. Lu, Mei-Yu. (1998). Language Learning in Social and Cultural Contexts. ERIC Digest.    How to cite Learning a Second Language, Essay examples

The First King of Shannara Essay Example For Students

The First King of Shannara Essay ****This book has about the same story as all the other Shannara books but it takes place Before all the other ones.******After the first war of the races, man became an outcast and was forced to run into the deep southland. At Paranor (the home of the Druids) A druid named Bremen was declared an outcast because of his insistence to keep using magic, which was forbidden after the first war of the races. Bremen was the only one that knew that a rebel druid named Brona has learned to use great magic for evil and was on a plan to kill all the races and make the world all for the netherworld. We will write a custom essay on The First King of Shannara specifically for you for only $16.38 $13.9/page Order now Bremen knew that he needed help so he (hired) a man named Kinson Ravenlock. They go into the high northland and find out that the whole Troll nation was subverted by the now called Warlock Lord. So Bremen goes to Paranor to tell the Druids of the Warlock Lords coming, but they wouldnt listen except his friends Tay Trefenwyd, an Elf, and Risca, a Dwarve. Right before they leave, a girl Druid wants to join them. Well, finally, Bremen lets her come with them. He decides to go to the Hadeshorn, a lake that lets the druids of the past come out to speak with them. So, Bremen talks to the first Druid named Galaphile Elessidel. He shows him four visions of what they have to do. One of Paranor destroyed and the Druids all dead, another of a fortress in the westland with the black elfstone in it, another of a man facing Brona in Mortal Combat with a great magical sword, and another of Bremen standing next to the Hadeshorn with a boy with funny eyes. Will Tay Trefenwyd suceed in his charge to find the Black Elfstone? Will Risca tell the Dwarves of the Warlocks coming and sucessfully make an army in time? Will Bremen, Kinson, and the girl(Mareth) build the sword in time before the four lands are subverted? To find out, read the book!!!!!

Johns Hopkins University Essay Example

Johns Hopkins University Essay Example Johns Hopkins University Paper Johns Hopkins University Paper Even before the discovery of the patterns and syndromes of autism, there have been people already affected by this disorder and were first thought to be mentally retarded or insane. Then Dr. Leo Kanner of Johns Hopkins University, basing his discovery from the children he observed between 1938 and 1943, studied and recorded the patterns of the syndrome and incorporated the term autism. During the 1940’s children with autism were thought to be schizophrenic. Until further research, studies and discoveries were made in the following years. Now, there have been proven facts giving the people knowledge providing a better understanding of the disorder. Thus helping the parents and families cope with it. Medical studies have created tools to help in the development and improvement in the lives of the children suffering form autism.   (History of autism) Autism is a common disorder of childhood. Yet, it often remains unrecognized and   Ã‚  Ã‚  Ã‚   undiagnosed until or after late preschool age because appropriate tools for routine   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   developmental screening and screening specifically for autism have not been   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   available. Early identification of children with autism and intensive, early intervention   Ã‚  Ã‚  Ã‚  Ã‚   during the toddler and preschool years improves outcome for most young children with autism.† (Abstract of Practice parameter: Screening and diagnosis of autism.   Ã‚  Ã‚  Ã‚  Ã‚   Neurology 2000, 55: 468-79.) Autism is a complex disability which is caused by neurological disorder. It affects the normal functioning of the brain which impairs normal development in the areas of social interaction and communication. Usually appears in the first three years of life and is a lifelong disability. Sometimes referred to as ASD or autism spectrum disorder. Those suffering from Autism would show difficulty in verbal and non-verbal communication and social interaction. (What is Autism?) The characteristics of autism differ from person to person but generally there would be difficulty with social communication, social interaction and social imagination. People with autism have difficulties with both verbal and non-verbal language.   They have the inability to understand. Some are unable to speak or may have a limited speech. They have difficulty recognizing or understanding other peoples emotions and feelings. There is also a love of routine. When they tend to do things on a fixed routine or repetitive behavior. They may also experience sensor sensitivity, which can affect one or more of the five senses, sight, sound, smell, touch and taste. And they can sometimes have special interest which may sometimes be unusual. Autism can also affect their learning abilities.   (Symptoms and diagnosis) According to the Autism Society of America, Autism is only one of the five Pervasive Developmental Disorder (PDD); a neurological disorder characterized by severe and pervasive impaired development or delayed development of communication and social skills. The five disorders categorized under Pervasive Developmental Disorder of PDD are, Autistic Disorder, Asperger Syndrome, Childhood Disintegrative Disorder (CDD), Autistic Disorder, the most well known PDD, is a disorder also known as autism   is a neurological and developmental disorder   Ã‚  A child with autism appears to live in his/her own world, shows little interest in others, lacks   social awareness, and has a consistent routine, have problems in communication. Asperger syndrome is the type of PDD characterized by poor social interactions, obsessions, odd speech patterns, and other peculiar mannerisms. It is a high functioning form of autism in children who have high IQ’s. Children suffering from AS have obsessive routines and have unusually sensitive senses. They may also show signs of delays in motor skills, clumsiness, limited interest on things and people, inappropriate or minimal social interactions. Conversations almost always revolving around self rather than others, scripted, robotic, or repetitive speech, lack of common sense, problems with reading, math, or writing skills, obsession with complex topics such as patterns or music, average to above-average verbal cognitive abilities, average to below-average nonverbal cognitive abilities, awkward movements, odd behaviors or mannerisms.(Asperger Syndrome)

Waka Flocka ACT Scores

Waka Flocka ACT Scores SAT / ACT Prep Online Guides and Tips Waka Flocka is running for President - but is he qualified? Are you taking the ACT? You're in good company! Barack Obama, Marilyn Monroe, and Steve Jobs all took the ACT, too, along with several other celebrities. We've compiled their scores so you can see how these successful people performed back when they were in high school. We've also converted the SAT scores of famous people to the ACT scale so you get a sense of how their scores compare. Now if you ever run into Barack Obama, you'll have at least one conversation starter to fall back on... ACT Scores of Famous People We've gathered a complete list of celebrity ACT scores. These were often revealed in interviews or through investigative research. Some people were proud of their high scores, others proud of their low scores - and others couldn't care less. Here it is: Celebrity ACT Score College Attended Sonia Sotomayor 35 Princeton Matt Birk 34 Harvard Waka Flocka Flame 34 None Steve Jobs 32 Reed College Barack Obama 30 Columbia University Lyndon B. Johnson 26 Texas State University Marilyn Monroe 21 None William Faulkner 18 University of Mississippi *(Some of these scores may be unproven) Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you MUST be usingin your prep to improve your ACT score dramatically. All these people took the ACT. But many other celebrities took the SAT, and we converted their SAT scores to ACT: Celebrity SAT Score ACT Conversion College Attended Paul Allen 1600 36 Washington State University Will Smith Rumored to be perfect 36 Ben Affleck Almost perfect 35-36 Occidental College, University of Vermont Bill Gates 1590 35 Harvard Ben Bernanke 1590 35 Harvard Bill O'Reilly 1585 35 Marist College Ryan Fitzpatrick 1580 35 Harvard James Woods 1579 35 MIT Ben Stein 1573 35 Columbia Ke$ha 1500 34 Scott McNealy 1420 32 Stanford Natalie Portman 1400+ 32-34 Harvard Al Gore 1355 30-31 Harvard Stephen King 1300s 30-31 University of Maine Meredith Vieira 1300s 30-31 Tufts University George W. Bush 1206 26-27 Yale Derek Jeter 1200 26 University of Michigan John Kerry 1190 26 Yale Courtney Cox 1150 25 Mount Vernon College Amy Tan 1100s 24-26 Linfield College, San Josà © State University Kobe Bryant 1080 23 Scarlett Johansson 1080 23 Bill Clinton 1032 22 Georgetown Peyton Manning 1030 22 University of Tennessee Alex Rodriguez 910 19 As you can see, these famous people's ACT scores are all over the board. You can of course achieve great things in life even with low ACT scores, and, vice versa, excellent ACT scores are just one step on the road to success. For most people in the world (like you and me), working hard in school, getting high grades, and going to a great college will set us up for huge opportunities. If your goal is to get into a good college, expand your mind, and open up more opportunities by working hard in school, then your ACT scores take on greater importance. So if a highly ranked college is in your sights, how can you join the ranks of Sonia Sotomayor, Matt Birk, and Waka Flocka Flame (a sentence that's probably never been uttered before)? Obama attended Punahou Schoolin Hawaii and scored a 30 on the ACT. How to Get Great Scores Doing well on the ACT is all about how well prepared you are. Below are some valuable strategies and resources you can use to perform your best on the ACT and add your name to the top of the list of celebrity ACT scores. Get Well Acquainted with the ACT Do you have a best friend or family member who you know everything about, from her dream travel destination to how she likes her eggs cooked? Well, it's time to make the ACT your new best friend. Learn everything you can about the test, including what its directions say, how many questions it asks in how much time, and what content it covers in each section. As long as your familiarize yourself with the ACT as best you can, there should be no surprises on test day. Instead, it will feel like you're sitting down with an old acquaintance - maybe one that's caused you some stress over the months, but one that you know like the back of your hand. Prep With a Plan The ACT covers a lot of ground. Without a specific approach, you could easily get overwhelmed by the breadth of material. Setting small, manageable goals will help you divide and conquer the content. Rather than focusing on the entire English section, for example, figure out the subskills and question types being asked within the section. Focus on just one or two of these question types at a time, and make sure you understand it fully before moving on. For more strategies on how to approach your test prep, check out our free E-Book: 5 Tips to Get You 4 Points or More. To Thine Own Self Be True Everyone has different experiences, learning styles, and abilities. Maybe you excel in math, but analyzing a work of fiction leaves you feeling lost. To prep for the ACT effectively, you need to reflect on your strengths and weaknesses and where you need to focus your energies the most. One way to root out your weaknesses is by answering ACT Questions of the Day. Check out this complete guide on how answering ACT QOTD can help you design your own customized study plan. Stock Up On Resources To truly conquer the content on the ACT, you need some extra resources to help you along the way.How long is the ACT, for example? How exactly is it scored? What tips can a full 36 scorer give you on how to achieve a perfect score? We have all these answers, plus lots of helpful advice, available to you, so be sure to fully pack your mental suitcase with all the provisions you'll need to sustain yourself on test day. What's Next? Before you start prepping, you probably want to define your goals: what exactly are your target scores? To help you figure out what you are aiming for, we explain what's a good ACT score, what's a bad score, and what's an excellent score - and what this means for your test prep. When do you plan to take the ACT? How many times are you taking it? We present the pros and cons of test dates and explain how smart scheduling can help you on test day. Want to score a perfect ACT score, or near it? Be like Bill Gates: read how to get a perfect ACT score, by our perfect scorer. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

How have cell phones changed the human race socially on a global scale Research Paper

How have cell phones changed the human race socially on a global scale - Research Paper Example It analyses the changes in communication, the society, technology and foreign relations as a result of the widespread technology, giving appropriate recommendations. Introduction Referred to as cell phones by Americans, mobile phones in Africa, Australia, Asia and Europe and in many other ways globally, cell phones have been commercially available for about two and a half decades, enjoying staggering adoption rate as noted by Goggin (1). This has led to the existence of about 5 billion cell phones in the world as at end of 2010 with developing countries having more cell phones than developed countries (Hakoama and Hakoyama 2). China has been noted to be the largest wireless network in the world followed by India and America respectively. According to Prasad (38), the cell phone market in Africa is the fastest in growth globally, perhaps due to the sunset in the industry in the European market as observed by O’Brien. Klemens (2) evaluates the components that make up a cell phon e. Of course, cell phones are basically telephones, but they also serve as transmitters and radio receivers, which brings into perspective the understanding of antennas, radio waves and history of radio. The functions of a cell phone would be undertaken by microscopic circuits; the user’s interface would be provided by the liquid crystal display and a battery would be needed to power it. Whereas the distribution of cell phones could reveal much concentration and variation, it would be safe to appreciate that in merely two and half decades since its commercialization, cell phones have grown to be more than mere voice call devices. According to Goggin (2), cell phones have become a central cultural technology in their own right. Pros of Cell Phone Usage Just like many other technologies, cell phones come with its pros and cons. They help people keep in touch without the barrier of location as its mobility allows people to communicate no matter their location. The extra features that come with cell phones such as radio, free communication applications and even TVs save the user money that would have otherwise been used to acquire or subscribe to such services (Eapen, Kumar, and Bhat 138). Cell phones increase the feeling of safety as with the gadget in whatever place, one would feel closer to emergency services in case need be (Prasad 42). Cons of Cell Phone Usage On the other hand, being reachable anytime anywhere could serve as a disadvantage. It could cause one the inconveniences of for example being called back to work when its vacation time with family. Owning this gadget increases one’s expenses due to the cost involved in not only its acquisition but also subscription to the accompanying services such as voice calls and text messages. On safety, Banjo, Hu, and Sundar (128) cite the National Safety Council which estimates car accidents resulting from cell phone distractions at 28% of the total accidents. The associated radiation emission has b een linked to health risks including cancer, depression and high blood pressure (Eapen, Kumar, and Bhat 139; Kaplan 3). In schools, cell phones have been noted to propagate cheating and lack of concentration and distractions in classes. The materials making up cell phone printed circuit boards, liquid crystal displays, batteries and plastic casings contain toxic substances which

Health Inequality Essay Example | Topics and Well Written Essays - 1250 words

Health Inequality - Essay Example ifferent population groups and communities" like "differences in mobility between elderly people and younger populations or differences in mortality rates between people from different social classes." Throughout the world, there are gross inequalities of health between countries and between various groups within the same country. For example, in Japan, the life expectancy is 81.9 years while in Sierra, it is 34 years. In this essay, health inequality in UK, which is a developed country will be explored to ascertain the magnitude of the problem, evaluate the causes for it and study the various interventions undertaken by the government to tackle it. Of the health inequalities within the population of UK, the most noticeable is the difference in the life expectancy between the rich and the poor (House of Commons Health Committee or HC, 2009). According to the 2006 statistics, individuals born in Chelsea and Kensington have a life expectancy of 87.8 years while those born in Glasgow city have a life expectancy of only 77.1 years. Despite aggressive measures by the government and effort by the people, health inequalities in UK continue to persist. One of the main reasons for this that while there is improvements in the health status of the poorer population, the richer continue to get better and keep the gap open. The gap is in fact increasing. According to HC (2009), "the gap in men’s life expectancy in the period 2005–07 was 4% wider than the baseline period, while for women, this gap was 11% wider." Also, "from 2005–07, infant mortality in routine and manual groups was 16% higher than in the population as a whole, compared to 13% in the baseline period." The HC (2009) has also reported health inequalities in some major causes of mortality like coronary artery disease and stroke. Similar differences have been noted for infant mortality too. Apart from socio-economic strata, health inequalities have been reported even between various ethnic groups.

Educational History and Background Essay -- Personal Narratives Educat

Educational History and Background I was born in Albuquerque, New Mexico. I learned everything I needed to know there. Everything that has to do with life that is. I started my education there and I will continue it where ever I go. My educational background was just as normal and fun like any other kids. But I was the unique child that made my education different and more enjoyable. My learning process has five processes: elementary, middle, high school, college, and the future. Elementary school started out as a bore but moved on to eventually being fun and enjoyable. I grew to love school and learning during my fourth and fifth grade years at Zia elementary school. My teacher taught me the value of history and American History through books and putting on plays. I became very close to her and she actually treated me as a person instead of a child. I matured a lot during those last two years of elementary school. I was sad to be leaving it all behind once graduation rolled around. Middle school came to fast. I was not prepared for what was in store for me. I still succeeded and did very well. I always made good grades, I stayed out of trouble, and I was well liked by all. I had a lot of friends and made some new ones along the way. But once again the only teacher that made an impression on me was my history teacher. History was the only subject I truly enjoyed. She made history fun and worth learning. I enjoyed the projects we were able to do. I had only one bad experience with a teacher during middle school and to this day I hate her and will never forgive her. This teacher picked on me, made fun of me, and embarrassed me constantly in front of the class. I guess you could say middle school was probably my biggest lear... ...ure leads me. The next step will be a career. Once I feel like I am ready to enter this world I will leave school behind and find a career, a career that will satisfy me and all that I can do. I will create a happy future with a house, husband, children, and the wealth that I will receive from being educated. But of course my education will keep growing as I keep growing. My education started in Albuquerque and will finish with the day I die where ever that might be. I figured out a long time ago the value of a good education and what it means to my future. I have grown mentally, physically, emotionally, and spiritually over the past years and I plan to keep growing. I now know who I am, what I can do, and everything that I can become. My future is being created and my education is growing. I am excited with where I am going and proud of where I have been.

Importance of Physical Education

Childhood is the best period to learn, shape or change behaviors. It is recognized worldwide that the healthy, physically active child is more likely to be academically motivated, alert and successful in school and more likely to adopt behaviours that will foster good health throughout life thereby promoting lifelong wellness. The school is being increasingly perceived as the hub of efforts to promote health and well being of our children.With the growing popularity of private tuition, multimedia technology and the presence of television in practically all Mauritian homes, today’s youngsters are more likely to spend their leisure time in sedentary activities with limited opportunities for social interaction. Hence, exploring approaches in promoting physical activity and social interaction in the daily lives of this younger generation has become an urgent need.Health and Physical Education (HPE) in the school curriculum proves to be an effective means to address this need. Thro ugh a life-skills approach to PE, children can develop the knowledge, skills, attitudes and values to grow into healthy, physically active adolescents and productive adults. HPE is intended to address not only the physical, but also the social and emotional dimensions of health, thus fostering the overall development of the child.There is evidence showing that effective teaching of HPE promotes self-esteem, helps children to develop responsible friendships, enables them to accept personal differences and inculcates in them a sense of respect for others. The physical education learning objectives should include objectives in developing the psycho motor domain, cognitive domain and affective domain of individual students. Physical education for students aims at: * Developing knowledge and skills relating to physical activity, aesthetic development, and social development. Developing confidence and ability to master basic motor skills that will encourage participation in various physic al activities. * Obtaining and maintaining an optimal degree of physical fitness to perform daily tasks efficiently and in control. * Developing personal values through participation in physical activity both corporately and individually.* Participating in physical activities that can develop social skills that enable students to function effectively in relationships between people. Enjoying the fun and joy through physical activity, including sports games. However, it should also be taken into consideration that though Physical Education is included into our curriculum, in very few schools it is being taught. There are various reasons why though included in the curriculum, it is not implemented. Some of the reasons are: * Many schools don’t have the proper infrastructures and equipment, for example, some schools don’t even have a playground or there is very few equipment. It is also perceived by some teachers to be a waste of time. We can often hear them saying that if they indulge in PE classes completing the syllabus will be a problem for them as they might not complete it in time. * Whoever it’s not always the teachers to be blamed. There are teachers who actually want to do PE classes but the headmaster or headmistress might not agree with him/ her. The given reason is often that taking the students out will disturb the normal running of the other classes as there will be noise.

The Relationship between the British Empire and the...

During the 18th century, a great change occurred in Britain. Britain became an industrialized country and an empire. The Industrial Revolution can be regarded as a technological change in Britain when manufacturing began to rely on steam power rather than on animal labour or wind power. The overall economic shift towards large scale industry rather than small scale individual operations. The British Empire was expanding rapidly during the 18th century. An empire is a large, multi-ethnic state, whose political structure is held together by force. The British colonised most of Africa, North America, the Pacific, India and parts of Asia and South America. There were British colonies all over the world. The Industrial Revolution and the†¦show more content†¦This strengthend the empire because countries relied on the empire. For example, India had the fine cotton but they still had to buy cotton goods from Britain because it did not have the technology and manufacturing skills. O nce money was gained by exporting goods, merchants or factories owernes could buy more raw materials from the colonies and this cycle repeated itself over and over again. Large scale factories required manyShow MoreRelatedLiverpools Slave Trade as a Centre of a Global Commerce and an Important Factor in British Economic Growth1437 Words   |  6 Pagesa Global Commerce and an Important Factor in British Economic Growth This essay will attempt to answer the question by approaching it in three stages. Firstly it will assess the importance of Britains slave trade in the context of global commerce, especially during the 18th century. Secondly it will attempt to show the degreeRead MoreEffects of British Colonial Rule in India4318 Words   |  18 Pagesof the British Empire. In fact, the Viceroy of British India in 1894 called India â€Å"the pivot of our Empire †¦Ã¢â‚¬  I examine the effects of the Industrial Revolution on the subcontinent. 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This drink contained vitamin C, which made the sailors resistantRead MoreHistorical Context And Background Of Mark Twain Essay2286 Words   |  10 Pages Historical Context and Background: Before coming towards the colonial rule and how the British took control over India resulting to what was so good or so bad about it, it is very important to know about the history of this ancient civilization of the world. â€Å"The country of hundred nations and a hundred tongues, of a thousand religions and two million gods, cradle of the human race, birthplace of human speech, mother of history, grandmother of legend, great-grandmother of traditions, one sole countryRead MoreHistory3241 Words   |  13 PagesExam 2: Chapter 28-32 Atlantic revolutions (American, French, Haitian, Latin America) Rise of nationalism Industrialization Global transitions: the americas, the ottoman empire, Romanov Russia, Qin China, Japan. Global empires. Atlantic Revolutions: In the early modern period (1450-1750. Period of early European exploration and contact. It caused the establishment of european commercial empires. Primary tributary, it focused on trade, and some settler comics. This caused there to beRead MoreA Brief Note On Kashmir And Historical Perspective1308 Words   |  6 Pagesthe eventual process of decolonization. In the 17th and 18th century, colonialism had reached its zenith and almost every known territory on planet earth was in some way or the other was related to a colonial power. The idea of self-determination in the modern-era is in fact the product of the concept of political sovereignty as developed after the Treaty of Westphalia. Then came the Industrial Revolution and during and after the revolution, the colonies slowly gravitated towards the idea of self-determinationRead MoreWhy Did The Industrial Revolution Begin?1535 Words   |  7 Pages Why did the Industrial Revolution begin in Britain? One reason is because Britain had relatively high income and GDP per capita. Londoners at the time had one of the highest incomes in the entire world, the income was high way before industrialization. By Britain having a high income created a population with disposable income for the products like clothing produced in factories, and commodity products that supported trade in the 17th and 18th centuries. Second reason is because Britain was relativelyRead MoreTechnological Advancements of the Victorian Period Essay1863 Words   |  8 PagesThe Industrial Revolution changed financial, political and social elements of Victorian society. The revolution can be broken down to the effects of social order and the economy, and the matter of the industrial revolution can then be looked into as parts. In the first stage, it contends the positive effect of the Industrial Revolution on economy and urbanization. There was a colossal benefit pick ed up from the Industrial Revolution by the privileged and the government. However, the working population