The Do This, Get That Guide On Critical Response Essay Topics

The Do This, Get That Guide On Critical Response Essay Topics The Critical Response Essay Topics Cover Up Some of your point may also be explained in the conclusion part, especially once you learn that you have accomplished the content of your entire body. When you have too little time to compose a strong response essay yourself, you could always get the aid of a professional writing service. Anyway, your reaction may also make an overall address to the whole documentary without picking parts. Your response needs to be critical too, searching for. When picking a topic for a crucial essay make sure you take a topic you may manage. To be critical means that you should reflect upon the subject instead of merely to describe it. So, be certain to read the piece your topic is based on and make certain you understand what it is about. Deciding upon a topic can be challenging. Critical Response Essay Topics Secrets That No One Else Knows About In spite of popular belief by a subs tantial part of students, critical essay writing isn't about criticizing or focusing on the negative facet of analysis. Remember you ought to have some understanding of the topic you're writing about. The above is of fantastic significance, especially to students who think that critical essays should concentrate on the negative facets of a subject. Aside from having the capacity to consider analytically, writing the important response essay demands the student to have a great knowledge of the novel or article they are writing about. The Little-Known Secrets to Critical Response Essay Topics While writing essays can oftentimes be challenging, the key to composing a strong film response is really quite easy. You have to come up with an idea based on the way in which the documentary touched you. The last copy of an important essay needs to be proofread and peer-reviewed. The body of the essay needs to be full of information linked to your thesis. Your introduction is the part where you've got to supply your thesis statement. These guidelines will help you in planning how to compose a reaction paper to a documentary. Make certain your very first paragraph is a summary of the contents of your essay. The essay ends off with a conclusion that brings together all your statements in a fashion that supports the most important argument. A crucial essay conclusion isn't any different to other essay conclusions. The intent of an important essay is to rate information, theories or situations. If this is the case, you've seen an overall illustration of a crucial response essay. If you're allowed to select from several topics for your essay, consider choosing the one which you know. Analyzing a part of poetry in an academic essay can be very challenging. Read the essay and guarantee that it is well written and logical. Don't forget to proofread your critical essay once you are finished with that. Readers should know the writer's focus and thus the significance of a thesis statement. You can't address more than two major ideas in your critical response essay because you will not be able express your thoughts clearly. Critical essays cannot be based on your own personal opinion only. Understanding how to write a vital essay will provide you with an edge throughout your academic and professional career. Identify the problematic of the piece and locate the suitable notes which you have made to structure your upcoming essay. The write-up suggests effective tips for writing a top-grade crucial response paper. When the paper is done, it's critical to revise, proofread, select a captivating title, and make ideal citations. Writing a crucial paper or criticizing might appear easy in the beginning, but it could also be challenging. While reading the text, or watching the movie, it's essential to note the critical concepts and ideas an author or director or painter chose to in corporate inside their work. Because most works have a lot of themes, you should concentrate on the one which stands out to you. Just don't forget that you want to do what works for you! You should not assume that you must criticize the specific work of art in your critical reaction. The aim of a literary important analysis is to supply the audience with a broad and in-depth comprehension of a work of literature. The information will aid your reader understand the essence of the job under analysis. Assume your reader isn't acquainted with the work you're discussing. Do not assume that because he knows what you are writing about, you do not need to mention the work's title. Things You Won't Like About Critical Response Essay Topics and Things You Will If you aren't certain how to compose a vital essay, you might read tips readily available online and waste plenty of time. The absolute most important point to bear in mind is that you're joining thousands of different men and women that are putting their hearts and souls in their pieces and then tossing them in the vast, gaping void that's the web. If you're hoping people will discover your article, the very last thing you desire is to wind up on page 2,824,716 of a Google search. There are hundreds and hund reds of people around who would like to read what you've written.

In the novel Lord of the Flies William Golding uses many...

In the novel Lord of the Flies William Golding uses many forms of symbolism to point out the underlying conflicts in their society. By using these symbols he makes the reader not only think about the problems that arise in the book, but also hints towards problems in our society today. The story uses the conch, fire, and the glasses to reference other meanings in the story. These symbols play a crucial part in the story in which they provide the reader with information that isn’t directly stated but is inferred. The first symbol that appears in the story is the conch which was found by Piggy and Ralph early in the story. The boys believed it to be held by the person with the power to govern and speak for the people. This power was†¦show more content†¦Shortly after a problem arises and they make another rule Weve got to have special people for looking after the fire. Any day there may be a ship out there-he waved his arm at the taut wire of the horizon-and if we have a signal going theyll come and take us off.(Golding, 42). At this point in the novel their society has its first hopes of rescue and success. The fire symbolizes the society wanting saved from the island and the burning hope that it may one day happen. The Beast also appeared throughout the story as the fear of the society not succeeding and the apparent danger they were in. Piggy doesnt believe that the fear is real. He states that I know there isnt no beast—not with claws and all that, I mean—but I know there isnt no fear, either(Golding, 83). The beast represents the evil of the boys and the darkness that surrounds the society. Jack on the other hand believes that the beast is real and says Bollocks to the rules! Were strong-we hunt! If theres a beast, well hunt it down! Well close in and beat and beat and beat-! (Golding, 102). Jack believes that the beast can be hunted down but the beast is a symbolism for the fear inside of each and every one of them. The beast cannot be hunted or killed because the beast is them. Goldings great use of imagery confused readers at first but is deep and meaningful in the plot. The use of the beast, fire, and theShow MoreRelated Struggle Between Good and Evil in William Goldings Lord of the Flies1186 Words   |  5 PagesGood and Evil in William Goldings Lord of the Flies   Ã‚  Ã‚   Evil is not an external force controlled by the devil, but rather the potential for evil resides within each person. Man has the potential to exhibit great kindness or to rape and pillage. In the novel Lord of the Flies, William Golding deals with this evil that exists in the heart of man. With his mastery of such literary tool as structure, syntax, diction, point of view and presentation of character, Golding allows the readerRead MoreLord Of The Flies : Representation Of Violence And War1611 Words   |  7 PagesLord Of The Flies: Representation Of Violence and War Dietrich Bonhoeffer, a German theologian, states that â€Å" The ultimate test of a moral society is the kind of world that it leaves to its children.† In William Golding’s Lord Of The Flies, societal topics run rampant throughout the text with Golding’s use of individuals to represent different aspects of society. Many writers view the Lord Of The Flies as an allegory, as societal topics such as politics make appearances throughout the text. InRead MoreLord of the Flies a Microcosm to Our Society1306 Words   |  4 PagesWilliam Golding s novel Lord of the Flies significantly symbolizes characters, objects and the setting to represent our world as a whole. Golding uses those symbols to make the island similar to society and to show the difference between living in a civilised society and savagery. The novel takes place on an island during World War II, this is significant since the isolation forms a sort of civilization and community, a sort of microcosm to th e real world and to human civilization. Lord of the FliesRead MoreGood Versus Evil in Lord of the Flies by William Golding Essay1235 Words   |  5 PagesGood vs. Evil Many years ago, Charles Darwin introduced a theory that we humans are a species which evolved from animals that have inhabited the Earth for many years, and he believed that we were civilized, intelligent, and logical life forms for these very reasons. In the novel, Lord of the Flies by William Golding there is a prominent theme of good versus evil which reveals that maybe humans are not the civilized human beings that they were said to be. William Golding carefully netted this themeRead MoreEssay about The Conch in William Goldings Lord of the Flies1532 Words   |  7 PagesThe Conch in William Goldings Lord of the Flies In William Goldings novel â€Å"Lord of the Flies† he uses a lot of symbolism. The entire book is microcosm to the real world, as the novel is set at the time when World War II was going on and on the island there is a hunt at the end of the book symbolic of the war. A symbol Golding uses throughout the book is the conch. It represents authority and order. The person holding the conch had the power, and it created orderRead MoreWilliam Golding s Lord Of The Flies1200 Words   |  5 Pages Alexis Geans December 5, 2016 English 4 Final Draft There are many factors that influence how people behave once on their own in an area without rules. The human race will fall apart without a set of rules that apply to them. When left on its own, and given an opportunity, human nature will revert back to the inherent savagery that lies within. In the book Lord of the Flies a British plane crashes on a deserted island in the middle of nowhere. The only survivors are a group of boys, and withoutRead MoreDefects Of Human Nature In William Goldings Lord Of The Flies1551 Words   |  7 PagesHowever, this belief is contradicted by the action of the boys, in William Golding’s, â€Å"Lord of the Flies†. A group of schoolboys are abruptly thrown out of their controlled and civil circumstances into an inhabited tropical island in the middle of the Pacific. The novel is Golding’s attempt to trace the defects of society back to the defects of human nature, by using symbolism to delineate this theme. Golding’s extens ive use of symbolism, such as the conch, the signal fire and the painted faces helpsRead MoreLord Of The Flies Character Analysis947 Words   |  4 PagesEnglish 10 2 January 2018 Title In William Golding’s novel, Lord of the Flies, a group of children are deserted on an uncharted island due to the conflict of a world war. As the boys live on the island, they begin to have conflicts among themselves, and Jack, an older boy on the island, begins to become power-hungry. Jack falls far from the rules of society as he is overcome by the power of the mask, Jack also conceals his humanity by using his war mask; Golding uses this to portray one of the mainRead MoreLord Of The Flies Human Nature Analysis1537 Words   |  7 PagesHowever this belief is contradicted by the action of the boys, in William Golding’s, â€Å"Lord of the Flies†. A group of schoolboys are abruptly thrown out of their controlled and civil circumstances into an inhabited tropical island in the middle of the Pacific. The novel is Golding’s attempt to trace the defects of society back to the defects of human nature, by using symbolism to delineate this theme. Golding’ s extensive use of symbolism, such as the conch, the signal fire and the painted faces helpsRead MoreFoil Characters In Lord Of The Flies1477 Words   |  6 Pagesrecurring theme centering the characters. William Golding’s Lord of the Flies uses the righteous Simon to highlight Jack and his evil role throughout the novel of savagery and civilization. The foil characters in Lord of the Flies exhibit the contrasting ideals and characteristics, the dissimilar symbolism of both characters, and the circumstances which lead both characters to follow one’s natural tendencies. To emphasize the message of Lord of the Flies, two young innocent boys will gradually begin

Drag Me Down by One Direction free essay sample

Its that time of year again The summer rolls by and that can only mean one thing for Directioners Its time for a new album! We hear whispers and tweets all year of One Direction cooking up their new album Hot off the heels of their North American On The Road Again Tour leg, One Direction dropped their highly anticipated lead single from their upcoming album. They even pulled a Beyonce (well, at least for the western hemisphere) and surprisingly posted the track out of nowhere. As the first single without Zayn Malik, who left the band earlier this year due to personal matters, Id say the boys have smashed the expectations set forth for them. Billboard gave the song a good rating, which boosted the confidence for the bands future. Catchy, infectious, with a daring music video, this song can be a bit repetitive. But the nobody can drag me down hook will leave you secretly humming this song. We will write a custom essay sample on Drag Me Down by One Direction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page At first, it may seem strange, not hearing Zayns smooth and silky voice belting out a high note. But him leaving is bittersweetone less member means one less person to share in the persona of a boyband. Many fans are delighted to hear more of Niall, Louis, Harry, and Liam. It seems the boy have tried to compensate for Zayns absence by having more fun on stage. Drag Me Down is the answer to 1Ds confirmed hiatus next year The fifth album will give fans something to obsess over during the bands hiatus in 2016. My review? 4/5. Well be waiting for the next album, boys! Drag Me Down by One Direction free essay sample One Direction released their new single, Drag Me Down on July 31st. Drag Me Down topped the charts in the UK, Ireland, France, Austria, Australia, New Zealand and the Philippines right after its release. It was also the first single since Zayns departure. It definetly had all the Directioners talking. I feel the song had a nice, yet newer sound to it. I was suprised all their vocals still blended together after Zayn left. You could tell how much Harry put in to the song. His highnotes left me speechless. He and the other members definetly worked hard. The music video was later released August 20th. It has already gotten over 26 million views. The music video shows the members of One Direction at the NASA Johnson Space Center. I feel like they lost a bit of creativity while filming the music video. The song is about a love that can conquer those who want to destroy it. We will write a custom essay sample on Drag Me Down by One Direction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What does playing around in a space station have to do with this topic? I feel like the idea couldve been used for a more fun upbeat song. We all know theyll come up with at least one.

Insider epistemology Essay Example

Insider epistemology Essay The view that you have to be one to know one, that to understand a group you must be a member of that group, is known as insider epistemology (Fay, 1996, p. 9). In my work I will try to explain and define this thesis, making it more tangible through the use of examples both of situations for with insider epistemology seems valid and of instances in which group differences have tried to be overcome. I shall then go on to present problems and questions that arise with it; amongst others whether it is at all possible to place people in categories, to what extent we are able to understand anyone but ourselves and, for that matter, whether we can even understand ourselves. Finally, I shall suggest a reconciliation of the thesis with its counterarguments by introducing a more precise definition of the phrase you have to be one to know one. In our society today we tend to take one of two approaches toward people in some way different to ourselves: we either condemn their actions as wrong and try to impose our own viewpoint on them, or we resist judgement by saying that their frame of mind is so substantially different to ours that we couldnt possibly understand and even less criticize their actions. I would like to focus on this second approach. We will write a custom essay sample on Insider epistemology specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Insider epistemology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Insider epistemology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Whether we are speaking about youths from troubled backgrounds with an early criminal record, or about a far-off tribe with seemingly strange customs, or about the way of life of monks in the 13th century; the belief is that unless we were there to experience what they did, or unless we belong to their group, we have no way of understanding them. In other words, to know them we must be them, the claim of insider epistemology. Insider epistemology maintains that to know other insiders one has to be an insider oneself (Fay, 1996, p. 9). It is saying that you cannot understand a Muslim unless you are a Muslim yourself, a Russian peasant unless you are a Russian peasant yourself. James I. Charlton speaks of the innate inability of able-bodied people, regardless of fancy credentials and awards, to understand the disability experience (Bridges, 2001). The reasoning is simple: how could you possibly understand a group if you have not grown up in their surroundings and with their experiences? Various literary works illustrate this: Jung Changs Wild Swans, for example, only became such a moving and inspiring account because written by a person who experienced Chinese history of the 20th century first hand. She was able to tell the story of her family in a political and historical context without having to resort to research and second hand accounts. She might have even felt quite offended had an outsider written her story claiming to know exactly how she felt and exactly what she went through; she would probably consider her experiences to be unique and not likely to be truly understood by anyone but her family and herself and perhaps not even by her family because they did not have the exact same experiences as she did. This position that each person has privileged access to his or her own mental states and processes (Fay, 1996, p. 10) is called individual methodological solipsism (Merton, 1972, p. 5) and is a more radical form of insider epistemology. It argues that only I can know my own mind, so I can never know whether experiences and sensations are the same for other people: does the colour red look the same to others (Fay, 1996, p. 10)? Does pain feel the same if experienced by another? A train of thoughts which can make us feel truly lonely indeed! Throughout time there have been a number of attempts to transgress the b oundaries separating groups from each other and go native (Smith, n. d. ). John Howard Griffin painted his face black and travelled through the south of the USA during the height of racial segregation to be able to experience the treatment of a black man (Fay, 1996, p. 13). Liza Crihfield Dalby wanted to write her PhD on the life and experiences of a Japanese geisha, and thought the only way to do this was to live as a geisha in Kyoto for a year (Dalby, 1983). It would seem that by doing this they would be able to gain an insider perspective on the culture and group they were living with? Yet herein lies the illusion: no matter how long they played their insider role, it would remain a role. Their upbringing had instilled in them a set of values and beliefs, by themselves perhaps unrecognized or unacknowledged, but nevertheless existing and fundamentally different to that of the group they were studying. Furthermore, if ever they were to find themselves in a precarious situation, they would always be able to resort back to their original identity, and not have to bare the consequences as a black man or a geisha might. They are able to wear the mask of an insider, but under the mask the outsider stays the same. This can be further illustrated: if we say that the social and cultural world shape a person or groups identity, regarding the fact that society and culture differs hugely from place to place, and insist on the fact that to understand an insider you must be an insider yourself, then we must conclude that any understanding between groups is impossible. This, in turn, would mean that social science would become radically unlike hard science (Smith, n. d. ), because no research would be possible on a neutral and objective basis. In fact, every group would have to be in charge of its own social research, be its own social scientist (Fay, 1996, p. 12). Still, if we are not able understand another group, we would consequently also not be able to understand the research done by an insider social scientist of the other group. Each group would be its own isolated unit and incapable of sharing any knowledge. However, there are problems to be found in using the word group. By picturing a group as a homogenous set of individuals, we are categorizing its members as all being equal and being members of only that group. We are forgetting that categories as broad as women, South American, adopted children, etc. are no indication of individual identity and experiences. Indeed, by placing all adopted children in the same group, we are neglecting the fact that adoption can be a completely different experience for one child compared to another. The differences between members of one group may actually outweigh their similarities (Bridges, 2001, p. 3; Fay, 1996, p. 53) and insiders of groups may insist on a distinction being made between each other, therefore Argentineans might find it offensive to be put in the same category as Bolivians or vice versa. But if we carry these divisions within categories further, then we must distinguish between Argentineans from Buenos Aires and those from Patagonia, in Buenos Aires between the poor and the wealthy, within the poor between the homeless and people living in small shacks, within the homeless between men and women, within men between old and young, and so on until there is no more than one person left for each category which takes us back to the theory of solipsism, that only I can know myself, and therefore to the impossibility of mutual understanding. In social research difficulties may arise as many of the political and ethical dilemmas ( ) stem from the researchers simultaneous occupation of a status as insider and outsider in relation to those they are researching (Charles, 1997, p. 394), since boundaries between groups are never clear-cut. But this evokes the idea that ultimately, if I am the only person left in my category and nobody from outside my category can truly understand me, I must know my own self best, and this idea we must question. For many instances come to mind where we dont really understand ourselves. When writing an exam, for example, we are not conscious of all the thought processes going on within our head and we would have a hard time explaining how we wrote it. Fay writes that the mind does not have an unmediated knowledge of itself (1996, p. 19), meaning that we cannot necessarily interpret the experiences and feelings we have. Similarly I have no detailed recollection of the day my dog was put to sleep, it went by in a blur. Not only did I not have full knowledge of myself on that day but with time it has changed further: my personal account of that day would probably be very inaccurate because tinted by my emotions and patchy with suppressed memories (Bridges, 2001, p. 2). Furthermore, it is well known that a stressed person is the last to realize or acknowledge it, what is needed is precisely a person on the outside a doctor, a parent, a wife to diagnose the symptoms and look at our taken-for-granted experience through ( ) the eye of a stranger (Bridges, 2001, p. ), so from an outsider perspective. Our insider perspective does not necessarily work to our advantage because, as Fay puts it, knowledge of what we are experiencing always involves an interpretation of these experiences (1996, p. 19). Likewise, being a member of a group does not always give us the best knowledge of it. For example, a sports player is not automatically the best sports commentator (Fay, 1996, p. 20), and being a native speake r of a language often means that you have more difficulties explaining grammar rules than a non-native speaker. Merton is his studies found that the judgements of insiders are best trusted when they assess groups other than their own (1972, p. 18). Distance can create better knowledge because it gives a wider view of things: Fay gives the example of Hitlers biographers who were able to understand him not in the sense of being sympathetic toward him but of giving an accurate account of his character and motivations precisely because their distance enabled them to make a connection between internal emotions and external situations (Fay, 1996, p. 24). But how can we reconcile this argument with the one made earlier that Jung Chang was only able to write such an extraordinary account because she was an insider? Maybe the answer lies in that knowledge does not rely solely on whether one is a member of a certain group or not. Knowing something implies that we understand its meaning and have made sense of it, not that we have an empathetic understanding of it. Fay compares making sense of something with trying to decipher a difficult poem rather than trying to achieve some sort of inner mental union with its author (1996, p. 25). Sensitivity and criticality are the relevant criteria to understanding rather than being an insider or outsider to a group whether we are speaking about women, Muslims or Russian peasants. An insider may however be more aware of the issues at hand; he may not have the automatic ability to truly understand but his status might facilitate it. If we really had to be one to know one, most of our world today would become pointless: media, research, welfare, etc. Why be informed about the war in Iraq if we can neither understand the Iraqis nor the soldiers nor the politicians? Why make any judgement, any protest? Because our insider status as human beings gives us the sensitivity to reject violence and suffering, even if we are outsiders on all other factors.

Thomas Nast- Political Cartoons Essays

Thomas Nast- Political Cartoons Essays Thomas Nast- Political Cartoons Paper Thomas Nast- Political Cartoons Paper In this paper, the idea that the middle class Americans were the pushing Orca behind the progressive, imperialistic, and socialist movements will be argued. This working-class, including the illiterate labor class and foreigners, were influenced more by the cartoons and engravings of Thomas Nasty than by the articles of journalists, newspaper publications, or the speeches of political leaders. From immediately after the Civil War to the beginning of the Progressive era, Annas drawings affected America politically and socially. Nasty, a German immigrant and perhaps one of Americas most well-known cartoonists, was one of these working- class men. During the Civil War, Nasty was known for Romantic, reminiscent wash drawings. These drawings portrayed the sentiment of people regarding the war. Also, they showed Annas Idealistic views about the objectives of the war. But as the war continued, Nasty matured politically and grew more policy-minded. The cause of the union came together more strongly with emancipation and equal citizenship. Nasty was able to portray the political and social meaning of the war better than words could express; he and many other middle class Americans became a national force during this time of American nationhood. Before Nasty began cartooning, his wood engravings showed American scenes from the Civil War to the turn of the century. He highlighted all of the major political processes, elections, and scandals in the government with his engravings. The major issues that the American people faced after the war along with the corruption and power of political party machines and bosses was the unknown question of how the American government would resolve the political and social Issues that confronted freed Black men, Immigrants, the working- class, and corporate capitalists. Nasty and other working- class Americans came more politically aware during the Civil War. Supporting Lincoln policies of saving the Union and emancipating the slaves, Nasty had a strong appeal to a vision in which all races and ethnic groups would live together peacefully as American citizens. Nasty was committed to portraying the subtleties of the War to Americans. He drew his cartoons with great passion as he tried to show the immoralities of the American people towards Blacks, Indians, and Chinese immigrants. Politically, Nasty used his cartoons to help Abraham Lincoln win his presidential election in 1864. Since Nasty opposed both slavery and secession, he portrayed the President as a strong, brave and soft- spoken leader even though newspapers and magazines described him as a coward. Sing his talent and popularity to support Lincoln cause, Nasty drew Compromise with the South on September 3, 1804. The cartoon was widely circulated for use in President Lincoln campaign and it criticized the Democratic platform; Lincoln salad Tanat Nasty was ten Test recruiting sergeant nee Ana. (Paine 69) The Democrats portrayed the war as a failure, bashed emancipation, and advocated a cease- fire and negotiations with the Confederacy. Nasty, a strong Republican Party supporter, also helped Rutherford B. Hayes and Ulysses Grant to win their presidential elections. Once when asked who the foremost figure was in civic life to have emerged during the period of the Civil War, Grant said, l think, Thomas Nasty. He did as much as any one man could to preserve the Union and bring the war to an end. After Hayes had won his presidential election in 1876 against Samuel Tildes by a narrow margin, he commented that Nasty was the most powerful single- handed aid we had. When Nasty changed parties in the presidential election of 1884 to support Grover Cleveland with his work, Cleveland became the first Democratic president since 1856. After this election, Nasty became known as the president maker. America was full of subject matter for Nasty. Scandals were everywhere during the time in which the country was becoming an industrial nation. Railroads were spreading, factories were being built, and cities were fast becoming crowded with immigrants that supplied cheap labor. As America changed, middle class Americans strongly began to push forward progressive and socialist events. Their platforms consisted of ideas to throw out political corruption and political machines such as New Works Tammany Hall. Tammany Hall was an organization that had merged with the Democratic Party together with the Society of SST. Tammany and led city politics in New York City. Tammany Hall worked with the Mayors office to gather votes and place their leaders in important elections. In the same manner, the Republicans cooperated with the Union League Club in order to achieve the same goal. In 1860, William Tweed became the leader of Tammany Hall ND during this time the Tweed Ring played host to a series of reoccurring scandals; an estimated one hundred to two hundred million dollars were swindled from New York City. William Tweed became known as Boss Tweed all around America as he stole from the pockets of unsuspecting tax payers. Boss Tweed was so powerful that when Nasty began his campaign in Harpers Weekly against him, Harper Brothers lost their contract to provide New York schools with books because they refused to stop the circulation of Annas publications. Nasty also refused a five hundred thousand alular bribe to end his campaign. Nasty depicts Boss Tweeds quote, muff have the liberty of voting for anyone you please; but we have the liberty of counting in anyway we please, in Going Through the Form of Universal Suffrage. In The Brains, he drew a picture of Boss Tweed, but replaces his head with a bag of money, and the caption reads, Well, what are you going to do about it? Nasty also invented the term Tammany Tiger, as he portrayed a ferocious tiger poised proudly at the center of a huge coliseum. The tiger stands over slaughtered Columbia, the robed symbol of American liberty, and growl s defiantly at the viewer while an enormous crowd watches from the stands. He provoked Americans with these drawings in order to obtain their support in his attempt to overthrow the Tweed Ring. Soon afterwards the public outcry became unbearable and Boss Tweed is quoted as telling Nasty at one point, Lets stop those damned pictures. I dont care so much what the papers write about me- my constituents cant read, but damn it, they can see pictures. Boss Tweed was finally arrested and sentenced to 12 years in prison by the courts after his trial. It was mainly ten outcry AT ten American puddle Tanat Azalea Boss I weed. However, Tweed managed to escape from prison in less than a year with the help of his contacts and he fled to Spain disguised as an American sailor. He was caught by the Spanish police; they recognized him by Thomas Nasty drawings of Tweed that had been circulated throughout Europe. In the sasss, Nasty drew cartoons that attacked the Irish- Americans and Catholics, who were against progressivism because of their anti- black attitude, support for the Democratic Party, and because of their prominence in Boss Tweeds Tammany Hall. Not until President Woodrow Wilson did the Democratic Party have a progressive movement as part of their platform. After he had brought down the Tweed Ring, Nasty continued to fight against corruption as he depicted an angry Justice trampling over a snake- infested man representing inflation, lies, corruption, and fraud in The Duty of the Hour on April 1, 1876. After the assassination of President Lincoln in 1865, Andrew Johnson became President. Nasty used his artistic skill to fight against his policies. He stirred the emotions of the Northeastern American middle class as he drew a cartoon with President Johnson kicking out the Freedmans Bureau by means of his veto, with scattered Blacks coming out of it. Attempting to show Americans the crudeness of Johnson, Nasty drew Pardon Colombia, in which he shows Confederate politicians and generals applying for pardons, which would give them the right to vote and hold office. He contrasts them with a black Union soldier who has lost his leg and does not have the right to vote. Also, he drew Emancipation as he sought to link emancipation to patriotism with the cheering female figure of Columbia, an early symbol of the United States. Familiar to cost Americans, Nasty referred to his cartoons as Shakespearean plays as he tried to appeal the American middle class public to support his ideas. He was successful and in Reconstruction and How It Works, he portrayed Andrew Johnson as Ago and a black Union veteran as Othello. In another one of his Shakespearean referenced cartoons, Nasty shows Jeff Davis as Ago and Hiram Revels as the Moor. Revels became the first black senator and he occupied Jeff Davis seat. Nasty quotes, For that I do suspect the lusty moor hath leapt into my seat; the thought whereof doth like a poisonous mineral grew my inwards from Othello. When General Grant was held captive by Johnnys policies and a Supreme Court decision which called into question the authority of military trials for civilians when civil courts were open, Nasty depicted him as Prometheus. During the impeachment trial of Andrew Johnson, he parodied The Death of Caesar by portraying the Republican leaders conducting the trial in The Political of the Bogus Caesar. His cartoons of the new influx of Chinese immigrants show how they were mistreated when they came to America even though Chinese labor was the key to the building and completion of many railroads in the West. In The Comet of Chinese Labor, he shows the arrival of the strike- busting Chinese people. Pacific Chivalry portrays a California ruffian whipping and pulling the hair of John Chainman, who was the symbol of the Chinese immigrants that had come to America, and The Chinese Question shows Columbia defending John China man from American attacks. In 1874, Nasty shows men drinking with a skeleton at a bar; this anti-alcohol cartoon was called, The Bar of Destruction. He drew these cartoons in order to help middle class Americans understand the intricacies of the overspent, realize their own wrongdoings, and to take initiative with the progressive, socialist, Ana Imperialistic movements America Ana Racine Its crescendo as far as becoming an imperialistic nation and Annas cartoons of Uncle Sam influenced the minds of Americans toward that direction even more. Uncle Cams Thanksgiving Dinner marks the highpoint of Annas Reconstruction idealism. He drew this on November 20, 1869. It shows Uncle Sam and Columbia hosting all the people of the world who had been attached to the United States by its promise of self- government and democracy. Cartoons of Uncle Sam influenced Americans to allow the U. S. Government to make some imperialistic moves in Latin America. Earlier in 1885, Nasty shows the more powerful countries fighting for territory in the weaker countries in his cartoon, The Worlds Plunderers. A few decades after this picture World War I was taking place in Europe and posters of Uncle Sam influenced Americans to go to war for the sake of their country. In World War II, Uncle Sam posters circulated all around America as many volunteers were recruited to go fight in the battle lines alongside the allied soldiers. Nasty popularized the elephant as the symbol of the Republican Party and the donkey as the symbol of the Democratic Party; a staunch Republican, he liked the elephant as a symbol of his own party because it had been known as an animal for its dignity, strength, and intelligence since as far back as Roman times. The donkey had appeared as a symbol for the Democratic Party in the asses when Andrew Jackson was President; Nasty used his skill to enhance and popularize it. Socially, Annas most famous achievement is most likely his Christmas Drawings. In 1862, his Christmas drawings marked the first appearance of the Santa Claus we all know today. To most Americans, Santa was known as a more religious-type figure before Nasty depicted him as a citizen of the world. Because Santa Claus home was the North Pole, he did not belong to any one country. The idea that Santa had a workshop and elves to help him also came about from the works of Nasty. In Santa Claus in Camp depicts blue- caped soldiers waiting for Santa to give them their gifts. Nasty was inspired to produce seventy six Christmas engravings over the next twenty four years. Nasty put it all into visual form: a sleigh, minder, Jolly old elves, filling the stockings hung by the chimney, and so forth. By the late sasss when Annas Santa Claus gained popularity, Christmas day was legally established as December 25 in all states and territories in the United States. This concept of Christmas and the holidays brought families and people closer together as they took breaks from their Jobs and went on vacations or spent time with their families. Christmas also began the move to commercial and economic interests. Stores began including drawings of Santa in their ads and tying it with Christmas sales and promotions. It is hard to tell what Christmas and the customs that go along with it would be like today without Annas Christmas drawings. Nasty influenced America greatly in both the social and political aspects of American life. His engravings and cartoons influenced the American working class by challenging them to stand against the Establishment in order to preserve their interests. His cartoons helped America to realize the extent that progressive and socialist movements had on the contemporary issues far more than writings or speeches did.

AP StyleGuard and the Death of Editing

AP StyleGuard and the Death of Editing AP StyleGuard and the Death of Editing AP StyleGuard and the Death of Editing By Mark Nichol Thanks to a new software program called AP StyleGuard, human intervention in improvement of written content is no longer necessary. All editors, please clean out your desks and report to Human Resources for your exit interview in five minutes; HR staff will provide information about career-change counseling on request. That’s a joke, folks. (So’s the headline.) But StyleGuard is fact, not fiction: The Associated Press announced it last week in a press release. According to the release, the plug-in â€Å"is similar in functionality to Microsoft Word’s spelling and grammar proofing tools and intuitively checks Word documents for the AP Stylebook’s fundamental spelling, language, punctuation, usage, and journalistic style guidelines.† That’s all well and good just another layer of technological assistance for writers, like spell-checking functions but every editorial enhancement like this increases the possibility of two unfortunate outcomes: 1. Upper management will assume that such tools obviate or reduce the need for flesh-and-blood-and-red-ink editors. 2. Writers will become less diligent about taking responsibility for the quality and clarity of their prose. Call me biased, but I strongly believe that the classic editorial-review protocol writer, editor(s), proofreader will never go out of (ahem) style. The latter stages can be (and often are) omitted, but at the expense of editorial excellence. As an editor and writer, I know all too well, from both perspectives, how the lack of an editing stage can have a deleterious impact on prose, or at least result in published errors. Also, I know that tools can become crutches if they supplant rather than supplement human judgment. Spell-checking and grammar-checking programs, StyleGuard, and similar innovations to come will never replace the writer’s own critical eye (or an objective second opinion), and there is some evidence that using them can cause one’s own editing skills to deteriorate. Not only that, but less skillful writers can overrely on such tools, accept their sometimes flawed corrections without question, and otherwise ignore their shortcomings. Do I use spell-checking? Of course. No sensible writer (or editor) should bypass the opportunity for its assistance. But I overrule it regularly, and I carefully peruse my prose (admittedly, sometimes not carefully enough) before I submit it for publication. Would I use StyleGuard? Of course if I adhered to Associated Press style. (And if I used a PC; it’s not compatible with Macs.) But I don’t. It’s ideal for writers who do so, thoroughly or with few exceptions. But AP style is highly formulaic, allowing for little flexibility or ambiguity. Compare it with the much more complex (and therefore, for me, much more useful) guidance of The Chicago Manual of Style. Because Chicago often offers alternatives and is much more detailed it’s ill suited for a regimented software program. By all means, buy AP StyleGuard if it suits your needs. But don’t uninstall your brain. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:How to Play HQ Words: Cheats, Tips and TricksDissatisfied vs. Unsatisfied

Argumentative research paper on How Violent Video Games Have A

Argumentative on How Violent Video Games Have A Negative Effect On Child Development and The Solution - Research Paper Example Infamous events have produced broad debate regarding the negative effects of video game violence. For example, a national conversation ensued regarding what relationship video games had to the Columbine High School massacre in 1999 when two students massacred 13 and wounded 23 before committing suicide. Though many motivations were probably involved, it is not practically feasible to identify exactly what provoked these teenagers to gun down their schoolmates and teachers but violent video games were and continue to be mentioned as a contributing factor. These two students had frequently played Doom, a bloody and brutal firearms game which is used by the U.S. military to instruct the armed forces how to kill with more effectiveness. To what extent this particular video game influenced the actions of these two high school students has been debated since this tragic incident. The entertainment medium, it is generally accepted, is an enormously influential dynamic in everyone’s l ives. â€Å"What behaviors children and adults consider appropriate comes, in part, from the lessons we learn from television and the movies† (Huesmann & Miller, 1994). It is logical to expect video games, especially those that depict violence, will have similar and perhaps a more extensive effect on violent behavior. Currently, few studies exist which have comprehensively examines the connection between violent video games and violent actions by children. As video games are increasingly becoming more explicit and brutal as well as more widespread, additional research is needed concerning the effects on the easily influenced minds of the children who play them and a clearer explanation to parents of the risks associated with these violent games. Not everyone agrees that video games lead to violent behavior. For example, according to James Potter, the Bugs Bunny and Roadrunner shows alone exhibited more instances of explicit violence than kid’s witness today during an a fternoon of playing video games. Watching violent acts, particularly those in the realm of make-believe, do not automatically translate to violent acts. â€Å"When certain motives or cues occur in a child’s real-life environment, the child will not be able to make the association between those cues and the image he or she saw in the media. Thus children seem to be protected from an imitation effect because they do not understand the significance of violence as a tool for solving problems and do not see the utility in imitating it† (Potter, 2002, P. 75). Children today as yesterday fully recognize the difference between reality and what they are seeing or experiencing on the television screen whether it’s a cartoon or game they are playing. There is currently no scientific data to conclusively tell whether or not playing a violent video game heightens a child’s susceptibility for aggressive thought. When video games initially appeared about 35 years ago, t hey were basic and seemingly harmless. With the introduction of the game Pong, Atari pioneered the video game during the 1970’s. Pong was the video game version of table tennis. In the 1980’s arcade games such as Pac-Man and Asteroids were popular. The seemingly innocuous nature of video games markedly turned from cartoon-like ghost munching to brazen violence in the 1990’s. The most popular game of 1993, Mortal Kombat, featured accurate depictions of human-like characters engaged in bloody battles. The objective

Leadership Assignment Example | Topics and Well Written Essays - 2000 words

Leadership - Assignment Example A leader establishes the target himself while a manager is not authorized to establish the target. Rest of the work of a leader and a manager is the same. Both plan and control the work of the subordinates. A leader is also a manager but a manager is not a leader. A leader is not able to achieve his target unless he has robust management skills. A manager can be thought of as a leader in his own little capacity. He also takes decisions but his decisions are directed at organizing the subordinates in a way that is conducive for the achievement of the senior’s targets. b) I would consider it a great compliment if I am recognized by someone as a good manager or a good leader. Both are equally difficult skills. Some say that leadership is easier as compared to manager because the individual has the freedom to take independent decision. Nevertheless, this does not come without added responsibility. If a leader becomes successful, the whole team takes the credit. On the other hand, if the leader fails to achieve his target, the whole blame rests with him. Therefore, a leader assumes complete risk for the work. In comparison to the leader, the manager assumes very little risk. A manager is one of the team members in the hierarchy of the organization structure that a leader has. He is answerable to the leader for the compliance of the work quality, progress and cost as per the quality plan, project work schedule and the cost schedule he was originally provided by the leader. There can be a lot of excuses if any of these doesn’t comply with the original schedule owing to the hidden risks i.e. weather risk, political crises and financial crises etc. Nonetheless, management in itself is no less than an art. To make things go as per the schedule, a manager needs to have robust organizing skills. Yes, I can be both a manager and a leader as long as I have good risk identification and mitigation skills. c) Leadership has no relation to gender. A woman can be as good a leader as a man. Both men and women have their own strengths and weaknesses. Even within a particular gender, people greatly vary in their qualities. One woman may be a very good leader while another may not be so. Likewise, some men make very good leaders while others do not. All that matters is the extent to which an individual is foresighted, frugal and dominating, and both men and women can have these qualities in them. Q. 2 a) Emotional intelligence is an individual’s ability to monitor his/her own emotions as well as those of the subordinates or any group of people. People born with high emotional intelligence are more articulate in their manner and know how to deal others without offending them. In everyday life, we encounter a lot of situations which we don’t like being in. We have numerous options to deal with the complications, some of which help us achieve our targets without making anyone feel hurt while others lead us to our targets on the cost of our relationships with others. The behaviors we are required to exhibit in order to make things go smoothly vary from one situation to another. Sometimes, a mere smile on the face solves the problem. In other times, the smile won’t do. It has to be something else. People with high emotional intelligence know what behavior works best in a certain setting. Emotional intelligence has five dimensions namely â€Å"self-awareness, self-management, self-motivation, empathy and social skills†

A Comparative Study Of Australian Indigenous And Non Indigenous Education Essay Example for Free

A Comparative Study Of Australian Indigenous And Non Indigenous Education Essay Australia has a prominent discontinuity between Indigenous and Non-Indigenous life expectancy, educational achievement and employment opportunities. (Coag. gov. au. 2014) There is a pressing need for an Australian Indigenous Education Reform. This need for reform is especially necessary in remote and northern, socially disadvantaged Australian communities where attendance rates are low, along with low academic outcomes by Australian national standards. This reform needs to ensure consideration of Indigenous cultural needs and wants. The aim of this paper is to discuss the disparity between Australian Indigenous and Non-Indigenous persons’ Education and make recommendations based on the effectiveness of current reforms in place to minimise the inequality between the two demographics. The paper will look at attendance statistics of school aged children in primary school and high school, completion statistics of highest school qualifications completed, highest non-school qualification obtained and employment statistics for full time and part time Indigenous and non- Indigenous workers The most recent government implemented strategy will be briefly evaluated. Along with this, recommendations will be made. These suggestions can hopefully be modified and implemented in countries that have an inconsistency their in nationwide education statistics. Placing high importance on the improvement of Australia’s Indigenous and Non-Indigenous education disparities will create a ripple effect and improve Indigenous health and employment opportunities. Children who attend school on a daily basis will be exposed to health and wellbeing syllabus, putting their knowledge into practice within their community. Indigenous Primary school children with regular attendance will have an easier transition into secondary school, with the improved likeliness of achieving a higher non-school qualification thus positively affecting the distribution of workers in society. For the purpose of this paper, the following tables bellow will be referred to and the information within will be used to support and stimulate discussion. INDIGENOUS SCHOOL ATTENDANCE RECORDINGS 3 TO 5 YEARS OF AGE AGE MAJOR CITY REMOTE AREA VERY REMOTE AREA 3 31% 12% 14% 4 63% 59% 55% 5 87% 77% 70% Table 1 Source: Population Characteristics, Aboriginal and Torres Strait Islander Australians, Australia, 2006 (cat. no. 4713. 0). This table shows the percentage of three to five year old Indigenous children attending an educational institution such as a preschool or primary school in a major city, remote or very remote area. As expected, the attendance decreases as remoteness increases. There isn’t much disparity with the four and five year old age group’s attendance, however less than half three year old Indigenous children in a major city attend an educational facility in a major city and then this figure almost halves again when looking at children in very remote areas. INDIGENOUS SCHOOL ATTENDANCE RECORDINGS 15 TO 17 YEARS OF AGE AGE MAJOR CITY REMOTE AREA VERY REMOTE AREA 15 77% 67% 53% 16 60% 49% 34% 17 44% 29% 16% Table 2 Source: Population Characteristics, Aboriginal and Torres Strait Islander Australians, Australia, 2006 (cat. no. 4713. 0) The results in this table are noticeably alarming. In remote and very remote areas, 50% or under of Indigenous teenagers from the ages of fifteen, sixteen and seventeen years are attending school. If only 16% of seventeen year old Indigenous students are attending high school, then there is a very low chance of young Indigenous persons graduating from the final year of high school. In major cities, not even half of Indigenous seventeen year olds are attending high school. It’s highly unlikely that with an attendance rate is only 44% from seventeen year olds in major cities, that many of those students will continue on to complete a non-school qualification. HIGHTEST LEVEL OF SCHOOL COMPLETED BY INDIGENOUS SATUS AND AGE AGE GROUP 18-24 25-34 35-54 55 and over total Indigenous Highest Level (%) Year 12 or equivalent 32 28 15 8 19 Year 11 or equivalent 14 13 9 2 11 Year 10 or equivalent 25 26 34 16 28 Non-Indigenous Highest Level (%) Year 12 or equivalent 71 68 76 27 45. Year 11 or equivalent 10 9 12 7 10 Year 10 or equivalent 13 16 29 26 24 Table 3 Source: Population Characteristics, Aboriginal and Torres Strait Islander Australians, 2006 (cat. no. 4713) The information gathered in the above table shows that the highest school level qualification of Indigenous people is Year 10 or the equivalent and for Non-Indigenous people its Year 12 or equivalent. As assumed, for Indigenous persons, the amount of Year 12 completions declines with age. Indicating that perhaps, programs put in place to support Indigenous education has been effective. However, overall, only 19% of Indigenous persons have completed Year 12. Further studies showed that 14% of Indigenous people had completed Year 8 or the equivalent as their highest school qualification. This was exactly double the amount of Non-Indigenous persons who had completed Year 8 or the equivalent and only 5% lower than the amount of Indigenous persons who completed Year 12 or the equivalent. The disparity between Indigenous and Non-Indigenous young people (age 18 to 24 years) who have completed Year 12 of equivalent is a huge 40%. These statistics of the highest school qualification received reflects on the results of highest non-school qualifications. . Indigenous (%) Non-Indigenous (%) Males Females Males Females Higher than a Bachelor degree 1. 0 1. 4 5. 9 5. 9 Bachelor degree 2. 9 5. 0 14. 3 16. 8 Advance Diploma or Diploma 3. 1 5. 3 7. 8 10. 3 Certificate III and IV level 15. 8 8. 3 25. 8 8. 5 Certificate I and II level 1. 4 2. 5 0. 7 1. 6 Certificate not further defined 1. 2 2. 0 1. 4 2. 7 Not stated or inadequately stated 17. 6 13. 9 6. 2 7. 3 No non-school qualifications 57. 1 61. 7 37. 9 46. 8 PERSONS AGED 26-64 YEARS WITH A NON-SCHOOL QUALIFICATION BY INDIGENOUS STATUS AND GENDER. Table 4 Source: 2006 Census of Population and Housing, Australia, 2006 This table displays the non-school qualifications achieved by Indigenous and Non-Indigenous males and females. Following on from the highest school qualification results, it was not surprising to find that more Non-Indigenous Australians had received certificates III and IV, diplomas, advanced diplomas and Bachelor degrees or higher. It was disconcerting to note that more than 50% of Indigenous males and females had no non-school qualification. The majority of both Indigenous and Non-Indigenous Australians had completed a certificate III or IV. Further research showed that Indigenous persons living in major cities, when compared to those in regional or remote areas, were more than two and a half times more likely to complete a non-school qualification (39% and 15% respectively). However, strangely for Non-Indigenous persons with a non-school qualification in remote communities, there was not a disparity as larger between those that lived in major cities (58% for major cities and 48. 6% for remote areas. LABOUR FORCE STATUS BY INDIGENOUS STATUS Indigenous Total (%) Full Time Employment 27. 7 Part Time Employment 16. 6 Non-Indigenous Full Time Employment 50. 0 Part Time Employment 19. 1 Table 5 Source: 2006 Census of Population and Housing, Australia, 2006 The above is a small overview of the overall percent of full time and part time employment for Indigenous and Non-Indigenous Australians. ABSENTEEISM Days Absent Total Days School Terms Missed Years of School Missed 1 day per week 451 9 2 years, 1 term 1. 5 days per week 676. 5 13. 5 3 years, 1. 5 terms 2 days per week 902 18 4 years, 2 terms 3 days per week 1353 27 6 years, 3 terms 5 weeks per term 1127. 5 22 5 years, 2 terms Average 5 days per term 220 5. 5 1 year, 1. 5 terms Average 10 days per term 440 11 2 years, 3 terms ABSENTEEISM OVER A LONG PERIOD OF TIME Table 6 Source: Cycles For Success DETE, SA, 2002 p. 44. The above table calculates the impact of absenteeism over a long period of time, highlighting the severity of prolonged absenteeism. Even a child who only has 5 days off a term, every term can be affected; they will miss a total of 1 year and 1. 5 terms, that’s a lot of curriculum covered in that time. An abridged version of Reasons for prolonged absenteeism from School attendance and retention Of Indigenous Australian students. †¢ Parental-condoned absenteeism, parents failing to accept their legal responsibilities †¢ Poor parental/carer attitudes towards schools †¢ Insufficiently valuing education †¢ Inadequate welfare support practices, especially in the early years of schooling †¢ Inconsistent approach to absenteeism between and within schools †¢ Unsuitable curriculum for some pupils †¢ Too few out-of-school/alternative curriculum places †¢ Bullying, peer pressure, ‘cool’ to skip school †¢ Lack of career aspirations and low self esteem †¢ Inconsistent policies and practices of local schools, education welfare services and schools’ policy documents on attendance †¢ Inconsistent referral policies between schools. †¢ Local unemployment, poverty, poor community facilities †¢ Differences between boys’ and girls’ aspirations and achievements (Purdie Buckley, 2010) MOST RECENTLY ANNOUNCED GOVERNMENT STRATERGY In December, 2013 Indigenous Affairs Minister Scullion released an announcement of a new two- year strategy to improve Indigenous school attendance. â€Å"A child attending school 70 per cent of the time is not receiving a proper education. A recent COAG report on education showed there had been no improvement in attendance of Indigenous students over the past five years and in some areas it is going backwards. It is horrific to think that in the Northern Territory, only 13 per cent of kids are attending school 80 per cent of the time. This has to change. † Minister Scullion said the two-year strategy, which is in addition to strategies discussed by COAG last week, would improve school attendance by engaging local people in each community to get kids to school. $28. 4 million will be provided over two years to: ? Employ Attendance Supervisors to manage and develop up to five School Attendance Officers in each community ? Appoint School Attendance Officers through the Remote Jobs and Communities Programme (RJCP) to work with families to get kids to school. Five officers will be engaged for each 100 enrolled children (scaled to suit local situations) ? Provide support for children to attend school with funds from the Indigenous Communities Strategic Investment and Community Development Funds for uniforms, vehicles and office space† Schlievs, M. (2011). Evaluation of Two Year Strategy RECOMMENDATIONS Introduce vocational training within schools Vocational training should be encouraged at a school level. It not only provides a post school pathway into a non-school qualification, but it provides incentive for everyday attendance and a valid reason to participate in school. Students who don’t intend on completing year 12 can obtain a non-school qualification before they leave high school, providing them with a means to enter a non- school qualification post-high school if they so wish. It will also allow students to go straight into employment post school. Schools can be set up to accommodate VET (Vocational Education and Training) and VCAL (Victorian Certificate of Applied Learning). These structured programs run in schools allow high school aged children to engage in ‘hands-on’ learning in the classroom with small assessment tasks leading to a certificate. Many Australian Indigenous communities are low socioeconomic areas; if their high schools operate these programs within the school they are providing a financially viable way for students to review a non-school qualification. Adapt curriculum to incorporate Indigenous cultural needs and wants Many Indigenous students have poor attendance because the school curriculum does not appeal to them, their family or their communities’ culture. To have students actively engaged in school, both attendance and their education, the school syllabus needs to reflect the environment the children live in. Simple adoptions can make a large difference to a child’s education. For example, ensuring the level appropriate reading lists has Indigenous story books. There are a large range of Australian Indigenous children’s picture books and novels for older children that are written by Indigenous authors and based in Indigenous communities. If a child is reading a book with a setting they’ve never encountered before, it will become difficult to engage the child in activities and it will become easier for the child to become disinterested in their education and as a result their attendance will decrease. Art and storytelling are prominent features of Australian Indigenous culture, so is spending time exploring the natural environment and learning valuable lessons from community Elders in regards to understanding the natural resources in the area, such as edible plants. Unfortunately, these skills the children acquire in their home life aren’t reflected in school curriculum, making the children and their families feel not only that their culture isn’t valued, but attending school isn’t relevant to them and their community lifestyle. Encouraging more parent participation in children’s schooling It is easier for a child to attend school if the parent or guardian encourages, supports and helps further their education in the home. When parents are stringent on their child’s attendance, it assists the school in having the child attend each day. For a parent to be involved in the child’s formal learning, they must be a involved with the school community. Schools and educators acknowledge that learning first comes from the home, and in the case of Indigenous culture, it comes from the wider community. It would be very fitting for the school in Indigenous communities to run community days and activities in which the children and their families can participate, making it easier for families to accept the school as part of the community. Financial assistance outside of school educational assistance Indigenous students can miss large portions of school during the time of Sorry Business. When Aboriginal people mourn the loss of a family member they practice Aboriginal death ceremonies, or Sorry Business. The family will leave the community for an extended period of time, and if they choose to return to the community, they will move houses. This can cause a large amount of absence for a school child, or if they move to a new community, they may never enrol back into school again. It’s difficult for a child to catch up on such a prolonged absence. If, as part of the national plan for lack of Indigenous student absences, a funded educator could assist children a community centre, such as a religious place, health centre of community recreation centre to catch up on missed school work, it would be most beneficial. This program could also be used to provide extra assistance to children who are falling behind in their school work, before they decide it’s too difficult and never return to school. Initiatives such as this are respectful to the culture, but also combat the issue of students not returning to school after prolonged absence. CONCLUSION It is important to first discover what is causing the problem, before deciding on a strategy to solve a problem. Indigenous communities need to find out from their youth what would encourage them to attend and be engaged at school. Education is a foundation for any community, whether it is developed or developing. In the case of Australian Indigenous communities, school ages education doesn’t only assist a person achieve a qualification, it is important for social development, encouraging health and wellbeing in a community and will enhance future employment opportunities. There is a pressing need for an Australian Indigenous Education Reform. This need for reform is especially necessary in remote and northern, socially disadvantaged Australian communities where attendance rates are low, along with low academic outcomes by Australian national standards. This reform needs to ensure consideration of Indigenous cultural needs and wants. Any recommendations that have been made, can be adapted to assist with similar situations in various countries with remote education being behind the national benchmark in major cities. REFERENCES Abs. gov. au. (2014). Indigenous statistics for schools. [online] Retrieved from: http://www. abs. gov. au/websitedbs/cashome. nsf/4a256353001af3ed4b2562bb00121564/95ed8 14872649b0dca25758b000314ef! OpenDocument [Accessed: 12 February]. Abs. gov. au. (2014). Indigenous statistics for schools. [online] Retrieved from: http://www.abs. gov. au/websitedbs/cashome. nsf/89a5f3d8684682b6ca256de4002c809b/5cd416 49a06a3033ca25758a0080249e! OpenDocument [Accessed: 20 February 2014]. Coag. gov. au. (2014). Closing the gap in indigenous disadvantage | council of australian governments (coag). [online] Retrieved from: https://www. coag. gov. au/closing_the_gap_in_indigenous_disadvantage [Accessed: 20 February 2014]. Daretolead. edu. au. (2014). Attendance: research and approaches. [online] Retrieved from: http://www. daretolead. edu. au/RES_IS_ATT [12 February 2014]. Ferrari, J.. (2012). Reforms failing to close indigenous schools-gap. The Australian. Humanrights. gov. au. (2014). Statistical overview. [online] Retrieved from: http://www. humanrights. gov. au/publications/statistical-overview-aboriginal-and-torres-strait- islander-peoples-australia-social [Accessed: 12 February 2014]. Indigenous. gov. au. (2013). Minister scullion: government unveils plan to get remote indigenous children back to school | indigenous. gov. au. [online] Retrieved from: http://www. indigenous. gov. au/minister-scullion-government-unveils-plan-to-get-remote- indigenous-children-back-to-school/ [Accessed: 12 February 2014]. Kearns, K. (2010). The business of childcare. Frenchs Forest, N. S. W. : Pearson Australia. Kearns, K. Austin, B. (2007). Birth to big school. Frenchs Forest, N. S. W. : Pearson Education Australia. Mychild. gov. au. (2014). Programs for indigenous families | mychild. [online] Retrieved from: http://www. mychild. gov. au/pages/FamiliesProgIndigenousFam. aspx [Accessed: 3 January 2014]. Purdie, N. Buckley, S. (2010). School attendance and retention of indigenous australian students. issues paper no. ERIC. Schlievs, M. (2011). Aboriginal children in remote areas missing school for weeks. The Australian, September.

The Debate of Human Cloning Essay -- Cloning Clones Science Genetics E

Missing Appendix The Debate of Human Cloning Human cloning has become a hot topic for debate. As we progressed one step closer to successfully cloning and developing a human being, legislators and the general public have become more concerned about the ethical and moral implications of this procedure. The federal government has been unsuccessful in reaching an agreement as to what policy to pass and enact. Thus, any current legislation on human cloning has been developed and enforced by individual states. The state of California is one of the few states in the United States that has a policy on human cloning. Human cloning is banned in the state of California. Because current policy does not allow for any human cloning to take place, many research projects have come to a standstill. Scientists have still been able to carry out certain cloning procedures that may not be viewed as ethical by the general public as a result of loopholes in current legislation. It is recommended that the current policy in place be revised to eliminate these loopholes and rewritten to permit human cloning to take place to generate the tissue and cells needed for therapeutic development and research to take place. The ban on human cloning should only apply when the procedure is used for reproductive purposes because current research has shown that it is not safe to use in humans at this time(Appendix A.1). With proper restrictions and guidelines in place, society stands to gain many benefits through permitting human cloning for the purpose of research. DRAFT April 17, 1999 M E M O R A N D U M TO: California State Legislators and Governor Gray Davis DATE: April 17, 1999 SUBJECT: Recommendation that the state of California continues its ban on human cloning but revise the current policy to permit human cloning for research. BACKGROUND On July 5, 1996, researchers in Scotland made history when they announced the birth of Dolly, the world’s first successful cloning of a sheep (Appendix A.1). The world was shocked. The ability to reproduce human beings without sexual reproduction was no longer only an idea to be explored in sci-fi movies and books. After over forty years of research and development, human cloning is quickly becoming a reality. The basic technique used to clone humans and animals, somatic-cell nuclear transfer, involves the insertion of DNA from a soma... ...MA. 1997;278: 13-14. 11) http://www.leginfo.ca.gov/calaw.html 12) Wise, Jacqui. â€Å"Bills on Human Cloning Are Full of Loopholes.† British Medical Journal. 1998;316: 573. 13) http://www.usfca.edu/cloning/ 14) http://www.humancloning.org/ 15) Mayor, Susan. â€Å"UK Authorities Recommend Human Cloning for Therapeutic Research.† British Medical Journal. 1998;317: 1613. 16) Furrow, Barry, et al. Health Law: Cases, Materials and Problems. St. Paul: West Group, 1997, p.894. 17) Bower, Hilary. â€Å"Public Consultation on Human Cloning Launched.† British Medical Journal. 1998;316: 411. 18) http://www.seattletimes.com/health-science/html98/clon_012098.html 19) Benatar, D. â€Å"Cloning and Ethics.† QJM. 1998;91: 165-166. 20) Josefson, Deborah. â€Å"US Scientist Plans Human Cloning Clinic.† British Medical Journal. 1998;316: 167. 21) Furrow, Barry, et al. Health Law: Cases, Materials and Problems. St. Paul: West Group, 1997, p. 415. 22) Furrow, Barry, et al. Health Law: Cases, Materials and Problems. St. Paul: West Group, 1997, p. 248. 23) http://www.ebglaw.com/newsstand/cloning.html 24) Furrow, Barry, et al. Health Law: Cases, Materials and Problems. St. Paul: West Group, 1997, p.435. The Debate of Human Cloning Essay -- Cloning Clones Science Genetics E Missing Appendix The Debate of Human Cloning Human cloning has become a hot topic for debate. As we progressed one step closer to successfully cloning and developing a human being, legislators and the general public have become more concerned about the ethical and moral implications of this procedure. The federal government has been unsuccessful in reaching an agreement as to what policy to pass and enact. Thus, any current legislation on human cloning has been developed and enforced by individual states. The state of California is one of the few states in the United States that has a policy on human cloning. Human cloning is banned in the state of California. Because current policy does not allow for any human cloning to take place, many research projects have come to a standstill. Scientists have still been able to carry out certain cloning procedures that may not be viewed as ethical by the general public as a result of loopholes in current legislation. It is recommended that the current policy in place be revised to eliminate these loopholes and rewritten to permit human cloning to take place to generate the tissue and cells needed for therapeutic development and research to take place. The ban on human cloning should only apply when the procedure is used for reproductive purposes because current research has shown that it is not safe to use in humans at this time(Appendix A.1). With proper restrictions and guidelines in place, society stands to gain many benefits through permitting human cloning for the purpose of research. DRAFT April 17, 1999 M E M O R A N D U M TO: California State Legislators and Governor Gray Davis DATE: April 17, 1999 SUBJECT: Recommendation that the state of California continues its ban on human cloning but revise the current policy to permit human cloning for research. BACKGROUND On July 5, 1996, researchers in Scotland made history when they announced the birth of Dolly, the world’s first successful cloning of a sheep (Appendix A.1). The world was shocked. The ability to reproduce human beings without sexual reproduction was no longer only an idea to be explored in sci-fi movies and books. After over forty years of research and development, human cloning is quickly becoming a reality. The basic technique used to clone humans and animals, somatic-cell nuclear transfer, involves the insertion of DNA from a soma... ...MA. 1997;278: 13-14. 11) http://www.leginfo.ca.gov/calaw.html 12) Wise, Jacqui. â€Å"Bills on Human Cloning Are Full of Loopholes.† British Medical Journal. 1998;316: 573. 13) http://www.usfca.edu/cloning/ 14) http://www.humancloning.org/ 15) Mayor, Susan. â€Å"UK Authorities Recommend Human Cloning for Therapeutic Research.† British Medical Journal. 1998;317: 1613. 16) Furrow, Barry, et al. Health Law: Cases, Materials and Problems. St. Paul: West Group, 1997, p.894. 17) Bower, Hilary. â€Å"Public Consultation on Human Cloning Launched.† British Medical Journal. 1998;316: 411. 18) http://www.seattletimes.com/health-science/html98/clon_012098.html 19) Benatar, D. â€Å"Cloning and Ethics.† QJM. 1998;91: 165-166. 20) Josefson, Deborah. â€Å"US Scientist Plans Human Cloning Clinic.† British Medical Journal. 1998;316: 167. 21) Furrow, Barry, et al. Health Law: Cases, Materials and Problems. St. Paul: West Group, 1997, p. 415. 22) Furrow, Barry, et al. Health Law: Cases, Materials and Problems. St. Paul: West Group, 1997, p. 248. 23) http://www.ebglaw.com/newsstand/cloning.html 24) Furrow, Barry, et al. Health Law: Cases, Materials and Problems. St. Paul: West Group, 1997, p.435. The Debate of Human Cloning Essay -- Cloning Clones Science Genetics E Missing Appendix The Debate of Human Cloning Human cloning has become a hot topic for debate. As we progressed one step closer to successfully cloning and developing a human being, legislators and the general public have become more concerned about the ethical and moral implications of this procedure. The federal government has been unsuccessful in reaching an agreement as to what policy to pass and enact. Thus, any current legislation on human cloning has been developed and enforced by individual states. The state of California is one of the few states in the United States that has a policy on human cloning. Human cloning is banned in the state of California. Because current policy does not allow for any human cloning to take place, many research projects have come to a standstill. Scientists have still been able to carry out certain cloning procedures that may not be viewed as ethical by the general public as a result of loopholes in current legislation. It is recommended that the current policy in place be revised to eliminate these loopholes and rewritten to permit human cloning to take place to generate the tissue and cells needed for therapeutic development and research to take place. The ban on human cloning should only apply when the procedure is used for reproductive purposes because current research has shown that it is not safe to use in humans at this time(Appendix A.1). With proper restrictions and guidelines in place, society stands to gain many benefits through permitting human cloning for the purpose of research. DRAFT April 17, 1999 M E M O R A N D U M TO: California State Legislators and Governor Gray Davis DATE: April 17, 1999 SUBJECT: Recommendation that the state of California continues its ban on human cloning but revise the current policy to permit human cloning for research. BACKGROUND On July 5, 1996, researchers in Scotland made history when they announced the birth of Dolly, the world’s first successful cloning of a sheep (Appendix A.1). The world was shocked. The ability to reproduce human beings without sexual reproduction was no longer only an idea to be explored in sci-fi movies and books. After over forty years of research and development, human cloning is quickly becoming a reality. The basic technique used to clone humans and animals, somatic-cell nuclear transfer, involves the insertion of DNA from a soma... ...MA. 1997;278: 13-14. 11) http://www.leginfo.ca.gov/calaw.html 12) Wise, Jacqui. â€Å"Bills on Human Cloning Are Full of Loopholes.† British Medical Journal. 1998;316: 573. 13) http://www.usfca.edu/cloning/ 14) http://www.humancloning.org/ 15) Mayor, Susan. â€Å"UK Authorities Recommend Human Cloning for Therapeutic Research.† British Medical Journal. 1998;317: 1613. 16) Furrow, Barry, et al. Health Law: Cases, Materials and Problems. St. Paul: West Group, 1997, p.894. 17) Bower, Hilary. â€Å"Public Consultation on Human Cloning Launched.† British Medical Journal. 1998;316: 411. 18) http://www.seattletimes.com/health-science/html98/clon_012098.html 19) Benatar, D. â€Å"Cloning and Ethics.† QJM. 1998;91: 165-166. 20) Josefson, Deborah. â€Å"US Scientist Plans Human Cloning Clinic.† British Medical Journal. 1998;316: 167. 21) Furrow, Barry, et al. Health Law: Cases, Materials and Problems. St. Paul: West Group, 1997, p. 415. 22) Furrow, Barry, et al. Health Law: Cases, Materials and Problems. St. Paul: West Group, 1997, p. 248. 23) http://www.ebglaw.com/newsstand/cloning.html 24) Furrow, Barry, et al. Health Law: Cases, Materials and Problems. St. Paul: West Group, 1997, p.435.

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 Number: (876) 920-6714 Facsimile Number: (876) 967-4972 E-mail address: [email  protected] 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 vertical lines.First Issued 2003 Revised 2008 Please check the website www. cxc. org for updates on CXC’s syllabuses. RATIONALE1 AIMS 2 SKILLS AND ABILITIES TO BE ASSESSED2 PRE-REQUISITES OF THE SYLLABUS3 STRUCTURE OF THE SYLLABUS3 UNIT 1: MICROECONOMICS MODULE 1: METHODOLOGY: DEMAND AND SUPPLY 4 MODULE 2: MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 MODULE 3: DISTRIBUTION THEORY 17 UNIT 2: MACROECONOMICS MODULE 1: MODELS OF THE MACROECONOMY27 MODULE 2: MACROECONOMIC PROBLEMS AND POLICIES28 MODULE 3: GROWTH, SUSTAINABLE 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 minimum of five years of secondary 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 organised in 1-Unit or 2-Unit courses with each Unit containing three Modules.Subjects examined under CAPE may be studied concurrently or singly, or may be combined with subjects examined by other examination boards or ins titutions. The Caribbean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE diploma, awarded to candidates who have satisfactorily completed at least six Units, including Caribbean Studies. The third is the CAPE Associate Degree, awarded for the satisfactory completion of a prescribed cluster 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 period of five years. Recognized educational institutions presenting candidates for CAPE towards the award of the Council’s 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 will not be awarded any possible alternatives for which they d id not apply. T ? RATIONALEEconomics is the study of how society provides for itself by making the most efficient use of scarce resources so that both private and social welfare may be improved. The subject, therefore, covers the study of individuals, households, firms, government and international economic institutions as they attempt to make better use of scarce resources. The study of Economics enables individuals to develop a better understanding of the economic issues which affect them and the world in which they live. It will 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 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 different interests. Some may wish to study Econom ics as preparation for further specialisation in the subject. Others may study the subject to complement other subject disciplines, such as, careers in finance, accounting or law.Some students may see the subject as one worthy of study in its own right. Students of Economics will be able to contribute, significantly, to economic and social development 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 level 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 logically, critically and impartially on a variety of contentious issues. AIMS The syllabus aims to: 1. promote understanding of the basic principles and concepts of economics which are accepted in large measure by economists while recognising that the field is changing continuously; 2. develop an appreciation of the variou s methods used by economists in analysing economic problems; 3. develop an understanding of the global economy and of the relationships between rich and poor nations with respect to international trade 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, unemployment, environmental degradation, sustainable development and exchange rate instability and to contribute meaningfully to any dialogue on these issues; 5. encourage students to apply economic theory to the critical issues which affect the small open Caribbean-type economy; 6. encourage students to evaluate 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 economic transactions. SKILLS AND ABILITIES TO BE ASSESSED The assessment will test candidates’ ski lls and abilities to: 1. identify and explain economic theories, principles, concepts and methods; 2. interpret, analyse and solve economic problems using economic models and concepts; 3. develop structural 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 two 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 UNIT 2: MACROECONOMICS Module 1-Models of the Macroeconomy Module 2-Macroeconomic Problems and Policies Module 3-Growth, Sustainable Development and Global Relations Lists of reso urces are provided in the syllabus. The lists provide information that may be helpful for the study of each Module.It is advised that the topics listed in the sections 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 SUPPLYGENERAL OBJECTIVES On completion of this Module, students should: 1. appreciate the main problem of economics namely, the allocation of scarce resources and the inevitability of choice; 2. understand the laws, principles and theories governing demand and supply; 3. understand the basic tools of economic analysis. SPECIFIC OBJECTIVES TOPIC 1: Central Problem of Economics Students should be able to: 1. explain the concept of scarcity; 2. apply the concept of opportunity cost in a variety of real-life situations; 3. explain the concept of production 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. outline the advantages and disadvantages of the alternative mechanisms by which resources are allocated. CONTENT 1. The meaning of scarcity, free goods and economic goods. 2. (a)Definition of opportunity cost. b) Choice: what, how and for whom to produce. UNIT 1 MODULE 1: METHODOLOGY: DEMAND AND SUPPLY (cont’d) ) The concept of opportunity cost applied to economic agents (individuals, households, firms and governments). 3. (a)Assumptions: maximum output attainable, g iven 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. Use of production possibilities frontier to show growth and technological change. 6. Examples of positive and normative statements. 7. Different types of economic systems: traditional, market, planned and mixed. SPECIFIC OBJECTIVESTOPIC 2: Theory of Consumer Demand Students should be able to: 1. explain the concept of utility; 2. explain the law of diminishing marginal utility and the limitation of marginal utility theory; 3. explain the meaning of indifference curves and budget lines; 4. explain consumer equilibrium using the marginal utility approach; 5. explain consumer equilibrium using the indifference curve approach; 6. isolate the income and substitution effects of a price change; 7. explain effective demand; 8. derive the demand curve using both the marginal utility and indiffe rence curve approaches; 9. ifferentiate among normal, inferior and Giffen goods; 10. distinguish between shifts of the demand curve and movements along the curve; UNIT 1 MODULE 1: METHODOLOGY: DEMAND AND SUPPLY (cont’d) 11. identify the factors that affect demand; 12. explain the meaning of consumer surplus; 13. explain 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 determine the price elasticity of demand.CONTENT 1. Utility: total, marginal, cardinal (marginalist approach), ordinal (indifference curve approach). 2. (a)Explanation of diminishing marginal utility. (b)The main assumptions and limitations of Marginal Utility Theory. 3. Indifference curves and the budget constraint (budget lines). 4. The law of equi-marginal returns. 5. The point of tang ency 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 well 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 graphical representations. UNIT 1 MODULE 1: METHODOLOGY: DEMAND AND SUPPLY (cont’d) 13. Price, income, and cross elasticities. 14. Calculation 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 the 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 functio n; 3. differentiate between the short run and long run; 4. explain the law of diminishing returns; 5. calculate total, average and marginal physical product; 6. explain the relationships among total, average and marginal physical product; 7. identify the stages of production as they relate to total, average and marginal product; 8. calculate total, average, marginal and other costs; 9. xplain the relationship among total, average and marginal costs; 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 (cont’d) 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. CONTENT . Factors of production: land, labour, capital and entrepreneurship. 2. Relationship between output and input. 3. Fixed and variable factors. 4. The law of diminishing returns. 5. Calculation of total average and marginal physical product. (See suggested teaching 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 including graphical representations. UNIT 1 MODULE 1: METHODOLOGY: DEMAND AND SUPPLY (cont’d) 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 market; 2. explain market equilibrium; 3. calculate equilibrium price and quantity; 4. outline factors that cause changes in equilibrium; . evaluate the impact of price controls on market equilibrium; 6. analyse the effects of taxation and subsidies on market equilibrium. UNIT 1 MODULE 1: METHODOLOGY: DEMAND AND SUPPLY (cont’d) CONTENT 1. The concept of the market. 2. Equilibrium price, equilibrium quantity. 3. Use 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 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, 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, let 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 intervention 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: DEMAND AND SUPPLY (cont’d) GRAPH SHOWING THE STAGES OF PRODUCTION [pic] (i)Stage 1occurs up to the point where APPL is at its maximum. (ii)Stage 2 occurs fr om 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 labour 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 labour 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. appreciate 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 necessa rily 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 (cont’d) CONTENT 1. Profit maximization, growth, satisficing, sales and revenue maximization, market dominance. 2. Total revenue, total cost, normal and economic (abnormal) profit. 3. Relationship between average, marginal and total revenue. 4. Types of market structures: perfect competition, monopoly including price discrimin ation, monopolistic competition, oligopoly and cartels. . Characteristics of the different market structures. a) barriers to entry; b) control over market and price; c) nature 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 industry’s output produced by its four largest firms (four-firm concentration ratio): pic] where si is the market share 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 concentration. UNIT 1 MODULE 2: MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION (cont’d) SPECIFIC OBJECT IVES TOPIC 2: Market Failure Students should be able to: 1. explain the concept of economic efficiency; 2. distinguish among private goods, public goods and merit 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) monopoly; b) public goods and merit goods; c) externalities: positive and negative;UNIT 1 MODULE 2: MARKET STRUCTURE, MARKET FAILURE AND INTERVENTION (cont’d) d) divergence between social and private costs and social and private benefits; e) imperfect information; f) asymmetric information: adverse selection and moral 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 policy; – taxation; – privatisation and deregulation; – state ownership; – subsidies; – legislation; – 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 (cont’d) 2. Private 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 diagrams. 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 owner s of the factors of production; 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 inequality. 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 transfer earnings and economic rent. CONTENT 1. Rent, interest, wages and profits. 2. Derived demand. 3. (a)The assumptions and limitations of Marginal Productivity Theory. (b)Marginal Physical Product, Marginal Revenue Product and their relationship. UNIT 1 MODULE 3: DISTRIBUTION THEORY (con t’d) 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 role of Government, Trade 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, geographical immobility). 3. The mobility and immobility of labour; geographical (migration of workers), occupational. 4. Compensating (equalizing) differentials. UNIT 1 MODULE 3: DISTRIBUTION THEORY (cont’d) 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 distribution 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 susceptible 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 (cont’d) 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. Wa ys 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 (cont’d) 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 human resources; b) lower potential output; c) inefficient allocation of Government expenditure; 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 measured 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 Lorenz 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 National Income accounting and the importance of these accounts for macroeconomic theory and policy; 1. understand the views of the classical keynesian and monetarists schools; 2. understand the factors that influence the level of investment 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 der iving 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 GDP from nominal GDP; 7. explain the limitations of GDP. CONTENT 1. Economic agents. 2. Gross Domestic Product (GDP),Gross National Product (GNP) 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 (cont’d) 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-yoursel f 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 the 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 aggregate demand; 4. explain the factors that influence aggregate supply; 5. interpret the classical long run supply curve; 6. explain price level determination 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 (cont’d) CONTENT 1. Flexibility 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) investmen t 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 curve. 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. describe the effect of withdrawals and injections on national income; UNIT 2 MODULE 1: MODELS OF THE MACROECONOMY (cont’d) 7. explain the relationship between net exports and national income; 8. determine the equilibrium level of national income; 9. explain inflationary and deflationary gaps. CONTE NT 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 changes in investments and national income. 5. Government’s expenditure 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 (cont’d) 9. (a)Full employment level of output. (b)Actual level of output. (c)Equilibrium level of national i ncome 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) Durability; c) Irregularity of innovation; d) Variability of profits, expectations and interest rates. UNIT 2 MODULE 1: MODELS OF THE MACROECONOMY (cont’d) Suggested Teaching and Learning ActivitiesTo facilitate students’ attainment o f 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 should 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 expla in 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 unemployment and how intervention may be used to improve economic performance; appreciate the role of the Central Bank in the economy; understand monetary and fiscal policy and their applications; understand the nature and burden 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 me asured; 10. explain the causes of inflation; 11. evaluate the effects of inflation; UNIT 2 MODULE 2: MACROECONOMIC PROBLEMS AND POLICIES (cont’d) 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 money wages: a) real and nominal GDP; b) real and nominal interest rate. 9. The GDP deflator; the reta il 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 (cont’d) SPECIFIC OBJECTIVES TOPIC 2: Monetary Theory and Policy 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 Quantit y 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 (cont’d) 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 (in flation). (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 (cont’d) 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) unempl oyment; c) inflation; d) balance of payments. UNIT 2 MODULE 2: MACROECONOMIC PROBLEMS AND POLICIES (cont’d) 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 borrowing. 6. Lags and potency of fiscal policy. 7. (a)Expansionary and contractionary. (b)Automatic stabilizers. Specific 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 (cont’d) 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 (cont’d)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 multiplie r), 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, SUSTAINABLE 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 region’s structural characteristics on sustainable economic development. UNIT 2MODULE 3: GROWTH, SUSTAINABLE DEVELOPMENT AND GLOBAL RELATIONS (cont’d) 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 ec onomies 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 (cont’d) SPECIFIC OBJECTIVES TOPIC 2: International Trade 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 (cont’d) e) shifts in international 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 (cont’d) SPECIFIC OBJECTIVES TOPIC 3: Balance of Payments and Exchange Rates Students should be able to: 1. explain the balance of payments; 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 it ems. 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 (cont’d) 7. Fixed and floating exchange rate systems (fixed, free floating and managed float). 8. The effects of exchange rate changes. SPECIFIC OBJECTIVES TOPIC 4: Economic 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 (cont’d) SPECIFIC OBJECTIVES TOPIC 5: International Economic Relations Students should be able to: 1. xplain the role and functions of the World Trade Organisation (WTO); 2. explain the role of international financial institutions (IFI’s); 3. explain the term multinational (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 (cont’d) 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 Activ ities 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 independently 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 candidate’s overall grade. ii) Internal Assessment undertaken throughout the course of the Unit. This contributes 20% to the candidate’s 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 | | |