INTERNATIONAL CONTRACTS ( INTERNATIONAL TRADE LAW) Essay

INTERNATIONAL CONTRACTS ( INTERNATIONAL TRADE LAW) - Essay Example is put at 6% works out to a staggering figure of the US$ 420 million per year3 A bulk of this amount represents cost of using the documentary letter of credit. About 30 % of the import trade of the U.S. is paid through this letter of credit mode.4 The percentage of six as the transaction cost is not a small amount. Major portion of this cost is attributed to the return or refusal of the bankers involved at various stages of the routing of the documents from the importing end to the exporting end for reasons of accompanying documents not complying with the descriptions stipulated in the governing letters of credit. Although the ICC 5 sponsored UCP 5006 of 1993 governing the handling of the letter of credit during the course of transactions between the importers and exporters has recently been simplified by the UCP 600 7 in 2007 for hassle free transactions, it is still inadequate to keep pace with the fast paced transactions in the wake of electronic commerce that has emerged during t he last few decades. This paper seeks to highlight the various legal barriers that parties involved have to face in the documentation of the international trade, different modes of payments in practice including the documentary letter of credit and justify the need for a more favourable climate for documentation which can be more aptly called as negotiation of documents for collection of payments for goods and services supplied in the course of international trade. This is the predominant type of mode of payment for international transactions for goods and services which the UCP 600 (formerly UCP 500) is entirely devoted to. The payment is collected through the party usually a bank or two corresponding banks trusted by the buyer and seller. The buyer’s bank is the issuing bank and the seller’s bank is the confirming bank. Since the buyer and seller come from different legal jurisdictions banks are invariably different enjoying the confidence of the respective sides i.e the buyer

Economics (South Korea) + Admin & Laws in India, China & South Korea Essay

Economics (South Korea) + Admin & Laws in India, China & South Korea - Essay Example This volatile growth rate is mainly due the economic recession of 2008 which affected the economy of the country significantly. The inflation rate for the country has remained pretty much stable as compared to the GDP rate. Inflation rate was 3 percent in 2010 and increased to 4 percent in 2011. The inflation rate, however, went down to 2.2 percent in 2012 (Euromonitor, 2013). This decrease in inflation rate is due to the slowing exports of the country which is also affecting the overall growth of the economy (Kim, 2012). The unemployment rate of South Korea has been close to 3 percent in the few years. Unemployment in 2011 was 3.3 percent which lowered to 3.2 percent in 2012. In 2013 unemployment rate has been reported as 3 percent (Prasad, 2013). The government has recently announced an increase in minimum wage for all employees in the country. The minimum wage in South Korea now equals to about $958 monthly for 8 hours daily (GMA News, 2013). The amount in the local currency amounts to 1,015,740 won (GMA News, 2013). South Korea has a very strong export base and, therefore, the country usually almost always enjoys a trade surplus. An exception to this was in 2012 when the country reported a trade deficit. In 2013 the country announced trade surplus of just over $2 billion which shows the strength of country’s exports (Trading Economics Website, 2013). The poverty rate of South Korea is about 7 percent (Ji-Sook, 2012). A family of four people having a family income of less than $1217 a month is considered poor by the government (2012). The poverty rate for elderly people is higher in the country compared to the overall poverty rate of South Korea. Public debt of South Korea is lower compared to other developed countries. The public debt of the country is around 34. 7% of the country’s GDP (Ernst & Young, 2012). This was even lower before the economic recession of 2008. Low public debt is a good sign for the country. The interest rate of

Professional Wrestling is Not a Sport, It’s Entertainment Essay

Professional Wrestling is Not a Sport, It’s Entertainment In what All-American sport can skin-tight spandex be worn and women flaunt giant biceps, while brandishing names such as Disco Inferno or Manna the Headhunter and still are adored by a mass audience? Why, in wrestling, of course. The dramatically choreographed sport entertains an audience of violence-starved fans who covet moves, such as the coined "People's Elbow". In fact, wrestling rises emotion from almost every viewer the industry draws in. Whether the emotion is intrigue, or pure disgust, this form of entertainment relies on the audiences' reactions, nonetheless. In this day and age, an industry has been built based on wrestling as a revolutionary form of mass culture entertainment. Polan explains how mass culture is essentially the regime of content, theme, the formulaic regularity of simple explanatory myths, an art tied to the gives of an everyday world (169). Even though some individuals may have reserve to whether wrestling is art or not, the sport certainly "finds an emot ion resonance in the genre's audience" (Polan 167). Wrestling's main motive is to reach a large-scale audience, and the sport relies on a predictable audience and appealing, symbolic entertainment. Truly, without the hundreds of fans that swear allegiance to wrestling, there simply would be no sport. The wrestlers go about entertaining the masses with outrageous matches and just a tough of cheesy drama. As proof of this, Putterman states: Most sports begin as games that the press and public then overlay with their own wish-fulfillment fantasies in order to turn the game into melodrama. Wrestling begins with the situation and characters of melodrama and then, t... ... Clearly, wrestling is in existence for the show business, but relies on a mass audience to create the sport of wrestling. The money and fame come merely as seconds in wrestling, for the audience must be entertained. Thus, the wrestling industry's ability to bend the audiences' sediments with every move is a raw example of mass culture entertainment. There is no doubt that wrestling is effective in controlling its audience, for it consists of all the elements that embody mass entertainment. Do not let the acronyms fool you, for wrestling is an up-front form of mass entertainment that has no shame and does not try to hide what the sport is all about. So, keep watching, continue to be entertained, even attend a match, and remember that the sweaty, emotion soaked crowd is much more unpredictable than the actual match. That's the effects of entertainment, baby.

Write Feature Story

What Are Feature Stories? Feature stories are human-interest articles that focus on particular people, places and events. Feature stories are journalistic, researched, descriptive, colorful, thoughtful, reflective, thorough writing about original ideas. Feature stories cover topics in depth, going further than mere hard news coverage by amplifying and explaining the most interesting and important elements of a situation or occurrence. Feature stories are popular content elements of newspapers, magazines, blogs, websites, newsletters, television broadcasts and other mass media.While journalists reporting late-breaking hard news don't have enough preparation time and copy length to include much background and description, writers of features have the space and time to evoke imagery in their stories and fill in details of the circumstances and atmosphere. A feature story is not meant to report the latest breaking news, but rather an in-depth look at a subject. Feature articles range fro m the news feature that provides sidebar background to a current event hard news story, to a relatively timeless story that has natural human interest.Features generally are longer than hard-news articles because the feature penetrates deeper into its subject, expanding on the details rather than trying to concentrate on a few important key points. In hard news stories, often referred to as inverted pyramid style, the reporter makes the point, sets the tone, and frames the issue in the first paragraph or two. In a feature story, on the other hand, the writer has the time and space to develop the theme, but sometimes postpones the main point until the end. The whole story does not have to be encapsulated in the lead. Typical typesThere are many kinds of feature stories. Here are some popular types: Human Interest: The best-known kind of feature story is the human-interest story that discusses issues through the experiences of another. Profiles: A very common type of feature is the pr ofile that reveals an individual's character and lifestyle. The profile exposes different facets of the subject so readers will feel they know the person. How-To: These articles help people learn by telling them how to do something. The writer learns about the topic through education, experience, research or interviews with experts.Historical Features: These features commemorate important dates in history or turning points in our social, political and cultural development. They offer a useful juxtaposition of then and now. Historical features take the reader back to revisit an event and issues surrounding it. A variation is the this date in history short feature, which reminds people of significant events on a particular date. Seasonal Themes: Stories about holidays and the change of seasons address matters at specific times of a year. For instance, they cover life milestones, social, political and cultural cycles, and business cycles.Behind the Scenes: Inside views of unusual occup ations, issues, and events give readers a feeling of penetrating the inner circle or being a mouse in a corner. Readers like feeling privy to unusual details and well kept secrets about procedures or activities they might not ordinarily be exposed to or allowed to participate in. Non-fiction stories Feature stories are journalistic reports. They are not opinion essays or editorials. They should not be confused with creative writing or works of fiction. The writer's opinions and attitudes are not important to the story.The writer keeps herself or himself out of the story. Writing in the third person helps maintain the necessary distance. Telling stories Hard news stories report very timely events that have just occurred. Feature stories, on the other hand, are soft news because they are not as timely, not as swiftly reported. Feature writers have the extra time to complete background research, interviews and observation for their stories. Here are some suggestions for polishing featu re writing skills and developing an eye for feature story ideas.Feature stories give readers information in a pleasing, entertaining format that highlights an issue by describing the people, places, events and ideas that shape it. Feature stories are really more like nonfiction short stories than hard news stories. While there should a news peg for the existence of a story at a particular time, the immediacy of the event is secondary in a feature story. In fact, sometimes there is no immediate event. The power of a feature story lies in its ability to amplify the focus on an issue through first-rate story telling, irony, humor, human appeal, atmosphere and colorful details.Features have a clear beginning, middle and end and are longer than hard-news stories. Gathering data Journalists use three tools to gather information for stories: observation, interview and background research. After completing these, the writer brings the story to life through colorful description, meaningful a necdotes and significant quotes. These elements are obtained when interviewing and observing by jotting down everything encountered – smells, noises, colors, textures, emotions, details seen and heard in the surroundings. The journalist keeps an open mind while interviewing subjects and researching sources.The writer avoids steering the story or imposing personal ideas on the sources. The writer avoids deciding on the theme of the story until sufficient information has been gathered to show a direction or point of view. Story format The information in a feature is organized differently from hard news stories. Sometimes a writer uses several paragraphs of copy at the outset to engage the reader before getting on with the main elements of the story. After the title and opening paragraph grab a reader, narrative hooks are used to persuade the reader to continue reading.These hooks are attractive story elements such as action, mystery, drama or appealing characters intended to pu ll the reader forward through the story. They are complex narratives that come to life through colorful description, meaningful anecdotes and significant quotes. In hard news stories, the reporter makes the point, sets the tone, and frames the issue in the first paragraph or two. In feature stories, the whole story does not have to be encapsulated in an inverted pyramid lead. The writer can develop the storyline in a variety of ways and choose to postpone the main point until later in the copy or even the end.A writer can choose to tell the story out of order to engage the reader's interest. A story could begin with a dramatic moment and, once the reader is curious, the story could flash back to the history needed to understand it. A story-within-a-story could be used with a narrator in the outer story telling the inner story to satisfy the curiosity of readers. A storyline could alert readers that the story began in a way that seemed ordinary, but they must follow it to understand what happened eventually. As with any news reporting, feature stories are subject to the journalistic standards of accuracy, fairness and precision.The quality of a story is judged on its content, organization and mechanics. Features writers use The Associated Press Stylebook for correct journalistic style. How long are these articles? Newspaper features often are 500 to 2500 words in length. Magazine features usually are 500 to 5,000 words. Features on websites and blogs generally range from 250–2500 words, but hard drive space is relatively inexpensive so the length could vary dramatically through the use of non-linear hyperlinking of content. Any medium might use a shorter or longer story than usual, depending on its perceived value.Attention spans seem to grow ever shorter so brevity is valued. More than ever, all writing today needs to be clear and concise. Illustrations Every story is illustrated, usually with one or more photographs, but the art can be drawings, painti ngs, sketches, video or machinima, colorful graphs and charts, or other creative expressions depending on the medium for which the feature is packaged for dissemination. Is this just for print journalists? As newspapers and other print media face stiffer competition today from Internet news media, more feature stories are published because they can be more engaging to read.Wire services, such as the Associated Press and reuters, which once distributed mostly hard news, now send feature stories to members. Public relations professionals frequently write feature articles. For instance, a company newsletter story profiling employees voluntarily helping the local community could benefit employees and their families as well as the firm's stockholders. Or a profile of a corporate CEO could be released to media when the firm makes news. Broadcast journalists use human interest stories, profiles, historical pieces, seasonal packages, behind the scenes revelations and even how-to description s.These can be seen and heard everywhere in television and radio news. A typical television news package includes an edited set of video clips for a story narrated by a reporter following a written script. Unlike a magazine article, for example, the TV feature story also will have audio, video, graphics and video effects. A news anchor with an over-the-shoulder graphic will be seen reading a lead-in introduction before the package is aired and concluding the story with additional information called a tag.

Essay about Affirmative Action is Not Reverse Discrimination

Affirmative Action is Not Reverse Discrimination Affirmative Action is not meant to help blacks because of the color of their skin, but because they deserve compensation for past and continuing injustices. Opponents may criticize the wisdom of how this compensation is meted out, but they cannot question the principle of compensatory damages, which enjoys a long tradition in our society. To many opponents of affirmative action, a color-blind society should not discriminate at hiring time on the basis of color, sex, etc. This would make the preferential hiring of blacks just as wrong as preferential hiring of whites. Furthermore, opponents claim, the introduction of past injustices does not change this logic. If blacks were†¦show more content†¦The situation is akin to the Jews who survived the Holocaust. Germany paid a large sum in compensatory damages to the state of Israel after World War II, and no one decried this as reverse racial discrimination. Now, opponents of affirmative action may question whether affirmative action is the right way to go about correcting past and present injustice. For example, can we compensate the living for sins committed against their ancestors? Is it right to compensate groups instead of specifically harmed individuals? But these are separate issues, ones that should be addressed elsewhere. (The reader may find them in the next essay.) The point here is that affirmative action is intended not as reverse discrimination, but as compensatory damages for injustice. Moral absolutism Those who use the term reverse descrimination are actually engaging in moral absolutism, a completely unworkable concept that has never been practiced by any society in history. An example may best highlight its difficulties. Suppose our society passed a law that says, No one shall forcefully take a television set from the possession of another. But the next day your neighbor comes over to your house with a gun and forcefully takes your television set from you. Having identified your neighbor, you call the police. The police show up at his door and demand that he surrender the television; he refuses, whereupon they pullShow MoreRelatedEssay on Affirmative Action is Reverse Discrimination1010 Words   |  5 PagesAffirmative Action is Reverse Discrimination    When the Civil Rights Bill was being debated on the floor of the Senate, Barry Goldwater predicted that this particular bill might be abused. Herbert Humphrey, however, stated that he would eat every page of the bill if ever it were used to justify discrimination against anybody on account of race or sex. The bill eventually passed and became the Civil Rights Act. 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Information Technological developments in using web based applications - Free Essay Example

Sample details Pages: 13 Words: 3834 Downloads: 10 Date added: 2017/06/26 Category Technology Essay Type Narrative essay Did you like this example? Paper 1 consists of use of programming languages Paper 2 focuses on technology use in business Introduction Considering information technology developments in using the web based applications has gone through dramatic changes in the pass years this has lead to many people considering looking into the changes in technology by formulating lesson plans that can be used to monitor the changes in technology. Paper 1 consists is made up of programming languages used and Paper 2 focuses on technology use in business. The developments in web based applications allowed the look into Paper 1 concerning use of programming languages. Don’t waste time! Our writers will create an original "Information Technological developments in using web based applications" essay for you Create order This is so because there are many programming languages that are being taught which make it necessary for students to be familiar with the programming language that is being used in many web based applications that are available in this present day. The examples of some of the programming languages that are being used in web based applications are script languages e.g. Java and VBScript (Scriptol, 2010). Paper 2 focuses on the advantages technology has brought to the business. This will look into how teachers will be able to use the technology in order to improve their teaching methods to students in the particular business the school will be operating in. According to a literature review by Ross, (2002) humanism, personal responsibility orientation, behaviorism, neo-behaviorism, critical perspectives, and constructivism are all important facets of, and perspectives on, adult learning theory. The most common treatments of the research of these areas of self directed adult learning are learning projects, qualitative studies, and quantitative measures. Collins, (1991) explores adult learning as the interactive relationship of theory and practice. In basic terms, the adult learner studies a particular theory and then puts it into practice when presented with the opportunity to do so. Thus, the understanding of an adult learning theory can prompt practice and practice can prompt adult learning theory revision. There are two main lesson plans that are being looked into which have both different approaches and strategy used in teaching the same lesson. Looking into these two main strategies they are considered as being used in different lesson plans that we are looking into. In lesson plan 1 5 Es of constructivism learning theory and for lesson plan 2 conditions of learning theory is used. There will be a look into student behavior and ability, the goals and learning outcomes, teaching and learning activities, reasons for choosing the theories, explanation o f strength and weakness of each teaching strategy, the beliefs in teaching the subject, and a discussion on teaching strategy with an effective method for students. All of the above areas will be looked into in this article which looks into the information technology developments in using web based applications. Further on in this paper there will be a comparison of both lesson plans that are being mentioned. Lesson Plan 1 Time : 120 minutes Class : form 1 No. of students : 30 Level of proficiency : beginning / level 1 Theme : Technology development Topic : use programming language in web based applications Intended learning outcomes : Able to write a programming language being taught Differentiate between different programming languages used Understanding of what web based application is How to differentiate on code to use Understanding of what object and attributes are in a programming language Develop a web based application page Specific objectives : By the end of the lesson students will be able to Able to use a programming language to design a web application Know how to differentiate between different languages used in programming Know the attributes and objects to use when coding Skills involved : Listening / speaking : coding : Writing, Teaching aids : sample tutorial : Computer : Software and hardware : Worksheets Pr evious knowledge : No previous knowledge required in programming Curriculum specifications : Design a web based application using a programming language : Understanding features to be used in a program : Computer keys to use Strategy / Approach : student centered cooperative Moral values : Appreciation of technological changes and how to use it Stage / Time Lesson Steps Set induction 5 minutes Teacher brings the software to use in programming a web based application Teacher introduces the programming language to be used Teacher asks if there are any students familiar with the programming language Stage 1 Explanation and Discussion 30 minutes Teacher gives lecture guides on the topic Teacher start explaining about the programming language to be used Teacher asks for understanding on the theoretical part of programming then allows students to make contributions Stage 2 Practical use 20 minutes Teacher gives an example for student to see and allow students to check if they can do another example themselves Teacher then gives a real web application question to try and program using the programming language taught Stage 3 Design application 45 minutes Students design the web based application page Consult teacher for any design implementation required Produce a web based application Stag e 4 Closure 20 minutes Students submit their web based application to the teacher for marking Teacher ends the class Lesson plan 2 Time : 120 minutes Class : Form 1 No. of students : 20 Level of proficiency : Beginner / Level 1 Theme : Technology and Business Topic : Business advantages in using information technology Intended learning outcomes : To develop models that will help star business into competitive advantage : Appreciation of other models used in business through use of IT Specific objectives : students should be able to know business models used and IT models : Know competitive advantage in business : Able to come up with models that can improve business objectives and Competitive advantage Skills involved : Listening / speaking : Critical thinking and analysis Teaching aids : Technological books : Worksheet Previous knowledge : Students should have background on IT and Business processes . Curriculum specifications : Presenting information by : Responding to questions asked in class : make presentation on models used Strategy / Approach : Teacher centered drilling Moral values : Appreciation of business technologies that could be used Stage / Time Lesson Steps Set introduction 10 minutes Teacher brings the relevant information on the topic area Teacher introduces the subject area to students Stage 1 Explanation and Discussion 40 minutes Teacher explains to students about the business competitive advantage, models that are used to measure business and IT competitive use Teacher makes examples on some critical success issues and failures in business use of IT for competitive advantage Students answer question asked by teach concerning the information taught Stage 2 Practice 40 minutes Teacher ask students to practice to use the models in an organization of their choice and come up with results in groups Students discuss about their information that is gathered concerning the topic area Stage 3 Closure 30 minutes Teacher makes some highlights on the topic area Conclude the subject Lesson Plan 1 Lesson plan 1 is based on student centered cooperative where the teacher controls the teaching and learning processes. The teacher plays the role of a guide rather than a facilitator. The teacher will be using teaching aids while giving the explanation and making sure that the students understand the way in which a programming language will be used when designing a web based application. The teacher will ask the students to try and also come up with their own web based application after getting all the relevant information on how to use the particular programming language. The students then develop the web based application that they will show the teacher no how well it will be working. The student will use all of the information the teacher give them to develop the application using the programming language. The learning outcome of the lesson plan is to see if students can be able to understand a particular programming language and being able to design a web based application s ystem. Looking into this learning plan 1 its following the learning theory of 5 Es Constructivism, which looks into engage, explore, explain, elaborate, and evaluate. The teach will provide students with an exercise in practical use stage where students will be asked to develop a working system for themselves to test their understanding of the subject that was being taught to them. This will be carried out in pairs as there wont be adequate time for the students to work on their own and finish the exercise in time. When this is finished the teacher will ask the students to show there working application to the teacher for allocation of marks. The teacher than ends the lesson after he or she sees all the work that the students would have managed to do within a given time frame. Lesson Plan 2 The lesson plan 2 is teacher centered drill where the teacher will be the one passing out the information which the students will be looking into and try to follow the methods that would have been made available to them by the teacher during the lesson. The teachers aid will be technological and business books as well as a worksheet where important information can be noted. The lesson has models that student have to develop after the lesson to show the understanding of how each model could be used to improve the competitive advantage of the business when using the new technology. In this plan the teacher is the facilitator where more information will come from the teacher and the student will follow or use that information to develop the required outcomes. The teacher guide the student on how to develop models that will be necessary for achieving business objectives with will be competitive advantage. In order to acquire the knowledge the students will work on their own to devel op the models. To be able to complete the task in class the students would be working as a group which will speed time than working alone. The students will be exposed to collaborative learning which shows that they will be using Conditions of learning theory. Reason for choosing the theories In coming up with these lesson plans it was noted that there are two theories connected to the lesson plan. These learning theories are 5 Es Constructivism theory according to Miami Museum of Science, (2001) and Conditions of learning theory according to Gagne, (1985). In lesson plan 1 learning theory used is 5 Es Constructivism. The 5 Es Constructivism is used as it promotes the following things engage, explore, explain, elaborate, and evaluate. These are all necessary as they help students in constructing and designing the required web based application by the teacher that will be teaching them. 5 Es Constructivism when looking into engage it help students in laying their groundwork for the task, and trying the new and unknown way to develop a web based application that meets their requirements (Miami Museum of Science, 2001). It also helps the student in identifying the areas of relevance that should be looked into in developing the application. The explore help the student t o work as team by sharing their ideas with one another there by building knowledge as to how the application can be improved (Miami Museum of Science, 2001). The philosophy about learning, that proposes learners need to build their own understanding of new ideas, has been labeled constructivism. Much has been researched and written by many eminent leaders in the fields of learning theory and cognition. Scholars such as Jean Piaget, Eleanor Duckworth, George Hein, and Howard Gardener have explored these ideas in depth (Miami Museum of Science, 2001). Briefly, this learning approach as it relates to science can be summarized as follows: Learning something new, or attempting to understand something familiar in greater depth, is not a linear process. In trying to make sense of things we use both our prior experience and the first hand knowledge gained from new explorations. Initially, our curiosity about a science topic is stirred, as we are stimulated by some intriguing phenomena, s uch as a rainbow, weve noticed. We poke, probe, inquire about and explore these phenomena until it becomes less mysterious. As we begin to investigate new ideas we can put together bits and pieces of prior explorations that seem to fit our understanding of the phenomena under present investigation. In the case of the rainbow, for example, we may realize that there is an association between sunlight and water vapor (Miami Museum of Science, 2001). Piece by piece we build knowledge. Sometimes when the pieces dont fit together, we must break down old ideas and reconstruct them. We extend our conceptual understanding through discussions and creative efforts. We validate our theories as we solve problems. In our rainbow example, we may realize that if we position ourselves properly, we can create a rainbow by spraying a water hose in sunlight. The clarity weve gained in understanding a concept gives us the ability to apply this understanding to new situations and new mysteries. It is a c ontinuous and a very individual process. We bring to each learning experience our developmental level, our personal story and our personal style. It is up to the teacher to facilitate the constructivist learning process. The structure of the learning environment should promote opportunities and events that encourage and support the building of understanding (Miami Museum of Science, 2001) When looking into explaining this is self explanatory but for interest sack this is used in passing out necessary information among groups to work within the application. The clarification needed on areas that may require the teachers help if there is a failure to implement the system in a working environment and also use of verbal or creative objects in developing the system as well as when having the class. Elaboration this is when the lesson learnt is applied to a situation where the students will have to develop a web based application using the programming language taught. The evaluation is the process by which the teacher checks the work that is done to see if it is ok which is necessary for the teacher to see the understating of the topic area by the students. Evaluation is of importance as this will show that the students have understood what was being taught during that time. Engage Students encounter the material, define their questions, lay the groundwork for their tasks, make connections from new to known, and identify relevance. In the stage Engage, the students first encounter and identify the instructional task. Here they make connections between past and present learning experiences, lay the organizational ground work for the activities ahead and stimulate their involvement in the anticipation of these activities. Asking a question, defining a problem, showing a surprising event and acting out a problematic situation are all ways to engage the students and focus them on the instructional tasks. If we were to make an analogy to the world of marketing a product, at first we need to grab the customers attention. We wont have their attention unless they have a need to buy the product. They may be unaware of a need, and in this case we are motivated to create a need Explore Students directly involved with material, inquiry drives the process, teamwork is used to share and build knowledge base. In the Exploration stage the students have the opportunity to get directly involved with phenomena and materials. Involving themselves in these activities they develop a grounding of experience with the phenomenon. As they work together in teams, students build a base of common experience which assists them in the process of sharing and communicating. The teacher acts as a facilitator, providing materials and guiding the students focus. The students inquiry process drives the instruction during an exploration. Explain Learner explains the discoveries, processes, and concepts that have been learned through written, verbal or creative projects. Instructor supplies resources, feedback, vocabulary, and clarifies misconceptions. The third stage, Explain, is the point at which the learner begins to put the abstract experience through which she/he has gone /into a communicable form. Language provides motivation for sequencing events into a logical format. Communication occurs between peers, the facilitator, or within the learner himself. Working in groups, learners support each others understanding as they articulate their observations, ideas, questions and hypotheses. Language provides a tool of communicable labels. These labels, applied to elements of abstract exploration, give the learner a means of sharing these explorations. Explanations from the facilitator can provide names that correspond to historical and standard language, for student findings and events. For example a child, through her expl oration, may state they have noticed that a magnet has a tendency to stick to a certain metallic object. The facilitator, in her discussion with the child, might at this stage introduce terminology referring to an attracting force. Introducing labels, after the child has had a direct experience, is far more meaningful than before that experience. The experiential base she has built offers the student an attachment place for the label. Common language enhances the sharing and communication between facilitator and students. The facilitator can determine levels of understanding and possible misconceptions. Created works such as writing, drawing, video, or tape recordings are communications that provide recorded evidence of the learners development, progress and growth. Elaborate Learners expand on their knowledge, connect it to similar concepts, apply it to other situations can lead to new inquiry. In stage four, elaborate, the students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them. For example, while exploring light phenomena, a learner constructs an understanding of the path light travels through space. Examining a lamp post, she may notice that the shadow of the post changes its location as the day grows later. This observation can lead to further inquiry as to possible connections between the shadows changing location and the changes in direction of the light source, the Sun. Applications to real world events, such as where to plant flowers so that they receive sunlight most of the day, or how to prop up a beach umbrella for shade from the Sun, are both extensions and applications of the concept that light travels in a straight path. These connections often lead to further inquiry and new understandings. Evaluate Is an on-going diagnostic process that allows the teacher to determine if the learner has attained understanding of concepts and knowledge. Evaluation and assessment can occur at all points along the continuum of the instructional process. Some of the tools that assist in this diagnostic process are: rubrics (quantified and prioritized outcome expectations) determined hand-in-hand with the lesson design, teacher observation structured by checklists, student interviews, portfolios designed with specific purposes, project and problem-based learning products, and embedded assessments. Concrete evidence of the learning proceed is most valuable in communications between students, teachers, parents and administrators. Displays of attainment and progress enhance understanding for all parties involved in the educational process, and can become jumping off points for further enrichment of the students education. These evidences of learning serve to guide the teacher in further lesson planni ng and may signal the need for modification and change of direction. For example, if a teacher perceives clear evidence of misconception, then he/she can revisit the concept to enhance clearer understanding. If the students show profound interest in a branching direction of inquiry, the teacher can consider refocusing the investigation to take advantage of this high level of interest. Lesson Plan 2 reasons In lesson plan 2 the learning theory used is Conditions of learning where the issues of business comes to play when looking into this as this also counts when one consider the condition in which he or she might be learning as well as the availability of all the required resources during the time when one is learning. This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments (Gagne, 1985). The following list shows some of the principles of condition learning theory by Gagne, (1985): Different instruction is required for different learning outcomes Events of learning operate on the learner in ways that constitute the conditions of learning The specific operations that constitute instructional events are different for each different type of learning outcome Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction (Gagne, 1985). In addition, the theory outlines nine instructional events and corresponding cognitive processes (Gagne, 1985): Gaining attention Informing learners of the objectives Stimulating recall of prior learning Presenting the stimulus Providing learning guidance Eliciting performance Providing feedback Assessing performance Enhancing retention and transfer The strength and weakness of each teaching strategy Lesson Plan 1 Lesson Plan 2 Strength The learner is able to interpret multiple realities The learner is better able to deal with real life situations The learner can be a problem solver Weakness The learner may have divergent thinking and actions that may cause problems Strengths Allows individual participant to be able to recall what would have been learned in class Encourages cooperation among students as team members Weakness Redesign of the course relevant for the new learning environment Requires a diverse educational background Beliefs in teaching the subject Based on the elaboration stated in the strength and weakness of two lessons plans it can be noted that lesson plan 1 is the best teaching particularly in this topic where students has to show the understanding of the programming languages used. According to the theory learning is collaborative and interactional where by the teacher provides the lesson and the students do the practical work based on the lesson that would have been carried out. The teacher in lesson plan 1 act as the facilitator making sure that the students have been able to know the programming language used in class by the way they will be developing the web based application and also from other previous studies carried out in the topic area. The teacher will not interrupt the students as they will be doing their work but he or she will be just monitoring that there are doing the correct thing. Adult learning theories in and of themselves have very little consensus amongst them. There is great debate on an actu al determined amount of theories that are even possible, as well as labeling those theories into groups like Hilgard and Bower stimulus-response and cognitive theories as large categories of their eleven theories. Another groups dynamic labels theories as mechanistic and or organism. Overall it seems that the theory of adult learning is broken down into two elements; a process that creates change within the individual, and a process to infuse change into the organization.

Overpopulation Is An Issue Of Overpopulation - 930 Words

Overpopulation is an issue that many in the world may never face, however, the ones that do experience this issue know the struggles that it can pose to the overall quality of life. There are multiple reasons on why overpopulation is an issue and why it can affect quality of life, but ones that have a major impact on the world is the shortage of food, overconsumption of fossil fuels, and decline in health care. These specific issues were selected because of the widespread availability of information. With over seven billion people on the earth, there are many areas that deal with overpopulation, but to classify an area as overpopulated we must first establish what overpopulation actually means. Overpopulation is defined as â€Å"an undesirable condition where the number of existing human population exceeds the carrying capacity of Earth†(Conserve Energy Future). If we are to look at this definition and then compare it to a certain area it is proven that certain places have an excess of people. However, different people view overpopulation on different levels. For example, someone from Los Angeles, California is used to a huge mass of people in a small area, but someone from Oklahoma would view Los Angeles as overpopulated when compared to where they are from originally. Overpopulation can be a blessing and a curse depending on how you look at it. Overpopulation has its problems, root causes associated with it, and although many solutions have been proposed as fixes to thoseShow MoreRelatedOverpopulation Is Not An Issue1357 Words   |  6 PagesOverpopulation is not an issue many people in developing countries face at this point in time. Put simply, overpopulation is â€Å"the condition of having a population so dense that it causes environmental deterioration, an impaired quality of life, or a population crash† (Merriam-Webster). It should not be taken lightly because it cannot be reversed in a short time period. Changes must be made gradually so that future generations do not suffer consequences that current generations have place uponRead MoreOverpopulation Is Not The Issue1382 Words   |  6 PagesOverpopulation is blamed for many of todays problems around the world including poverty, hunger, and war. In reality, overpopulation is not the issue. In fact, the term â€Å"overpopulation† shouldn’t even be used because it makes one infer that there is too many people on this planet. That, however, is not true. There are plenty of resources to go around and the population may actually be declining instead of growing. Overpopulation will not be an issue for the future of planet Earth because the povertyRead MoreThe Environmental Issue of Overpopulation1762 Words   |  8 PagesThe Environmental Issue of Overpopulation Jakira West June 10, 2012 The Environmental Issue of Overpopulation As time passes and our world’s population continues to grow, overpopulation is becoming a very serious issue deserving of the upmost acknowledgement and consideration. Throughout history crowding of the earth and the overuse of the world’s natural resources has hardly been a main concern. Today however, with a population of 7 billion people and counting, the diminishment of theRead MoreThe Global Issue Of Overpopulation973 Words   |  4 Pagespopulation has exploded copiously.. This phenomenon known as overpopulation has been called a threat to humanity, and people all across the world are affected by it. 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