Visions for International Education Essay Example for Free

Visions for International Education Essay Klafki introduces terms like increasing interrelations, mutual dependencies, fate of all continents, cultures, states and societies when addressing the core problems our modern world faces at the turn of the century. A world, which has shrunk since the tunes of Walt Disney’s â€Å"It’s a small world after all†¦..[1]†, and in the aftermath of wars, trade and spheres of progress – appears to be closely knit. The points he makes are very clear through the discussion on 6 complexes of development, though you could look at them solitarily, they are very much intermeshed, as he points out. The entwinement of both individual capabilities and society focus, is very evident in all 6 points, be it: information availability or existential necessity. I couldn’t agree more; unfortunately conflicts exist in our own society, while promoting and claiming a route of tolerance and inclusion on one hand, we wish to be selective and limit the amount of â€Å"fugitives† we can accommodate annually, on the other. First, Klafki approaches education and educational science from a universal standing, where conditioning and development have to have common ground globally. There are many perspectives to developing knowledge and awareness and students of the future need to have an international stance to problems at a very early age. Although he tends to draw a very utopian picture, he keeps focus through his discussion with five key issues towards implementation and involvement. First key issue is â€Å"the problem of peace† and its educational value, as he addresses it, which consists of two main elements: 1. Macro-sociological and macro-political causes of threats to peace or of wars. 2. Moral justification for wars if there are any. The second key issue, he reflects upon, is that of â€Å"environment†, again globally and in conjunction to â€Å"accountability and controllability of scientific-technological development† he addresses the possible need to assist the lesser developed countries in global interest by removing blatant inequality through insight to First world knowledge. An excellent point and one very much current through efforts like movements such as â€Å"Camp for Climate Action[2]†. Klafki makes points on 3 main tasks for dealing with this global initiative towards educating the youth of tomorrow about the environment: 1. Awareness of ecological obligations and the consequences of unchecked tech-eco development. 2. Appreciation of developing energy-saving and environmentally sound consumer behavior. 3. Realization of maintaining, monitoring and further development of initiatives at an international and local level: glocal commitments. Third key issue addresses the inequality which certainly exists within societies and internationally between social classes, gender, employed/unemployed. He points out that at a national level and where the task of inter-cultural education really poses itself, is between a countrys foreign nationalities and even between them and the native population. The fourth key issues, as he puts it, are threats and opportunities amidst a vast and evolving field of new technical control, information and communications media. These tools should be embraced critically and included in any form that can boost education, while weighing the pros and cons of their effect on the user, through both possible social consequence and media misuse. Nay to both euphoria and phobia, but involve them in furthering didactic concepts in the classroom. His fifth and final key issue is on inter-personal engagement, involvement, recognition and responsibility: I-You relationships are central and enlightenment is very much the field for this issue. Now just because we are able to agree across the board on these issues being the basis, problems are not solved, because enlightenment is simply our first global quest. We need to maintain concentration on the key issues to succeed at the international level of education and promote discussion and debate via national curricula. In fact, if we are merely able to promote the significance of these key issues, then solutions can be nationally various and toned, as long as they are based in general for those who are potentially concerned. Soundly enough we also need to address four fundamental attitudes and abilities, which can assist in our quest towards global teachings and classroom practices: 1. Ability to criticize: as well as receive by furthering a point, suggestion or solution. 2. Ability to argue: to contribute to a better-founded insight on all angles of cognition. 3. Empathy: in understanding a counterpart – even if a solution is far from the scope. 4. Networked thought: interrelationships that connect everything with everything. Even after all of these discussions, it boils down to time and teaching – planning and teams. There is a clear necessity to organise and discuss reform: 1. How should class activity be blocked for lessons? 2. Should lessons be in 45 minute intervals or 2 hours? 3. The responsibility of the teaching team and its structure: How much or how little? These are simple questions and a minute contribution which need to be addressed, if there is to be any fruitful outcome through this process. The interrelated educational principles of exemplary teaching and learning, method oriented learning, action-oriented teaching and co-operative learning, all need a more fluid approach. Mutual trust is a necessity and with a realistic approach to implementation and evaluation we are well on our way – whether it seems utopian or not.

Euclid :: essays research papers

Little is know about Euclid, the father of geometry. Records show that he lived somewhere around 300 B.C. He was a Greek mathematician and is probably best known for his work Elements. Since little is known about the personal life of Euclid, it is difficult to do a biography on him.   Ã‚  Ã‚  Ã‚  Ã‚  His chief work, entitled Elements, is a comprehensive essay on mathematics. It includes 13 volumes that entail such subjects as plane geometry, dealing with the properties of flat surfaces and of planar figures, such as the triangle; proportion in general, a particular kind of relation between groups of numbers or quantities; the properties of numbers; incommensurable magnitudes; and solid geometry, branch of geometry that deals with the properties and measurement of geometric figures in three-dimensional space. Some people say that the geometrical sections of Elements were actually rearrangements of Exodus previous work. However Euclid himself is said to have made several discoveries in his Number Theory, which is a branch of mathematics that deals with the properties and relationships of numbers.   Ã‚  Ã‚  Ã‚  Ã‚  Most historians believe Euclid was educated at Athens. His teachers may have included pupils of Plato, who was a philosopher and one of the most influential thinkers in Western philosophy. Euclid thought geometry in Alexandria and opened a school of mathematics there. He also wrote Data, which was a collection of geometrical theorems; Phenomena, a description of the heavens; and The Division of the Scale, which is a mathematical discussion of music. But yet again many historians believe many of these works (other than the Elements) were spuriously credited to him, others disagree and say that indeed his works are that of his own. Euclid's Elements was used as a text for 2000 years, and even today a modified version of its first few books forms the basis of high school instruction in plane geometry.

Econ 248 Assignment 2

ECON 248 Assignment 2 1. The bank rate is the interest rate at which the Bank of Canada stands ready to lend reserves to chartered banks. The banker's deposit rate is the interest rate that the Bank of Canada pays banks on their deposits at the Bank of Canada. Changes to these rates by the Bank of Canada typically spread to other interest rates and therefore will influence the amount of lending done by the banks. An open market operation is the purchase or sale of government securities, which are government of Canada Treasury bills and bonds, in the open market by the Bank of Canada. These transactions done by the Bank of Canada change the reserves of the banks, which have an immediately impact on the amount of overnight borrowing. This enables the Bank of Canada to hit its overnight rate target. Government deposit shifting is the practice of shifting government deposits between the government's account at the Bank of Canada and its accounts at the various chartered banks. These shifts of deposits affects the banks' reserves, and therefore their ability to make overnight loans. Since this tool is typically used on a small scale to smooth daily fluctuations in the amount of overnight loans, its impact on the implementation of monetary policy is small. The required reserve ratio is the portion of depositors' balances banks must have on hand as cash, as determined by the central bank. The monetary policy of a required reserve ratio is no longer in use by the Bank of Canada. The Bank of Canada's policy tools work by changing the quantity of money in the economy, by changing the monetary base. By raising the bank rate, the Bank of Canada can make it more costly for the banks to borrow reserves. By raising the interest rate it pays the banks on their own deposits at the Bank of Canada, it can induce the banks to want to hold larger reserves. By selling securities in the open market, the Bank of Canada can decrease the monetary base. The Bank of Canada can also decrease bank reserves and the monetary base by switching some government of Canada deposits from a chartered bank to itself. These actions decrease the quantity of money, other things remaining the same. . L = (1 – 0. 35) X (1 – 0. 07) L = 0. 6 Quantity of money created = $50,000,000 X 1/(1 – 0. 6) Quantity of money created = $50,000,000 X 2. 5 Quantity of money created = $125,000,000 3. a) The multiplier is the amount by which a change in any component of autonomous expenditure is magnified or multiplied to determine the change that it generates in equilibrium expenditure and real GDP. Investmen t expenditures increase aggregate expenditure and real GDP. The increase in real GDP increases disposable income, which increases consumption expenditure. The increased consumption expenditure adds even more to aggregate expenditure. Real GDP and disposable income increase further, and so does consumption expenditure. The initial increase in investment brings an even bigger increase in aggregate expenditure because it induces an increase in consumption expenditure. The multiplier determines the magnitude of the increase in aggregate expenditure that results from an increase in investment or another component of autonomous expenditure. The greater the marginal propensity to consume, the larger is the multiplier. ) The marginal propensity to import and the marginal tax rate together with the marginal propensity to consume determine the multiplier. Their combined influence determines the slope of the aggregate expenditure curve. Since Multiplier = 1 / (1 – Slope of AE curve) and the marginal tax rate determines the extent to which income tax payments change when real GDP changes, the size of the multiplier will decrease depending o n the extent to which the marginal tax rate reduces the slope of the AE curve. ) The slope of the AE curve equals 0. 75 Multiplier = change in real GDP/change in investment = 1/(1-MPC) Multiplier = 1/(1-0. 75) = 1/0. 25 = 4 The revised slope of the AE curve equals 0. 45 Multiplier = change in real GDP/change in investment = 1/(1-Slope of AE curve) Multiplier = 1/(1-0. 45) = 1/0. 55 = 1. 818181812 4. a) Given that the increase in unemployment means a decrease in real GDP, and that consumer spending and investment spending reductions mean a fall in aggregate demand, the economy is in recession. This is due to a fall in aggregate demand, and the fall in investment may lead to higher costs of production in the future. b) In a recession, the number of people experiencing economic hardship increases, so induced transfer payments such as unemployment benefits and welfare benefits increase. Induced taxes and induced transfer payments decrease the multiplier effect of a change in autonomous expenditure such as investments, and moderate recessions making real GDP more stable. Discretionary fiscal policy would be used in an attempt to restore full employment. The government might increase its expenditure on goods and services, cut taxes, or do some of both, increasing aggregate demand. An increase in government expenditure or a cut in taxes increases aggregate expenditure as well. c) In a recession, the Bank of Canada will conduct an open market purchase to lower the interest rate. The quantity of investment will increase, and other interest-sensitive expenditure items will also increase. With an increase in aggregate expenditure, the multiplier increases aggregate demand, bringing real GDP to equal potential GDP, and a recession will be eliminated. . Keynesianism is loosely defined as the economic view that, left to itself, the economy may not fully employ the resources available, and that expansionary governmental action may be required to achieve full employment and growth. Monetarists, in contrast, think broadly that the principal economic task of government is to regulate the money supply, and in particular set limits to it, and that achievement of adequate levels of employment and growth can be left to the market. Historically, Keynesians avoured fiscal policy and monetarists favoured monetary policy as the tool for stabilizing aggregate demand. Today, the divide between the two schools on this issue has almost vanished. Monetarists favour a target growth rate for the quantity of money, and feel that not keeping money growth on target risks outbursts of inflation. Keynesians favour a target for the interest rate, and feel that aggregate demand can be controlled more accurately by preventing the interest rate from fluctuating too wildly, which it might do with strict targeting of the quantity of money and its growth rate. When real GDP falls below potential GDP, Keynesians feel that taking swift action to stimulate the economy by cutting the interest rate and increasing government expenditures is the most effective road to take. Monetarists feel the best that stabilization policy can do to achieve a high level and growth rate of real GDP is to keep inflation in check. Monetarists favour an inflation target at a low inflation rate. When the inflation rate rises, monetarists want swift action to slow it regardless of the state of real GDP. 6. a) 1000 tons of breadfruit / 500 tons of fish = 2 The opportunity cost of 1 unit of fish in Kiribati is 2 units of breadfruit. b) 750 tons of breadfruit / 1875 tons of fish = 0. 4 The opportunity cost of 1 unit of fish in Tuvalu is 0. 4 units of breadfruit. c) Tuvalu has a comparative advantage because it is able to produce fish at a lower opportunity cost than can Kiribati. d) Kiribati will import fish from Tuvalu because Tuvalu has the comparative advantage in the production of fish. 7. The three main arguments for protection and restricting international trade are i. the employment argument ii. the infant-industry argument iii. the dumping argument The employment argument is that if a country imports cheap foreign goods, local workers lose their jobs and become a drain on the welfare system, spending less, and causing a ripple effect of further job loss. The proposed solution is to ban imports of cheap foreign goods and to protect local jobs, but that proposal is flawed. Free trade does cost some jobs, but it also creates jobs. It brings about global rationalization of labour and allocates resources to their highest valued activities. Local jobs are lost, but jobs are created in the foreign countries that now produce those goods. The local workers who lost their jobs now have better paying jobs because export industries have expanded and created more jobs than have been destroyed. Another point is that imports create jobs. They create jobs for retailers that sell imported goods and for firms that service those goods. They also create jobs by creating incomes in the rest of the world, some of which are spent on imports of locally made goods and services. The infant-industry argument for protection is that it is necessary to protect a new industry to enable it to grow into a mature industry that can compete in world markets. The argument is based on the idea of dynamic comparative advantage, which can arise from learning-by-doing. Learning-by-doing is a powerful engine of productivity growth, and comparative advantage evolves and changes because of on-the-job experience. These facts, however, do not justify protection. The infant-industry argument is only valid if the benefits of learning-by-doing accrue not only to the owners and workers of the firms in the infant industry but also spill over to other industries and parts of the economy. Dumping occurs when a foreign firm sells its exports at a lower price than the price at which the product is normally sold in the foreign firm's domestic market. A firm that wants to gain global monopoly might use dumping, selling its output in the domestic market at a price that is low enough to drive domestic firms out of business. When the domestic firms are gone, the foreign firm takes advantage of its monopoly and charges a higher price for its products. This practice is the typical justification given for anti-dumping tariffs. There are reasons for resisting the dumping argument for protection. First, it is virtually impossible to detect dumping. The test for dumping is a weak one because it can be rational for a firm to charge a lower price in markets in which the quantity demanded is highly sensitive to price and a higher price in a market in which demand is less price-sensitive. Second, it is hard to think of a good that is produced by a natural global monopoly. Even if all the domestic firms in some industry were driven out of business, it would always be possible to find many alternative foreign sources of supply and to buy at prices determined in competitive markets. Third, if a good or service were a truly global natural monopoly, the best way to deal with it would be by regulation. Such regulation would require international cooperation. 8. a) Exports to the US would decrease due to lower demand because it would cost US importers more to purchase Canadian goods. b) Canadian importers would see a decrease in cost when importing machinery and equipment from US suppliers. c) Cross border shoppers would pay less for goods they purchase in the US. ) If the retired Canadians have US dollar bank accounts, the fluctuation of the Canadian dollar would likely have little effect on them. However, if they have Canadian dollar bank accounts or have Canadian currency, they can buy more with those Canadian dollars. 9. Current account Exports of goods and services+411 Imports of goods and services-378 Net transfers+3 Net interest payments-34 Current account balance+2 Capital account Foreign investment into Canada+22 Canadian investment abroad-35 Statistical di screpancy+10 Capital account balance-3 Official settlements account Official settlements account balance-1

The Effects Of Alcohol On A Person s Relationships With...

Does the quality of a person’s relationships with their parents and with their peer’s influence the extent to which that person engages in deviant behavior? Alcohol is the main substance used among juveniles and young adults. The National Institute on Alcohol Abuse and Alcoholism stated that, in 2009, more than 70% of teens by the age of 18 had at least one drink. There are many factors that can lead to this but I think the most important factors are parent and peer influences on a person. The relationship that a person has with their parents and peers can greatly influence their amount of alcohol use. Family and peers are very important factors because they are who people spend most of their time with, especially when they are young. The†¦show more content†¦I will also use Monitoring the Future, which is a self-report survey of 8th, 10th and 12th grade students. This self-report survey demonstrates how many of these students have used alcohol in 30 days. The relationship a juvenile has with their parents can affect whether the person is deviant or not. If a person has a strong relationship with their parents, then they are most likely not to commit deviant behaviors. Parents are an important factor in influencing whether their child to either use alcohol or not. If a parent has a strong relationship with their children, then they spend more time together. By spending more time together they have less free time to commit deviant behavior such as drinking alcohol. Also, since the parents and the person have a good relationship the parents are more likely to know what the child is doing most of the time. If a juvenile has more surveillance, then they are less likely to drink alcohol. When a child does not have a strong relationship with their parents then they are most likely to commit deviant behavior. They are most likely to use alcohol because their parents are not around to tell them to stop. When juveniles do not have a strong rela tionship with their parents then they are most likely to spend time