...children. Do you agree or disagree? Give reasons for your answer and include any relevant examples from your own knowledge or experience. Essay 1 – High Score – Band 8-9 In today's modern world, computers are an essential part of everyday life. Around the globe, children often use computers from a very young age. Although it is important for children to participate in various well-balanced activities, in my opinion, children who use the computer daily are actually developing a critical skill for future success. The bases for my views are personal, academic, and professional. From a personal point of view, computers are an invaluable resource to help young people explore the world around them. For example, children who use Internet to satisfy their curiosity about diverse topics are already becoming independent learners. No child with a computer is ever bored! By starting early in their lives, children feel totally at ease around computers; they are also able to take advantage of the wide range of services computers provide. From an academic viewpoint, children have no choice but to master this technological invention. For instance, when I was in university, students brought their laptops to class to take notes, do research and exchange information. They wrote assignments, created presentations and developed databases. Children who build early confidence and experience in these abilities are at a distinct advantage over those who have not. From a professional perspective, the...
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...Schaefer Center Fellowship Essay My earliest memories began with sitting in Grandfathers bakery, and as a small child I would sit in my stroller eagerly awaiting streams of buttercream. As my Grandfather would pipe and squirt the sweet treat into my mouth. This simple act had profound effects, because as I grew up it was my dream to work as a chef. Other children had dreams of becoming doctors or lawyers, however I have always found a great peace within the chaos of a working kitchen. I had an opportunity to research my family and there is a history of cooks and bakers within my family tree. As I look back at my work history, just about every job I held involved food is some form or fashion. My varied and diverse career is dotted with positions working in some aspect of food, state agencies, grocery stores, deli’s, cafes, restaurants, catering, and even professional sport stadiums feeding thousands of fans. I consider myself as a “late bloomer,” academically as I never really enjoyed school. It was not until I enrolled into culinary school that I excelled in my studies. After finishing school I spent several years working at both Camden Yards and M & T Bank stadiums,...
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...International Business, 14e (Daniels et al.) Chapter 6 International Trade and Factor-Mobility Theory 1) Which of the following is NOT a reason that international trade theory is useful for managers to understand? A) Countries use trade theories to help them decide how to improve their competitive positions, such as improving the quantity and quality of production factors. B) Countries' trade policies affect whether imports are allowed to compete against domestic production, thus affecting where companies need to produce to serve given markets. C) Countries use laissez-faire policies to intervene in the free movement of international trade, thus affecting where companies can produce most efficiently. D) Countries wrestle with the questions and set policies on what, with whom, and how much they should import and export, thus affecting companies' abilities to produce given products efficiently and sell them into given markets. Answer: C Diff: 3 Learning Outcome: Compare and contrast theories of international trade Skill: Concept Objective: 1 2) Why should managers in international business understand international trade theories? A) Countries' trade policies, based on trade theories, influence which products companies might export to given countries. B) The understanding helps managers decide whether their companies should follow laissez-faire management practices. C) The theories help managers decide whether to use large-scale versus small-scale technologies...
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...Using one specific company that you are familiar, examine the actual and potential impacts of globalisation on that company. Explain the reasoning behind the points you make. Evaluate possible strategies going forward which the company might use to respond to the impacts you have identified. 1. INTRODUCTION Globalisation is a word that is frequently being used by everyone, from politicians to businessmen and is often referred to closely united economies worldwide, with products, people and money moving easily; in greater volume and value throughout the world. It can be defined as “the process of transformation of local phenomena into global ones. It can be described as the process by which the people of the world are unified into a single society and function together. This process is a combination of economic, technological, sociocultural and political forces.” (Wall, Minocha and Rees, 2010, pg 14) Under the economist’s view point, globalisation focuses on: - • Growth of international trade • Increase in international capital flows • The developing control of multi-national company’s (MNCs) into the domestic and global markets Globalisation is not new, but is “a product of the industrial revolution. Britain grew rich in the 19th century as the first global economic superpower,” (BBC, 2011) due to its greater manufacturing technology and improved global communications such as steamships and railroads. However the possibility speed and scale of globalisation...
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...ARTICLE IN PRESS Tourism Management 29 (2008) 403–428 www.elsevier.com/locate/tourman Progress in Tourism Management Event tourism: Definition, evolution, and research Donald Getzà Haskayne School of Business, University of Calgary, 2500 University Ave. N.W., Calgary, Alberta, Canada T2N 1N4 Received 24 April 2007; accepted 31 July 2007 Abstract This article reviews ‘event tourism’ as both professional practice and a field of academic study. The origins and evolution of research on event tourism are pinpointed through both chronological and thematic literature reviews. A conceptual model of the core phenomenon and key themes in event tourism studies is provided as a framework for spurring theoretical advancement, identifying research gaps, and assisting professional practice. Conclusions are in two parts: a discussion of implications for the practice of event management and tourism, and implications are drawn for advancing theory in event tourism. r 2007 Elsevier Ltd. All rights reserved. Keywords: Event tourism; Definitions; Theory; Research 1. Introduction Events are an important motivator of tourism, and figure prominently in the development and marketing plans of most destinations. The roles and impacts of planned events within tourism have been well documented, and are of increasing importance for destination competitiveness. Yet it was only a few decades ago that ‘event tourism’ became established in both the tourism industry and in the research community,...
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...Course Description and Objectives This course introduces basic financial concepts all business managers should understand regardless of functional specialization. Topics include financial analysis and planning, time value of money, valuation, capital budgeting, risk/return trade-offs, cost of capital, and capital structure. The pedagogical approach used is a mixture of lectures and case examples. Cases are often used as a vehicle for discussing the complexities of real-world financial problems. To benefit most from this method of teaching, you will want to come prepared to discuss the cases in detail. By the end of the semester, students should be able to: (1) describe essential characteristics of the finance profession and institutions, (2) be conversant in basic financial jargon, (3) value paper assets (stocks and bonds) and tangible assets (capital budgeting) using the tools of time value of money, including NPV and IRR, (4) explain the various sources of financing, their associated costs, and their advantages and disadvantages, (5) calculate and use financial statements and ratios to analyze a business and create and use pro forma statements for planning and decision-making purposes, (6) appreciate the complexities international business, and (7) demonstrate team skills by actively participating in group written cases. Course Materials Text: Background readings and problem sets are from Ross, Westerfield and Jordan (RWJ), Fundamentals of Corporate Finance...
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...OUTLINE OF MBA 520 Fall Semester 2008 Business Finance Instructor: Grant McQueen Teaching Assistants: Mark Cherrington & Office: 636 TNRB Christian Hsieh Phone: 422-3017 Office: 324 TNRB Office Hours: MW 2:00 - 3:00 p.m. Phone: 422-6835 e-mail: Office hours: forthcoming Home page: Course Description and Objectives This course introduces basic financial concepts all business managers should understand regardless of functional specialization. Topics include financial analysis and planning, time value of money, valuation, capital budgeting, risk/return trade-offs, cost of capital, and capital structure. The pedagogical approach used is a mixture of lectures and case examples. Cases are often used as a vehicle for discussing the complexities of real-world financial problems. To benefit most from this method of teaching, you will want to come prepared to discuss the cases in detail. By the end of the semester, students should be able to: (1) describe essential characteristics of the finance profession and institutions, (2) be conversant in basic financial jargon, (3) value paper assets (stocks and bonds) and tangible assets (capital budgeting) using the tools of time value of money, including NPV and IRR, (4) explain the various sources of financing, their associated costs, and their advantages and disadvantages, (5) calculate and use financial statements and ratios to analyze a business and create and use pro forma statements for planning...
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...ANNOTATED SELECTED BIBLIOGRAPHY FOR HISTORICAL INTERPRETATIONS OF THE INDUSTRIAL REVOLUTION IN BRITAIN Gerard M Koot History Department University of Massachusetts Dartmouth Allen, Robert C., The British Industrial Revolution in a Global Perspective, New York: Cambridge University Press, 2009. Pp. viii, 331. Allen’s book is an excellent example of the persuasiveness of the new economic history. It is solidly rooted in statistical data and uses sophisticated methods of economic analysis but its analysis is presented in plain English. He argues that the first industrial revolution occurred in northwestern Europe because its high wages during the early modern period encouraged technological innovation. Although high wages were initially a consequence of the demographic disaster of the Black Death, they were reinforced during the early modern period by the economic success of the region around the North Sea, first, in European trade and manufacturing, especially in wresting the textile industry from the Italians, and then in world trade. According to Allen, the first industrial revolution took place in Britain instead of the Low Countries primarily because of Britain’s abundant and cheap coal resources, combined with the central government’s ability to use mercantilist policies and naval power to reap the greatest benefits from an expanding European and world trade. Once it had taken the lead from the Dutch, and defeated the French, Britain used its comparative advantage to consolidate...
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...changes in science and technology led educators to introduce innovations. 1. LOCAL AND NATIONAL CURRICULAR INNOVATIONS a.) 2002 Basic Education Curriculum b.) Third Elementary Education Program (TEEP) c.) Secondary Education Improvement and Development Program (SEDIP) d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) f.) Instructional and Curricular Excellence in School Leadership and Management – DepEd eXCELS A. 2oo2 Basic Education Curriculum THE VISION, MISSION AND RATIONALE OF THE CURRICULUM VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS MISSION: The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD The Basic Education Curriculum developed through a dynamic process. It started with the review of the existing basic education curriculum in 1997 which took into consideration worldwide trends and Philippine realities. ** PARAMETERS OF THE BASIC EDUCATION CURRICULUM The demands of the learning environment, the society and the Filipino learner defined the parameters that govern the elements of the curriculum. Parameters...
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...Sports, Youth and Character: A Critical Survey Robert K. Fullinwider* Institute for Philosophy & Public Policy University of Maryland * rkf@umd.edu CIRCLE WORKING PAPER 44 FEBRUARY 2006 CIRCLE Working Paper 44: February 2006 Sports, Youth and Character: A Critical Survey TABLE OF CONTENTS I. INTRODUCTION....................................... 3 a. methodological limitations..................... 4 b. conceptual and theoretical infelicities...... 5 II. THE LESSONS OF SPORT......................... 5 III. BASICS................................................ 6 a. too much too early?.............................. 8 b. competition’s role understood ............... 11 c. competition, participation, and fun......... 12 d. not enough?........................................ 14 IV. WHAT CAN WE CONCLUDE?.................... 15 V. THE MICROWORLD OF PARTICIPATION...... 17 VI. APPENDIX A......................................... 19 a. Shields and Bredemeier...................... 19 a.1. moral maturity: what are psychologists looking for?............ 22 a.2. game thinking............................. 24 a.3. moral confusion........................... 25 b. Stoll, Lumpkin, Beller, and Hahm.............. 27 It has been recognized for centuries that sport can contribute to education values that make for the development of character and right social relations . . . . [Within this contribution] there are many intertwined and interwoven threads of influences...
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...gunrunning in the west African subregion. These linkages, a result of the activities of the country’s leadership, made Liberia an international pariah and brought about the imposition of economic sanctions by the United Nations. Within the comity of nations, Liberia came to be viewed as a country that significantly contributed to the destabilization of the subregion through encouragement and support given to various armed groups that allegedly attacked Sierra Leone, Guinea and La Côte d’Ivoire. Liberia, nevertheless, is also associated with legendary contributions to Africa and the world at large. These contributions range from the fields of politics to sports, medicine, and religion. In the area of politics, Liberia produced Angie Brooks Randolph, the first African female President of the UN General Assembly. In sports, specifically in soccer, Liberia produced George Oppong Weah, the only African so far to capture two major football titles: World Best from the Fédération Internationale de Football Association (FIFA) and European Best from the European Football Association (UEFA). In medicine, Liberia produced the renowned cardiologist, Jerome Ngana, and the prominent AIDS researcher, Stephen Kennedy. In religion, Liberia produced Prophet Wade Harris, founder of the Protestant Methodist Church, La Côte d’Ivoire; Canon Burgess Carl, former Secretary General of the All Africa Council of Churches; William R. Tolbert, Jr., President of the World Baptist Alliance, and Liberia’s...
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...Copyright © 2005 Stuart Fischoff. All rights reserved. 1 Media Psychology: A Personal Essay in Definition and Purview by Stuart Fischoff, Ph.D. Introduction The subject matter of media psychology is a mother lode of material that psychology has actively mined for decades, but only within the last ten to fifteen years has the enterprise emerged as a distinct and explicit subdivision of psychology. Media psychology found its inspirational roots more than 90 years ago within the discipline of social psychology and in the early work of social psychologist Hugo Münsterberg concerning the psychology and the psychological impact of film. Published in 1916 under the title, The Photoplay: A Psychological Study, it was the first empirical study of an audience reacting to a film. Münsterberg also provided such a keen analysis of a screenplay's (then called a photoplay) grammar of visual construction and nascent cinematic conventions and their psychological impact on the audience, that his incisive words still echo today in numerous film school lecture halls and classroom seminars. And there was psychologist L.L. Thurstone, arguably the Father of Attitude Scale Construction and Measurement (a signature area of theory and research in social psychology), who developed scales for the measurement of attitudes toward movies for the famous and notoriously politicized Payne Fund Research in 1928. This study’s practically avowed purpose was to indict (not investigate) the medium of film...
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...Scott / CULTURAL-PRODUCTS INDUSTRIES REVIEW / March 2004 10.1177/1078087403261256 URBAN AFFAIRS ARTICLE CULTURAL-PRODUCTS INDUSTRIES AND URBAN ECONOMIC DEVELOPMENT Prospects for Growth and Market Contestation in Global Context University of California, Los Angeles ALLEN J. SCOTT The article begins with a brief definition of the cultural economy. A first generation of local economic development policy approaches based on place marketing and associated initiatives is described. The possibilities of a more powerful second-generation approach are then sketched out with special emphasis on localized complexes of cultural-products industries. An extensive review and classification of these complexes is laid out, and their inward and outward relations to global markets are considered. On this basis, a critical discussion of local economic policy options focused on cultural-products industries is offered. Contrasting examples of development initiatives in major global cities, in selected old manufacturing towns, and in the Multimedia Super Corridor of Malaysia are briefly presented. It is suggested that the growth and spread of localized production agglomerations based on cultural-products industries are leading not to cultural uniformity but to greatly increased diversity at the global level. Keywords: agglomeration; cultural economy; globalization; industrial districts; local economic development; place marketing Over the past decade or so, the industrial profile...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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