The Main Factors For An Economic Growth Term Paper

The Main Factors For An Economic Growth - Term Paper Example At this point, the following problem appears: how can investment benefit quickly the local economy if bureaucracy sets obstacles in the completion of the relevant processes? From this point of view, it could be stated that the effects of investment on economic growth are not standardized. Investment contributes to economic growth but the terms of the success of the relevant plans are depended on a series of factors, such as the local regulations, meaning especially the laws on investment, the availability of sources, the political and social stability and so on. Another factor which can also affect economic growth is the human capital. Nijkamp notes that the term ‘human capital’ can be used for describing the workforce, i.e. those involved in the production processes of the local economy. There is no differentiation between locals and foreigners, meaning that human capital would also include expatriates who are asked to participate in the business projects developed within a particular country. However, when referring to ‘human capital’ as influencing economic growth, it would be preferable to consider a particular team of persons: the locals who are able and willing to be engaged in the business activities developed across their country. From this point of view, the value of ‘human capital’ within a specific country can be influenced by the education and training available to people of different age and gender. Human capital is not directly related to the macroeconomic conditions of each country.... Investment, in any case, contributes in economic growth but the terms of success of the relevant plans are depended on a series of factors, such as the local regulations, meaning especially the laws on investment, the availability of sources, the political and social stability and so on. Another factor which can also affects economic growth is the human capital. Nijkamp (2010) notes that the term ‘human capital’ can be used for describing the workforce, i.e. those involving in the production processes (products and services) of the local economy. There is no differentiation between locals and foreigners, meaning that human capital would also include expatriates who are asked to participate in the business projects developed within a particular country. However, when referring to ‘human capital’ as influencing economic growth, it would be preferable to consider a particular team of persons: the locals who are able and willing to be engaged in the business act ivities developed across their country. From this point of view, the value of ‘human capital’ within a specific country can be influenced by the education and training available to people of different age and gender (Nijkamp 43). Human capital, as a term used in the explanation of economic growth, is not directly related to the macroeconomic conditions of each country; however, its existence and its quality is reflected in these conditions. For example, a high GDP level would indicate that people across the country are appropriately educated and trained, supporting the growth of their organization, as this growth result also in the growth of the economy. From a similar point of view, it is noted that the promotion of research and

Microteach #1 Lesson Plan Essay Example for Free

Microteach #1 Lesson Plan Essay Root Tip tip of a plant root that protects the growing tip and secretes mucilage to ease the movement of the root through soil Zone of Elongation absorbs food water, cell growth pushes root tip down, elongating the root Zone of Maturation Zone where root cells differentiate, or form different kinds of tissues that make up a mature root Xylem transports water up from roots through the plant Phloem transports the nutrients made from photosynthesis to all parts of the plant as needed Primary Root Develops into either â€Å"tap root† or â€Å"fibrous roots†; Other smaller roots branch off; Develops from hypocotyl; Roots provide water and minerals to the plant from the soil Adventitious Roots Additional roots that emerge from parts of the plant other than the root system; Burrow into the ground for nutrients Leaves Plumule Also known as â€Å"epicotyl†, emerges after primary root is established and becomes the â€Å"shoot† system above ground Stem Also known as â€Å"axis†; The main â€Å"stalk† of a branch or of the whole plant Apical Bud a. k.a. â€Å"terminal bud†; At the tip of a growing plant; Contains actively dividing cells called apical meristem; Growth here lengthens the plant; grows upward Node – point on the axis, or stem, where the leaf, petiole, another axis, or flower attaches Internode – distance between two nodes Petiole Stalk attaching the leaf blade to the stem Axillary Bud Bud located between the stem (axis) and the petiole; Can develop into a new branch, leaf or flower Leaf Blade Flattened, green site of photosynthesis  Sessile leaves attaches directly to the stem with no petiole Flowers Sepal Provide protection for flower bud; supports petals after flower blooms calyx – many sepals Petals Often brightly colored or unusually shaped to attract pollinators corolla – many petals Stamen – male flower part Anther: pollen-producing reproductive organ Filament: support structure for anther; Produces male gametes, or spores (plant version of sperm) Carpel Also called pistil; Female reproductive organ in flowers that produces seeds; Consists of ovary, ovule, stigma, and style Stigma Sticky, receptive tip of a carpel; The stigma receives pollen from bees Style pillar-like stalk through which pollen tubes grow to reach the ovary Ovary Pollen fertilizes eggs here and develop into seeds; develops into the pericarp Pericarp The outer layer In fleshy fruits; Often edible for human and animals; Develops from the ovary wall of the flower; Surrounds the seeds. (Vajravelu, 2009) Procedure: Anticipatory Set: â€Å"Now that everyones here, lets leave!† Invite students to travel outside and collect a plant sample that they would like to identify. State Objective Tell students that they are going to be learning about their samples, to identify their parts, and to learn their functions. Model: I will show a Microsoft PowerPoint slideshow with pictures or plant structures, their names, and descriptions of their functions. (ESOL Strategy for Edith: Use of visuals) Slideshow will contain brief and simple definitions for structures. (ESOL Strategy for Edgar: Describing items in simple terms; Bulleted lists rather than extended texts) I will point to the structures as I say their names out loud. (ESOL Strategy for Edith: Pointing/Gesturing) There will be an individual slide for each important structure with additional information, synonyms and pictures (ESOL Strategy for Edgar: Expand vocabulary through paraphrasing) I will try to repeat the names of the structures as many times as I can instead of saying â€Å"it† to aid in pronunciation and understanding. (ESOL Strategy for Edith: Repetition) Input I will ask students if they can provide me with any examples of various structures from their experiences, diets, etc. For example, carrots are tap roots. (ESOL Strategy for Tasir: Linking content to students personal life) Guided Practice – I will provide some  of my own plant samples and place them under the dot cam. I will then dissect samples and state the names of various structures. (ESOL Strategy for Edgar: Correcting Phonological Errors) (ESOL Strategy for Edith: Repetition) Check for Understanding I will ask students to present their samples in groups on the dot cam and name their structures without my assistance. (ESOL Strategy for Tasir: Group Activities with Comprehension Checks) Independent Practice: Student will be asked to fill out a worksheet as homework. The students will be required to label unlabeled plant illustrations, and answers questions about the functions of each structure. Closure: Briefly review the material with students. This time without the visual aid, ask students if they can reiterate or paraphrase the purposes and functions of various structures. Ask students to relate reproductive structures to the embryonic structures they create, and then the embryonic structures to the adult structure they develop into. Assign homework. Give students something to look forward to for the next class, ex: interesting fact about photosynthesis. â€Å"I hope you have a wonderful afternoon! See you tomorrow!† Resources and References: Vajravelu, R. (2009). Ethnobotany: A Modern Perspective. (1st ed., pp. 20-35). Dubuque, IA: Kendall Hunt. Microsoft PowerPoint (OR) Linux LibreOffice Impress Samples from Landscaping and/or School Garden Dot Cam Evaluation: Upon being presented with an unlabeled plant sample or illustration, students should be able to identify the name each structure. Students should be able to recognize correlations between different structures for plants in different stages of the life cycle (Example: hypocotyl and primary root). Students should be able to understand what functions each structure has that contribute to the survival of the plant. ESOL Strategies: For Edith, who is at the beginning level of language development, used multiple visual aids for each structure. I will state the name of each structure while pointing to the structure, being sure to clearly enunciate, and will repeat the names of the structures as many times as possible. I have placed arrows and animations on the PowerPoint slides for things that I am not able to reach, point to, etc. A real life example that she has collected personally, and can touch and play with at her desk, will be useful as another visual aid. For Edgar, who is in the intermediate levels of language acquisition, I have provided very simplified definitions and brief bulleted lists of additional information. Animations in slides and gestures to structures coupled with me carefully enunciating while I speak the vocabulary words should help to clear up any phonological errors he may experience. Tasir, who is at the advanced levels of language acquisition, will benefit from note-taking in the classroom. Having the correctly spelled vocabulary words provided on the screen next visual examples will help her to spell them correctly in her notes, which will in turn build up her writing skills. Having me read aloud the words on the screen may help her with her reading skills. Peer review in group activities and guided practice will help correct any errors. Her spelling on her homework will help me to assess her level of success. I will link concepts to her personal life, such as tap roots and carrots, to help her understand that improvement in class will lead to skills she will use in life. Copy of PowerPoint is attached.

Beyond the Classroom :: Teachers Teaching Education Essays

Beyond the Classroom Teachers in training have a lot to focus on and plan for in their futures. How to handle a classroom, fulfill the curriculum, and accurately assess students are all tremendous responsibilities. Experienced teachers have a decided edge in these categories. One area of the high school environment that developing teachers may be able to more strongly relate to, however, is the life of a teenager. It was only a few years ago that the future teachers of today were just students themselves. It is important to remember that high school is only partly about classroom teaching. A vitally important part of a good high school is it’s extra-curricular environment. Good teachers have the ability both to teach their content area skillfully and to relate to their students. A great way to learn more about students, and for students to learn more about each other, is through the clubs, sports, and extracurricular academic activities of a school. I do not remember a whole lot from my first two years of high school. I went to classes, did a decent job, went home and spent some time on my homework before spending time with my family and going to bed. I felt strangely disconnected from school. I had some friends whom I would occasionally visit after school, but living far from my high school often even prevented that. I looked at school almost as a job, doing the minimum, enough to appease the teachers, and moving on. It was not until my junior year of high school that I learned how to truly develop in school. Part of this sudden realization came from my success as a tennis player, and from my decision to join several other school clubs. I developed closer friendships at that time, and saw teachers who stayed after school to run and even participate in the activities differently. Not coincidentally my grades improved at the same rate as my social life. The teacher’s involvement in Peer Counseling really impressed me. Teac hers would share personal experiences and join in the activities done as a group. I realize now the effect that after school events had on my personal growth. That is one reason that I feel it is critical for a good teacher to participate in something outside of the normal school day. Coaches can have an even larger impact on students in that capacity than they have as teachers.

Numerous genetic and environmental factors contribute

Oldest sisters or baby brothers are more than simple labels on the family tree. Psychologists say that birth order affects all aspects of a child's personality. Birth order is defined as a person's rank by age among his or her brothers and sisters. A great deal of research has been devoted to the phenomena of birth order and how it impacts children within a family. Many differences in the behavior of siblings have been attributed to birth order.â€Å"Such differences range from general expressions of achievement to more specific behaviors including tendencies toward entrepreneurship, attainment of higher education and eminent occupational status, endorsement of unconventional ideas, and leadership of scientific revolutions, to name only a few. (Claxton, 1994) Birth order is not alone in the development of children’s personality traits. Numerous genetic and environmental factors contribute to differences among siblings.The different socialization patterns that children experie nce, based on birth order, can result in overt personality and behavior trait differences between firstborns and later-borns. (Claxton, 1994) Studies have related birth order to personality, intelligence, and vocational tendencies. Firstborns tend to be socialized by adults, where later-borns, have progressively more opportunity to be exposed to the socializing influences of older siblings. Adult-socialized firstborns are sometimes assumed to be more achievement oriented.Later-borns, experiencing a greater proportion of socialization are often characterized as more popular, more accepting of risk, and more independent of authority than firstborns. Such socialization differentials suggest qualitative differences between firstborns and later-borns in terms of behavioral and personality characteristics. (Claxton, 1994) Firstborns have a greater tendency than later-borns to be conformist and oriented toward authority and responsibility. As a special type of firstborn, only children tend to be highly motivated, self-confident, and achievement oriented.Only children are believed to be more accustomed to dealing with adults than are other birth positions. In contrast to firstborns, middle-borns have been generally described in terms of relatively greater orientation toward peers, group cooperation, and other social activities. The middle birth positions are often considered the most difficult, in part because middle-borns may receive less individual attention from parents. (Seff, 1993) Middle children may compensate by developing many non-parental relationships.Middle-borns often have excellent people skills and are good listeners, mediators, and negotiators, perhaps because they must navigate through a world of siblings who are both older and younger. A family's last born child is often believed to be favored by parents. Last-borns have been characterized as being especially vivacious and fun. (Claxton, 1994) Children in different ordinal positions experience differ ent socialization environments. Interaction with both parents and other siblings is affected by one's position in the sibling order.Firstborns tend to receive more parental attention, in terms of both support and control. They are also more likely to be given responsibility and control over younger siblings and to have higher expectations associated with their own performance. Children who report that they spent time teaching younger siblings had higher levels of reading and language achievement themselves. Such socialization experiences are the basis for the expectation or the perception that firstborns are more dependable, responsible, cautious, conservative, and have higher achievement motivation than later born children. (Parrot, 1992)The distinctive feature of the position of younger children in the birth order is that they are subject to more child-level interaction and are typically subordinate to the oldest child. Younger children (with the possible exception of the last bor n) receive less attention from parents, less encouragement, less responsibility, and lower expectations and have a harder time carving out a distinct niche for themselves in the family system. These tendencies are, of course, attenuated by a number of factors, including the number of siblings, the sex composition of the sibling order, and the spacing between positions.(Carter, et. al. , 2002) Firstborns may become conservative in their outlooks. Later-born children develop strategies of survival that may entail risk-taking and daring behavior. These differences in competitive strategies can generate personality differences across birth orders, and have lifelong implications. (Carter, et. al. , 2002) Part of the unique family environment is birth order. Although genetically related, siblings differ in age, experience, and in reproductive value to their parents. Differences between siblings growing up together can be magnified by contrast effects.First-borns tend to be more extraverte d and conscientious but less emotionally stable, agreeable, or open than are later-borns. (Revelle, 1995) Some variables are believed to affect the above descriptions. For instance, if there are several years between the first and second child, the second child will have some characteristics of a firstborn. Or, if the firstborn is a girl and the second a boy, the son will have some first-born characteristics because he is the family's first male offspring. Further, if there are more than four years between siblings, the next born takes on the traits of the oldest or first born.Sibling deaths, adoptions and blended families can also upset the traditional birth order. (Revelle, 1995) Studies have shown that while first-borns males may be more creative, the opposite is true for females, with later-borns being the highest in creativity. Test scores demonstrate that the highest creativity are found among first born males and later born females. According to Eisenman, it may be that first -born males receive greater intellectual stimulation in their family and this predisposes them to be high in achievement and creativity.While the first-born female may receive the same sort of intellectual stimulation, she may be restricted by both her birth order and gender. It is believed that that parents tend to be more restrictive toward their first child, and toward females in general. The first-born female may be exposed to a higher level of parental anxiety and also more restrictive parenting styles, because of being female. This is thought to inhibit creativity in first-born females and reduce the risk taking behavior often associated with creativity.â€Å"The first born male would also be inhibited somewhat by the overly strong parental concern, but overcomes this as far as creativity is concerned, perhaps due to the greater intellectual emphasis the first born male gets, as a child having only adult companionship in the family, until the birth of the second child. † (Boling, et. al. , 1993) Parents may be more aggressive with their approach to the first male child to achieve intellectually and academically. The first-born female seems to be over-socialized by parents, in response to their fear for the welfare of the female child.As a family grows, parents typically loosen up some of their controls, on both male and female children. The first-born female learns responsibility, usually in socially typical roles, having to care for her younger siblings. She may achieve well in intellectual and academic pursuits. But, the over-socialization may make her less likely than later born females to take risk, and thus may decrease creativity in the first-born female. (Eisenman, 2001) Birth order has been shown to have an effect on vocational tendencies as well.Firstborns' are shown to that require mechanical, technical, clerical or business system competencies, or toward positions that require leadership or persuasive skills. They may value economic and political achievement, their own as well as that of others. Firstborns are less likely to seek occupations which promote artistic, musical, dramatic, and literary interests, or involve a high degree of human and interpersonal relations activities. The later-borns gravitate towards vocation that are investigative, social, and artistic.â€Å"They would gravitate toward occupations that would utilize their scientific and mathematical abilities, promote their artistic, musical, dramatic, or literary interests, or involve interpersonal and human relations activities. Further, they are less apt to value political and economic achievements and more apt to value scientific, social, and artistic achievements. † (Lynch, 1980) Kevin Leman, author of The New Birth Order, notes in his book that 23 of America's 41 presidents were first-born or â€Å"functional first-born,† meaning the first male child.So were 21 of the first 23 astronauts the United States sent into space (the othe r two were only children). A much greater proportion of first-born end up in professions such as science, medicine and law, occupations that require analytical skills and hard-driving personalities. He also notes that an unusual number of comedians – such as Billy Crystal, Eddie Murphy, Drew Carey, Martin Short, Jim Carrey and Leslie Nielsen – are babies of their families, â€Å"funny people who got away with murder as kids,† he says. (Stewart, 1999) There are some theorists who propose that as families have gotten smaller, test scoreshave risen, because the intellect is higher. â€Å"SAT scores will continue to rise for the rest of the century. When today's 4-year-olds take the SAT 14 years from now, the average score will be even higher than it was in 1963 when the 40-point decline began. But then scores will probably begin to drop again. You see, after 1980, the birth rate began to rise and family size seems to be increasing. † (Hall, 1986) This belief is based upon confluence theory, proposing that because the intellectual development of a family is like a river with the inputs of each family memberflowing into it. Tests, which indicate intelligence, are dependent heavily on verbal ability. Then imagine the intellectual environment as providing a pool of words to the growing child. Adults contribute a large vocabulary to the pool and babies contribute nothing. The pool of words surrounding the only child at age 5 is different from the pool surrounding the second-born child of the same age who has a 7-year-old sibling. As families get larger, children's intellectual development suffers, and the effect is accentuated by birth order, the more older siblings aperson has, the lower his or her intellectual level because of the decrease within the family intellectual environment. (Hall, 1986) There are many additional factors that can influence intelligence. If there are higher numbers of adults present in a child’s daily life, as in an extended family, this may have an impact on verbal ability as well. Works Cited Claxton, R. P. (1994). Empirical Relationships between Birth Order and Two Types of Parental Feedback. The Psychological Record, 44(4), 475+. Retrieved November 29, 2006, from Questia database: http://questia. com/PM. qst?a=o&d=5001709131 Hall, E. (1986, February). Mining New Gold from Old Research; He Reworks Past Discoveries, Looking for Basic Behavioral Processes That Are as Fundamental as Biological Processes. Psychology Today, 20, 46+. Retrieved December 11, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=5001684098 Parrott, L. (1992). Earliest Recollections and Birth Order: Two Adlerian Exercises. Teaching of Psychology, 19(1), 40-42. Retrieved November 29, 2006, from Questia database: http://questia. com/PM. qst? a=o&d=77521729 Revelle, W. (1995). Personality Processes. 295+.Retrieved November 29, 2006, from Questia database: http://questia. com/PM. qst? a=o&d=5000271 333 Seff, M. A. , Gecas, V. , & Frey, J. H. (1993). Birth Order, Self-Concept, and Participation in Dangerous Sports. Journal of Psychology, 127(2), 221-232. Retrieved November 29, 2006, from Questia database: http://questia. com/PM. qst? a=o&d=76932964 Steelman, L. C. , Powell, B. , Werum, R. , & Carter, S. (2002). Reconsidering the Effects of Sibling Configuration: Recent Advances and Challenges. 243+. Retrieved November 29, 2006, from Questia database: http://questia. com/PM. qst? a=o&d=5000598111Stewart, M. (1999, December 7). Order of Birth: Are Our Children Predestined to Be Serious First-Borns, Loyal Middles and Affectionate Babies. The Washington Times, p. 1. Retrieved December 11, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=5001846400 Boling, S. E. , Boling, J. L. , & Eisenman, R. (1993). Creativity and Birth Order/sex Differences in Children. Education, 114(2), 224+. Retrieved December 11, 2006, from Questia database: http://www. questia. com/PM. q st? a=o&d=5000254689 Eisenman, R. (2001). Creativity, Risk Taking Sex Differences, and Birth Order.189+. Retrieved December 11, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=5000944906 Lynch, R. M. , & Lynch, J. (1980). Birth Order and Vocational Preference. Journal of Experimental Education, 49(1), 15-18. Retrieved December 11, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=95189117 Newman, J. , Pettinger, J. , & Evan, J. B. (1995). â€Å"My Big Sister the Town Supervisor†: Family Leadership Training Is Not Just for Boys. Sex Roles: A Journal of Research, 33(1-2), 121+. Retrieved December 11, 2006, from Questia database:

Jeffrey Young Believes That Moves Towards ‘Upmarket Burgers’ Essay

Jeffery Young has this belief that there would be a positive shift towards ‘Upmarket Burgers’ Well I believe this point to an extent as we have approached to the generation; people of all ages go for a healthier option as it has become a trend for all ages. But as the economy improves there would be an increase of income therefore a quality market opportunity. But the Future is unpredictable as we are presently in Double-dip recession as we have no idea how the future is going to be The local Community would go for a Low-Priced but good quality food but the disadvantage would the company GBK may fail as it does not have as many consumers as it is highly prices, overall I conclude It all depends on the Income of the economy. On the hand I have a stronger belief that the fast food Franchises (A franchise is a right granted to an individual or group to market a company’s goods or services within a certain territory or location), in this case it is called the ‘Low-market Burgers’ will not go extinct because the franchises like McDonalds, KFC, Burger King and Subway have the following USP’s (Unique Selling Points). Well it has food at a lower price which they specialise in which is affordable to the local community who do not have enough of income to buy ‘Upmarket Burgers’ at a daily rate. The second reason that they are more recognised as they have a recognisable trademark (a symbol, word, or words legally registered or established by use as representing a company or product.) for Example:- For McDonalds there are the two golden arches which is in the shape of an ‘M’. And also their reputation known world-wide, as they are set in the best locations for these small franchises and services, they are almost found along each mile near a town centre. To Conclude I would say that the franchises like McDonalds, Burger King, KFC and Subway will not go into extinction as the customer loyalty increases through the years whereas the customer loyalty for GBK(Gourmet Burger Kitchen) will have a decrease because of their high quality, high priced products. Therefore, a reduction of GBK stores.