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Running head: POLITICAL AND ECONOMIC TURMOIL LEADING TO DEPRESSION 1 Political and Economic Turmoil Leading to Depression Yinfan Li B00699999 Political and Economic Turmoil Leading to Depression Yinfan Li B00699999 Dalhousie University Jonathan Simms Econ 2239 2019/1/23 Political and economic turmoil leading to depression Economic, political and social growth in a country depends on various factors that are often interconnected and consequently related. Political stability is one of the most important aspects that determine the success and growth of any country across the world. However, when this vital item is lacking, countries are often thrown into turmoil and the state of confusion with activities dwindling as a result. Countries across Europe experienced different levels of political and economic woes before, during and after the 19th century. This paper, therefore, intends to offer a comprehensive analysis of various political and economic turmoil in different European countries that lead to the great depression. Economies of Norway, Sweden and Denmark took and other European countries diversified direction since the 1980’s. These economic changes influenced the political status of the Scandinavia countries leading to depression. For instance, despite a small population of Sweden, its economy is quite important and significant as a test on the general economic system of Europe at large (Eichengreen & Temin, 2000). The private sector had a higher percentage in terms of production while the government only controlled fifty percent. Industrialization was one of the major economic events which led to the transformation of the Scandinavian countries politically and economically. Industrialization in Sweden was positively influenced during the First World War. This was due to the construction of the railway which linked northern Sweden and the southern. Due to its mining-based economy, specialized metals industry was developed which majored in the production of metal-based manufactured products. In Denmark, industrialization began by around 1890s though it was confined to Copenhagen after which other small towns began to grow rapidly. Denmark maintained its position as an agricultural based country until the 20th century where modern methods in production and processing were brought on board. This resulted in majoring in the processing of dairy and meat as opposed to exporting raw agricultural products to other countries (Eichengreen & Temin, 2000). Use of new technologies and innovations in producing dairy machinery, turbines and electric motors greatly facilitated the process of production. As a result of this economic event, the country became more independent hence politically stable. There was increased better living conditions and even consumerism as there were ready-made goods and mass production. Denmark, Norway, and Sweden together formed Scandinavism movement which acted as a politic.
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PPT - Great Depression in Europe - IIA2
The Great Depression had severe economic effects across Europe and Australia in the 1930s. In the UK, industries and exports declined sharply after 1929. The UK abandoned the gold standard in 1931, devaluing the pound and boosting exports. High unemployment led the government to cut wages and spending. Rearmament from 1936 and Keynesian policies after WWII helped recovery. The Depression weakened democracies and strengthened fascist movements in Germany and Italy. Australia's export-reliant economy suffered badly with unemployment reaching 29% in 1932.
Running head RESEARCH PAPER113RESEARCH PAPERRe.docx
Running head: RESEARCH PAPER 1
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Research Paper
Weijing Zhu
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Unification of the Two Germans States
Berlin Wall was an obstacle that enclosed West Berlin that hindered its access by people coming from East Berlin and the surrounding regions. This scenario happened between 1961 and 1989; however, between 1949 and 1969, almost two million find a hundred thousand people from East Germany to the Western state. This action increased the number of skilled-labor, intellectuals, and professionals in the Western State[footnoteRef:0]. Remarkably, this action affected the economic prosperity of East Germany due to limited skilled labor, intellectuals, and professionals that worked in various departments in East Germany. Eastern Germany responded to the dubious activity to protect the economic prosperity of the Eastern state. In regards to this, the Eastern State built a block to hinder access of the citizens from the Eastern state to Western Berlin and entire Western Germany. The block was built for the first time in 1961 when the decree was implemented by the Volkskammer from Eastern Germany. The block was constructed using cinder blocks and barbed wire that replaced several concrete walls, which were supported by barbed wire and protected by soldiers in several watchtowers. Besides, the barrier was also protected by mines, watchtowers, and gun emplacements[footnoteRef:1]. Later in the 1980s, the walls systems, fortifications, and electrified fences were extended by almost 45 km that divided the Berlin City into two; western and eastern part[footnoteRef:2]. The cold war between the eastern and western Germany was solved letter, and the two states reunified to form one united Germany. This research presents the drivers for wall constructions and the reasons why the unions reunified. [0: Encyclopedia Britannica. (2019). Berlin Wall | Definition, Length, & Facts. Retrieved 17 October 2019, from https://www.britannica.com/topic/Berlin-Wall] [1: Burda, M. C., & Weder, M. (2017). The economics of German unification after twenty-five years: Lessons for Korea (No. 2017-009). SFB 649 Discussion Paper.] [2: Encyclopedia Britannica. (2019). Berlin Wall | Definition, Length, & Facts. Retrieved 17 October 2019, from https://www.britannica.com/topic/Berlin-Wall]
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The Berlin Wall constructed symbolized the undiplomatic relationship between eastern emanating from Western Europe and the cold war in East emanating from Western state. Almost 5,000 people from the eastern state crossed over the obstruction using all ways possible and reached the final destination safely, whereas other 5,000 were captured in their attempt that resulted in the massive killing of 191 people when they scrambled to cross the wall. Thereafter, the obstruction wall stopped to serve as a political barrier between the two German states.
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The European Union. As of this writing, Britain is poised to exit the EU in the near future.
At the start of the postwar boom, most of the nations of western Europe entered into various international groups that sought to improve economic relations and trade between the member nations. Those culminated in the creation of the European Community (EC) in 1967, essentially an economic alliance and trade zone between most of the nations of non-communist Europe. Despite various setbacks, not the least the enmity between French and British politicians that achieved almost comic levels at times, the EC steadily added new members into the 1980s. Its leadership also began to discuss the possibility of moving toward an even more
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The EC officially became the European Union in 1993, and various member nations of the former EC voted (sometimes barely) to join in the following years. Over time, passport controls at borders between the member states of the EU were eliminated entirely. The member nations agreed to policies meant to ensure civil rights throughout the Union, as well as economic stipulations (e.g. limitations on national debt) meant to foster overall prosperity. Most spectacularly, at the start of 2002, the Euro became the official currency of the entire EU except for Great Britain, which clung tenaciously to the venerable British Pound.
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Carmen Elena Dorobăţ is a Ph.D. candidate at the École Doctorale DEGEST, University of Angers,
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The Independent Review, v. 19, n. 3, Winter 2015, ISSN 1086–1653, Copyright © 2015, pp. 357–378.
357
on the role and usefulness of international organizations and trade agreements.
Unlike our contemporaries, Mises believed that the failure of international organiza-
tions was inevitable in the presence of domestic economic intervention. Whereas
negotiating governments are attached to the idea of interventionism and thrive on
anticapitalistic mentalities, peace and free trade require the unhampered development
of free enterprise. In Mises’s view, as long as the inherent tension between domestic
and foreign policy persists, international trade-planning bodies cannot bring about
free trade.
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contributions to the topic of foreign-trade policy, which have so far received little
attention. Mises offered noteworthy insights on the shortcomings of international
organizations established after World War II, and his remarks foreshadow half a
century of international trade negotiations. This stands as a testimony to his acumen
and mastery of the topic. Second, following Mises, I argue that the current impasse
of WTO negotiations was caused by the pursuit of international agreements that
clash with domestic policies in a manner similar to the League of Nations’ failure
to preserve peace in the early twentieth century.
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the international economic landscape— that is, the international trade system and the
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day. The next section turns to Mises’s contributions, as set out in his works and
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2studEnt Economic rEviEw vol. XXXiiThe Failure of In.docx
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standard monetary became a catalyst of the deflationary crisis. This was
a symptom of an inadequacy in policymakers’ toolkit of response, due
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and international coordination. She concludes that these key failures
which were the root of policymakers’ miserable failure to mitigate the
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tency in monetary policy. By extension, it is my contention that the internation-
al resentment caused by deflation was a reason behind the deep severity of the
Great Depression. Furthermore, any limited response was muted by the lack of
coordination between the world’s economy, and the prevailing attitude of narrow
national interest, rather than acknowledgement of the interdependent nature of
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point. Deflation made paying back intergovernmental debts even more unfeasi-
ble, and this exacerbated the existing strain between countries in the post war
period. This strain was further worsened by debtor nations’ unrealistic expecta-
3
Economic History
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that the German mark was not stabilised until 1924, after a period of hyperinfla-
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sector in the U.S and the Gold Standard. Both causes will be related back to a
European context. A single example which illustrates the immense importance
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the Federal Reserve raised interest rates in 1927. The fall in U.S exports was due
to other countries raising their own interest rates to keep in line with the domi-
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The Great Depression had severe economic effects across Europe and Australia in the 1930s. In the UK, industries and exports declined sharply after 1929. The UK abandoned the gold standard in 1931, devaluing the pound and boosting exports. High unemployment led the government to cut wages and spending. Rearmament from 1936 and Keynesian policies after WWII helped recovery. The Depression weakened democracies and strengthened fascist movements in Germany and Italy. Australia's export-reliant economy suffered badly with unemployment reaching 29% in 1932.
Running head RESEARCH PAPER113RESEARCH PAPERRe.docx
Running head: RESEARCH PAPER 1
13
RESEARCH PAPER
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and rehashing its role.
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Carmen Elena Dorobăţ is a Ph.D. candidate at the École Doctorale DEGEST, University of Angers,
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of Economic Studies.
The Independent Review, v. 19, n. 3, Winter 2015, ISSN 1086–1653, Copyright © 2015, pp. 357–378.
357
on the role and usefulness of international organizations and trade agreements.
Unlike our contemporaries, Mises believed that the failure of international organiza-
tions was inevitable in the presence of domestic economic intervention. Whereas
negotiating governments are attached to the idea of interventionism and thrive on
anticapitalistic mentalities, peace and free trade require the unhampered development
of free enterprise. In Mises’s view, as long as the inherent tension between domestic
and foreign policy persists, international trade-planning bodies cannot bring about
free trade.
The purpose of this article is therefore twofold. First, it highlights Mises’s
contributions to the topic of foreign-trade policy, which have so far received little
attention. Mises offered noteworthy insights on the shortcomings of international
organizations established after World War II, and his remarks foreshadow half a
century of international trade negotiations. This stands as a testimony to his acumen
and mastery of the topic. Second, following Mises, I argue that the current impasse
of WTO negotiations was caused by the pursuit of international agreements that
clash with domestic policies in a manner similar to the League of Nations’ failure
to preserve peace in the early twentieth century.
To this end, the article is structured as follows. The first section briefly outlines
the international economic landscape— that is, the international trade system and the
free-trade movement, from the beginning of the twentieth century up to the present
day. The next section turns to Mises’s contributions, as set out in his works and
private corresp ...
2studEnt Economic rEviEw vol. XXXiiThe Failure of In.docx
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studEnt Economic rEviEw vol. XXXii
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Multilateralism and the
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Melissa Barrett, Senior Freshman
Almost 90 years after its beginning, the causes of the great depression
remain contested and uncertain. In this paper Melissa Barrett attempts
to decipher the chain of effects which caused the initial deflationary
episode to propagate into a deep depression. She explains how the gold
standard monetary became a catalyst of the deflationary crisis. This was
a symptom of an inadequacy in policymakers’ toolkit of response, due
to a lack of understanding and acknowledgement of the business cycle,
and international coordination. She concludes that these key failures
which were the root of policymakers’ miserable failure to mitigate the
crisis.
Introduction
This essay will argue that the primary causes of the Great Depression were the deflationary conditions of the mid 1920s, caused mainly by incompe-
tency in monetary policy. By extension, it is my contention that the internation-
al resentment caused by deflation was a reason behind the deep severity of the
Great Depression. Furthermore, any limited response was muted by the lack of
coordination between the world’s economy, and the prevailing attitude of narrow
national interest, rather than acknowledgement of the interdependent nature of
the global economy.
Deflation was incredibly problematic during the 1920s as it caused a rise
in the real value of debts, which brought already strained creditors to breaking
point. Deflation made paying back intergovernmental debts even more unfeasi-
ble, and this exacerbated the existing strain between countries in the post war
period. This strain was further worsened by debtor nations’ unrealistic expecta-
3
Economic History
tions and so it is the case that by 1923, the French still believed that the Germans
would make their reparation payments (Kemp, 1972).This was despite the fact
that the German mark was not stabilised until 1924, after a period of hyperinfla-
tion (Zacchia, 1976). Hjalmar Schacht, President of the Reichsbank from 1923 to
1930, wrote in 1931 that ‘the French attack upon German currency … was the
seed of that ever-growing lack of confidence which today hangs over the entire
world’ (Kindleberger, 1973).
Origin of deflation
A pertinent question to pose at this point is where did these deflationary
conditions come from? I will discuss two main causes of deflation, the housing
sector in the U.S and the Gold Standard. Both causes will be related back to a
European context. A single example which illustrates the immense importance
of the U.S to the international economy is seen in the fall of U.S exports when
the Federal Reserve raised interest rates in 1927. The fall in U.S exports was due
to other countries raising their own interest rates to keep in line with the domi-
nant currency of the world, the U.S dollar(Eichengreen, 2004).This was not an
advisab.
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German Unity Day, known as "Tag der Deutschen Einheit" in German, is a significant national holiday celebrated on October 3rd each year. This day marks the reunification of Germany, a historical event that brought together East and West Germany, ending decades of division and separation. The fall of the Berlin Wall in 1989 and the subsequent reunification in 1990
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The economic depression of the 1930s, known as the Great Depression, originated in the United States in 1929 and lasted until 1939. It was the longest and most severe depression in modern history, resulting in widespread unemployment, poverty, and deflation as gross domestic product and global trade fell sharply. The causes included stock market crashes, drought, declining asset prices, bank failures, debt deflation, and the Smoot-Hawley Tariff Act. Countries began recovering in the early-to-mid 1930s as they abandoned the gold standard and expanded their money supplies, with the U.S. recovery accelerating after 1933 under President Roosevelt's New Deal programs.
Comparative history articles
The Great Depression began in 1929 and affected economies worldwide. Countries hit bottom around 1933 but the economic slump lasted until WWII began in 1939. During this time, authoritarian governments rose to power in Germany, Italy, and Japan and ended unemployment but destroyed democracy. The depression originated in the US and spread globally, devastating personal income, trade, profits, and prices. Unemployment rose as high as 33% in some places. Multiple factors caused and prolonged the depression, including bank failures, tariffs that reduced international trade, drought, and dust storms. WWII began in 1939 with Germany invading Poland. Germany and the Soviet Union then divided control of Poland. France fell to Germany in 1940 despite British military support. The US aided Britain through
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World War I greatly changed Europe and the world. The Russian Revolution led to the establishment of communist Soviet Union. The Treaty of Versailles forced harsh terms on Germany including war reparations that damaged Germany's economy. The worldwide economic depression in the late 1920s increased unrest and nationalism, allowing the Nazi party to rise in Germany appealing to those dissatisfied with their current situation.
Comparative history articles by miguel cardenas
The Great Depression began in 1929 and lasted until the late 1930s. It originated in the US with the stock market crash but quickly spread worldwide. Countries were devastated as unemployment rose to over 25% in the US and 33% elsewhere. Farming and rural areas suffered greatly due to falling crop prices. During this time, authoritarian governments rose to power in Germany, Italy, and Japan, ending unemployment but destroying democracy. World War II helped end the Great Depression as countries geared up for war.
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WILLIAM RICHMOND
‘old model’ economic development
The term has been used to describe Australian economic development (as measured by
the European yardstick of increases in GDP) up to the end of the 1920s. The central
characteristic of the period is that rural industries (i.e. those based on the use of land)
provided the main basis of economic development (i.e. increases in GDP). Three phases
of ‘old model’ have been identified: the first, until about 1860 when new land was being
brought into use; the second, until about 1890 when capital was being applied to land so
that land could be used more intensively for the grazing of sheep and the production of
wool; and the third, until the end of the 1920s when the more intensive use of land was
based on the ‘new rural industries, i.e. those involving the use of land for agriculture
rather than the grazing of sheep. It was the second of these phases that resulted in a rapid
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comparable country.
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from competition from overseas producers. In Australian economic history it refers
particularly to the protection of producers within the manufacturing sector, in order that
the Australian manufacturing sector could develop. The main instrument of the policy
was the tariff (in effect a tax on imports) which made overseas produced goods less
competitive relative to domestically produced goods. The policy was implemented in the
1920s when there were major increases in tariff levels, and in the context of the 1930s
Depression, this being one factor in the relatively rapid recovery from the Depression.
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the price of iron ore since the year 2000
The price of iron ore was approximately $12-$14 per tonne in the early 2000s then started
to increase sharply after 2004, reaching a peak of nearly $180 per tonne in 2011. After
this time it fell steadily to about $50 - $60 per tonne. The significance of this lies in the
fact that iron ore is the largest export commodity. There were major positive economic
effects through linkages to other industries, both through the expenditure of incomes
made by owners and employees and (‘backwards’) through the supply of inputs to
producers of iron ore. There was also large-scale investment associated with the
development of new mines and on infrastructure associated with mining projects. A
further effect was that the value of the Australian dollar (because ...
Anxiety disorders
Anxiety disorders are a broad category of mental health conditions characterized by excessive fear, worry, and nervousness. There are several different types of anxiety disorders including generalized anxiety disorder, phobic disorders, and panic disorder. Each has its own symptoms and requires tailored treatment approaches. Standardized clinical questionnaires are used to detect anxiety symptoms and determine if a formal diagnosis of an anxiety disorder is warranted.
HY 1020, Western Civilization II 1 UNIT VII STUDY GUIDE .docx
HY 1020, Western Civilization II 1
UNIT VII STUDY GUIDE
The West in the Contemporary Era:
New Encounters and Transformations
Learning Objectives
Upon completion of this unit, students should be able to:
1. Identify the economic and political developments in the 1970s and
1980s that led to the fall of the Soviet Union.
2. Describe how the fall of the Communist superpower impacted
international structures, boundaries, and agreements developed during
the postwar era.
3. Describe the causes, outbreak, and outcomes of the notable revolutions
from 1989-1991 and identify their significance to Western culture and
politics.
4. List landmark events directly related to the Cold War era.
5. Define key political and economic terms related specifically to the late
20th century.
6. Describe the role technology played on the evolution from the modern to
postmodern era.
7. Describe catalysts for the rise in violence in Europe and the Middle East
at the end of the 20th century how it related to Western culture, and
eventual outcomes.
8. Discuss how conflicts in the 21st century are more open to cultural
elements, from religion to social media, and compare to the political
conflicts discussed in the 16th-20th centuries.
Unit Lesson
At the end of the 1960s, the threat of nuclear war receded with the onset of
détente, but that did not mean stability, as economic crisis heightened political
and social polarization. The renewal of the Cold War at the end of the 1970s
created further instability. The economic crisis of the 1970s challenged postwar
social democratic assumptions and discontented voters looked for radically new
answers, either in socialism, as in Spain, Portugal, and Greece, or in the New
Conservatism. New Conservatives did not emphasize social improvement but
instead promoted policies intended to create less governmental control and
more opportunity for individual achievement, which would privatize state-owned
businesses and dismantle the welfare state. They argued that the economic
crisis was due to the increase in spending on social services.
The détente policies of the early 1970s were reversed later that decade, and
Cold War tensions returned. Détente’s triumph came in 1975 when the United
States, Canada, and European nations signed the Helsinki Accords, recognizing
the existing borders and promising to safeguard human rights. On that wave of
U.S. influence, soon Soviet and Eastern European dissidents were publicizing
human rights abuses in their nations. The New Conservatives further increased
the Cold War tensions by reviving anti-communist rhetoric, accelerating the arms
build-up, and deciding to deploy nuclear weapons in Europeans countries; a
move that engendered widespread protest.
Reading
Assignment
Chapter 29:
The West in the
Contemporary Era: New
Encounters and
Transformations, pp. 29-
930, 932-935, 937-942,
943-949, 951-952, 964
Supplemental
Reading
.
HY 1020, Western Civilization II 1 UNIT VII STUDY GUIDE .docx
HY 1020, Western Civilization II 1
UNIT VII STUDY GUIDE
The West in the Contemporary Era:
New Encounters and Transformations
Learning Objectives
Upon completion of this unit, students should be able to:
1. Identify the economic and political developments in the 1970s and
1980s that led to the fall of the Soviet Union.
2. Describe how the fall of the Communist superpower impacted
international structures, boundaries, and agreements developed during
the postwar era.
3. Describe the causes, outbreak, and outcomes of the notable revolutions
from 1989-1991 and identify their significance to Western culture and
politics.
4. List landmark events directly related to the Cold War era.
5. Define key political and economic terms related specifically to the late
20th century.
6. Describe the role technology played on the evolution from the modern to
postmodern era.
7. Describe catalysts for the rise in violence in Europe and the Middle East
at the end of the 20th century how it related to Western culture, and
eventual outcomes.
8. Discuss how conflicts in the 21st century are more open to cultural
elements, from religion to social media, and compare to the political
conflicts discussed in the 16th-20th centuries.
Unit Lesson
At the end of the 1960s, the threat of nuclear war receded with the onset of
détente, but that did not mean stability, as economic crisis heightened political
and social polarization. The renewal of the Cold War at the end of the 1970s
created further instability. The economic crisis of the 1970s challenged postwar
social democratic assumptions and discontented voters looked for radically new
answers, either in socialism, as in Spain, Portugal, and Greece, or in the New
Conservatism. New Conservatives did not emphasize social improvement but
instead promoted policies intended to create less governmental control and
more opportunity for individual achievement, which would privatize state-owned
businesses and dismantle the welfare state. They argued that the economic
crisis was due to the increase in spending on social services.
The détente policies of the early 1970s were reversed later that decade, and
Cold War tensions returned. Détente’s triumph came in 1975 when the United
States, Canada, and European nations signed the Helsinki Accords, recognizing
the existing borders and promising to safeguard human rights. On that wave of
U.S. influence, soon Soviet and Eastern European dissidents were publicizing
human rights abuses in their nations. The New Conservatives further increased
the Cold War tensions by reviving anti-communist rhetoric, accelerating the arms
build-up, and deciding to deploy nuclear weapons in Europeans countries; a
move that engendered widespread protest.
Reading
Assignment
Chapter 29:
The West in the
Contemporary Era: New
Encounters and
Transformations, pp. 29-
930, 932-935, 937-942,
943-949, 951-952, 964
Supplemental
Reading
.
Novel4
The document discusses factors that led to changes in 20th century novels, including:
1) The First World War, which had major political and social impacts.
2) Advances in science that changed intellectual life and reduced spirituality.
3) Growing doubts about religion as it failed to address problems.
4) Increased industrialization and the problems it brought to society.
5) Increased democracy and questioning of established authorities. Examples of famous 20th century writers and some of their important works are also mentioned.
Rapport 1992 paavonen_welfare_state_and_political_forces_in_finland_in_the_20...
1. The document discusses the development of the welfare state in Finland in the 20th century. It analyzes factors like economic development, political ideas/competition, and the automatic growth of the public sector that influenced the welfare state's formation.
2. In the period until WWII, Finland developed more slowly than other Nordic countries. Agrarian interests dominated, and social reforms faced opposition. Unemployment insurance was the main social program. The labor movement grew but faced resistance after the 1918 civil war.
3. By the late 1930s, cooperation between labor and agrarian parties was forming, as in other Nordic states, but the labor movement's influence in Finland remained relatively small compared to neighbors.
2012 higher history exam
The document is a history exam paper containing questions on various historical topics from British and European/world history. It provides context and questions for two papers on higher history.
The first paper contains questions on topics in British history such as the medieval church/state, the Atlantic slave trade, Britain 1851-1951, and Britain/Ireland 1900-1985. The second paper focuses on specific historical topics and provides sources to answer questions on topics like the Wars of Independence in Scotland and the Age of Reformation. Students must choose one topic for the second paper.
Icccc
The document provides references for various works about the economic history and development of the Netherlands from 1500-1815. It examines the Dutch Republic's rise as a major economic power during this period due to growth in shipping, trade, industry, and agriculture. The references are cited in relation to discussing the Netherlands' transition to a modern economy and factors that later contributed to economic challenges in the late 18th century.
US Economy
Business Economics of US is studied where its market and growth from past to present and future challenges to the growth is covered such as depression and debt problems.
18In July 1944, delegates from 44 countries convened the B.docx
18
In July 1944, delegates from 44 countries convened the Bretton WoodsConference, and within 22 days they endorsed a framework for internationaleconomic cooperation after World War II. Two international economic
organizations resulted from the Bretton Woods Conference—the International
Monetary Fund (IMF) and International Bank for Reconstruction and
Development (IBRD) or World Bank—and in 1948 the General Agreement on
Tariffs and Trade (GATT) became the main global trade organization. These
organizations were part of a complex institutional framework to help manage
the postwar global economy. Although the Bretton Woods negotiations were
“the first successful attempt . . . by a large group of nations to shape and control
their economic relations,”1 only a small number of states had a critical role in the
process. The three years of prenegotiations before Bretton Woods and the con-
ference itself were “very much an Anglo-American affair, with Canada playing a
useful mediating role,”2 and the chief conference planners were Harry Dexter
White of the U.S. Treasury and John Maynard Keynes of Britain. Although
French delegates were at the conference, France was still occupied by Germany;
and Germany, Italy, and Japan as enemy states were not represented. Despite
some basic differences of outlook, the Western DCs generally agreed on the
postwar institutional order. Above all, they wanted to avoid a repetition of the
interwar period experiences, when exchange controls and trade protectionism
contributed to the 1930s Great Depression and World War II.
After providing some background on economic relations before World War
II, this chapter introduces the postwar institutional framework that the North
developed to manage the global economy. The chapter also focuses on two
other groups of states that played only a limited role in establishing the postwar
Managing the Global
Economy Since
World War II:
The Institutional
Framework
2
CHAPTER
M02_COHN5836_06_SE_C02.QXD 1/20/11 5:16 PM Page 18
economic order and at times sought to form an alternative order: the South and
the former East bloc led by the Soviet Union. Although 27 LDCs (19 of them
Latin American) were at the Bretton Woods Conference, their role was
marginal, and for many years the South had little influence in most postwar
economic institutions. The Soviet Union also played only a limited role in the
Bretton Woods Conference, and it refused to sign the final agreements. Instead
of joining the IMF, World Bank, and GATT, the Soviets established their own
economic institutions. This book examines how globalization has contributed
to the gradual integration of the South and the former East bloc with the liberal
economic order. We also discuss the challenges some major Southern states are
posing to the North’s dominance, especially since the 2008 global financial
crisis. Finally, this chapter discusses the role of nongovernmental actors
(business groups and NGOs) in the liberal economic o.
Explain how the current economic recession differs from the depressio.pdf
Explain how the current economic recession differs from the depression in the 1930\'s.
Solution
The Great depression was worldwide. It was due to the collapse of the international financial
system It also resulted from the mutual adoption by many countries ( including USA) of high-
tariff policies, which were intended to keep out foreign goods in order to protect domestic
producers. The policies were called \"beggar thy neighbour\" strategies since they attempted to
\"export\" unemployment by improving one country\'s trade position and hence demand for its
goods at the expense of its trading partners And , of course, if each country keeps out foreign
goods, the volume of world trade declines, providing a contractionary influence on the world
economy
Almost every country suffered a deep recession in the 1930s, but some countries did better than
USA Sweden began an expansionary policy in the early 1930s and reduced its unemployment
relatively quicker Britain\'s economy suffered high unemployment but in 1931 it went off the
gold standard and the ensuing devaluation of the pound sterling set the stage for some
improvement. Germany grew rapidly after Hitler came to power and expanded government
spending. China escaped the recession until after 1931, because it had a floating exchange rate.
In 1938, real GNP in US rose above its 1929 level for the first time in the decade, but it was not
until 1942 , after the US formally entered world war II , that the unemployment rate finally fell
below 5%
The experience of the US in the early 1980s- the worst recession since the Great Depression,
casts doubt on the optimistism of recovery. During the 1980s, the US experienced the largest
sustained budget deficits in its peacetime history. Even so cutting spending or raising taxes was
not politically popular. Gradually, in the 1990s, the deficit began to be brought under control,
and toward the end of the decade the budget swung into surplus.This was due to raising the
prices and government spending.
By,
Nishant Bhatt.
Asset bubbles, fin crises and the role of human behaviour
This document discusses the recurring nature of asset bubbles, financial crises, and their relationship to human behavior. It notes that bubbles and crises have occurred frequently throughout history, at least once per year globally for the past two centuries. While proximate causes like loose monetary policy and regulation have played a role, the author argues that human behavior provides the best overarching explanation. Understanding our own psychological tendencies may help mitigate future crises, but as long as humans act as humans, complete prevention is impossible and reducing severity and frequency is the most that can be hoped for.
Running head Multi-actor modelling system 1Multi-actor mod.docx
Running head: Multi-actor modelling system 1
Multi-actor modelling system3
Multi-actor modelling system
Yogesh Dagwale
University of the Cumberland’s
Ligtenberg, A., Wachowicz, M., Bregt, A. K., Beulens, A., & Kettenis, D. L. (2004). A design and application of a multi-agent system for simulation of multi-actor spatial planning. Journal of environmental management, 72(1-2), 43-55.
They talk about the potential and restrictions of the MAS to manufacture models that empower spatial organizers to incorporate the 'actor factor' in their examination. Their structure system contemplates actors who assume a functioning job in the spatial planning. They included actors who can watch and see a spatial domain. Using these perceptions and discernment they produce an inclination for a preferred spatial situation. Actors at that point present and discuss their inclinations amid their exchanges with different actors.
The inclinations of the actor fill in as inputs for an official choice making. Finally, ultimate conclusions are actualized in the spatial framework. They found that MAS can produce space utilization designs in light of a portrayal of a multi-actor planning process. It additionally can clear up the impacts of actors under the administration of various planning styles on the space utilization and prove how the relations between actors change amid a planning process and under different orders of coming up with decisions. Unlike the work by Parker, Manson, Janssen, Hoffman & Deadman,2003, cited below, this paper did not include the various challenges associated with the use of MAS.
Parker, D. C., Manson, S. M., Janssen, M. A., Hoffmann, M. J., & Deadman, P. (2003). Multi-agent systems for the simulation of land-use and land-cover change: a review. Annals of the association of American Geographers, 93(2), 314-337.
In this paper, they studied different models. These models, however, were not thorough enough and therefore they took into account the multi-actor system, dynamic spatial Simulation, which has two components, that is, a cellular model that speaks to biogeophysical and biological parts of a demonstrated framework and an actor-based model to speak to human conclusion making. Because of its nature and ability to model complex situations, they highlighted some of the areas that MAS can be applied where other models cannot be able to deliver. Such areas are modeling of emergent phenomena whereby MAS can model landscape plans, due to its flexibility, MAS can represent complex land use/ cover systems, and they can be used to model dynamic paths. They also outlined the various challenges to Multi-actor systems. Such challenges include an understanding of complexity, individual decision making, empirical parameterization and model validation, and communication.
Faber, N. R., & Jorna, R. J. (2011, June). The use of multi-actor systems for studying social sustainability: Theoretical backgrounds and pseudo-specifications. In Com.
Running head MY MOTHER MY HERO .docx
Running head: MY MOTHER MY HERO 1
MY MOTHER MY HERO 4
My Mother My hero
Institution Affiliation
Students’ Name
Date of Submission
My Mother My hero
Once I think of a hero, there are specific qualities that surround my imagination, being courageous, hardworking, truthful, strong, resilient, and generous have been the qualities I taught about. I also think a hero is someone protective, caring, and so concerned to change the life of the others and make them happy in their life. My Mother has all these qualities and recognizes her as my hero. Otherwise, she grew up on the support of two great parents who had a good life where she grew up and become a teacher in her life. Almost every individual has had some achievements in their life, and there must be a factor behind those achievements, especially someone who had a significant impact on their life. My mother appears to be my hero, who had a substantial impact on my life.
She is currently 54 years old. She was a teacher by profession, and she did her best as a teacher, where she influenced the lives of many students positively; up to now, some still call her and pass their appreciation to her. She was blessed and gave birth to seven kids; the first three are daughters, then a boy and a girl, and then the last two are boys. All of them have been significantly raised, everyone has something to do for a living, my big brother is a doctor, and three of my sisters are teachers, (like Mother like daughters). Our last born is an engineer interior designer and all of us are married with happy family. All these were not for granted but because of the love of God and the efforts, commitment, and great concern of our beloved parents, especially our Mother.
Even though she did not make a complete journey in her teaching profession, but up to where she stopped, she did a lot. They have been in a relationship with my father for thirty-six years of marriage, and when they had their third kid, my dad suggested that she stop teaching and remain at home to take care of the children. Throughout my entire life, my Mother had been supportive of me, a center of inspiration, and she has always been telling me to have self-confidence and believe in myself that I can make it. In case I face a problem, and I have to make a concrete decision towards it, my Mother always had behind me because I seek for her consultation before I move on to the next step.
It feels so great knowing that there is someone who will support you despite the intensity of the problem you face. It relieves much of the stress that comes along with making decisions. My Mother is beautiful inside and out, but most importantly, she has the biggest heart. She's a hard-working person and can play both parent roles. Everyon.
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docx
Running head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculat.
Running head Project 21Project 22Projec.docx
The document provides guidelines for a project on writing a historical context and introduction. Students are instructed to write a 2-3 page paper that includes: (1) an introduction paragraph incorporating background on their topic and concluding with a thesis statement, (2) a summary of the historical context citing primary and secondary sources, and (3) a discussion of how the historical context impacted their topic, again citing sources. Rubrics are provided to evaluate students' work on elements like the introduction, thesis statement, historical context summary, and impact discussion.
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The economic depression of the 1930s, known as the Great Depression, originated in the United States in 1929 and lasted until 1939. It was the longest and most severe depression in modern history, resulting in widespread unemployment, poverty, and deflation as gross domestic product and global trade fell sharply. The causes included stock market crashes, drought, declining asset prices, bank failures, debt deflation, and the Smoot-Hawley Tariff Act. Countries began recovering in the early-to-mid 1930s as they abandoned the gold standard and expanded their money supplies, with the U.S. recovery accelerating after 1933 under President Roosevelt's New Deal programs.
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KCIs - EXAMPLE
WILLIAM RICHMOND
‘old model’ economic development
The term has been used to describe Australian economic development (as measured by
the European yardstick of increases in GDP) up to the end of the 1920s. The central
characteristic of the period is that rural industries (i.e. those based on the use of land)
provided the main basis of economic development (i.e. increases in GDP). Three phases
of ‘old model’ have been identified: the first, until about 1860 when new land was being
brought into use; the second, until about 1890 when capital was being applied to land so
that land could be used more intensively for the grazing of sheep and the production of
wool; and the third, until the end of the 1920s when the more intensive use of land was
based on the ‘new rural industries, i.e. those involving the use of land for agriculture
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trade protection
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was the tariff (in effect a tax on imports) which made overseas produced goods less
competitive relative to domestically produced goods. The policy was implemented in the
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the price of iron ore since the year 2000
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Anxiety disorders
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HY 1020, Western Civilization II 1 UNIT VII STUDY GUIDE .docx
HY 1020, Western Civilization II 1
UNIT VII STUDY GUIDE
The West in the Contemporary Era:
New Encounters and Transformations
Learning Objectives
Upon completion of this unit, students should be able to:
1. Identify the economic and political developments in the 1970s and
1980s that led to the fall of the Soviet Union.
2. Describe how the fall of the Communist superpower impacted
international structures, boundaries, and agreements developed during
the postwar era.
3. Describe the causes, outbreak, and outcomes of the notable revolutions
from 1989-1991 and identify their significance to Western culture and
politics.
4. List landmark events directly related to the Cold War era.
5. Define key political and economic terms related specifically to the late
20th century.
6. Describe the role technology played on the evolution from the modern to
postmodern era.
7. Describe catalysts for the rise in violence in Europe and the Middle East
at the end of the 20th century how it related to Western culture, and
eventual outcomes.
8. Discuss how conflicts in the 21st century are more open to cultural
elements, from religion to social media, and compare to the political
conflicts discussed in the 16th-20th centuries.
Unit Lesson
At the end of the 1960s, the threat of nuclear war receded with the onset of
détente, but that did not mean stability, as economic crisis heightened political
and social polarization. The renewal of the Cold War at the end of the 1970s
created further instability. The economic crisis of the 1970s challenged postwar
social democratic assumptions and discontented voters looked for radically new
answers, either in socialism, as in Spain, Portugal, and Greece, or in the New
Conservatism. New Conservatives did not emphasize social improvement but
instead promoted policies intended to create less governmental control and
more opportunity for individual achievement, which would privatize state-owned
businesses and dismantle the welfare state. They argued that the economic
crisis was due to the increase in spending on social services.
The détente policies of the early 1970s were reversed later that decade, and
Cold War tensions returned. Détente’s triumph came in 1975 when the United
States, Canada, and European nations signed the Helsinki Accords, recognizing
the existing borders and promising to safeguard human rights. On that wave of
U.S. influence, soon Soviet and Eastern European dissidents were publicizing
human rights abuses in their nations. The New Conservatives further increased
the Cold War tensions by reviving anti-communist rhetoric, accelerating the arms
build-up, and deciding to deploy nuclear weapons in Europeans countries; a
move that engendered widespread protest.
Reading
Assignment
Chapter 29:
The West in the
Contemporary Era: New
Encounters and
Transformations, pp. 29-
930, 932-935, 937-942,
943-949, 951-952, 964
Supplemental
Reading
.
HY 1020, Western Civilization II 1 UNIT VII STUDY GUIDE .docx
HY 1020, Western Civilization II 1
UNIT VII STUDY GUIDE
The West in the Contemporary Era:
New Encounters and Transformations
Learning Objectives
Upon completion of this unit, students should be able to:
1. Identify the economic and political developments in the 1970s and
1980s that led to the fall of the Soviet Union.
2. Describe how the fall of the Communist superpower impacted
international structures, boundaries, and agreements developed during
the postwar era.
3. Describe the causes, outbreak, and outcomes of the notable revolutions
from 1989-1991 and identify their significance to Western culture and
politics.
4. List landmark events directly related to the Cold War era.
5. Define key political and economic terms related specifically to the late
20th century.
6. Describe the role technology played on the evolution from the modern to
postmodern era.
7. Describe catalysts for the rise in violence in Europe and the Middle East
at the end of the 20th century how it related to Western culture, and
eventual outcomes.
8. Discuss how conflicts in the 21st century are more open to cultural
elements, from religion to social media, and compare to the political
conflicts discussed in the 16th-20th centuries.
Unit Lesson
At the end of the 1960s, the threat of nuclear war receded with the onset of
détente, but that did not mean stability, as economic crisis heightened political
and social polarization. The renewal of the Cold War at the end of the 1970s
created further instability. The economic crisis of the 1970s challenged postwar
social democratic assumptions and discontented voters looked for radically new
answers, either in socialism, as in Spain, Portugal, and Greece, or in the New
Conservatism. New Conservatives did not emphasize social improvement but
instead promoted policies intended to create less governmental control and
more opportunity for individual achievement, which would privatize state-owned
businesses and dismantle the welfare state. They argued that the economic
crisis was due to the increase in spending on social services.
The détente policies of the early 1970s were reversed later that decade, and
Cold War tensions returned. Détente’s triumph came in 1975 when the United
States, Canada, and European nations signed the Helsinki Accords, recognizing
the existing borders and promising to safeguard human rights. On that wave of
U.S. influence, soon Soviet and Eastern European dissidents were publicizing
human rights abuses in their nations. The New Conservatives further increased
the Cold War tensions by reviving anti-communist rhetoric, accelerating the arms
build-up, and deciding to deploy nuclear weapons in Europeans countries; a
move that engendered widespread protest.
Reading
Assignment
Chapter 29:
The West in the
Contemporary Era: New
Encounters and
Transformations, pp. 29-
930, 932-935, 937-942,
943-949, 951-952, 964
Supplemental
Reading
.
Novel4
The document discusses factors that led to changes in 20th century novels, including:
1) The First World War, which had major political and social impacts.
2) Advances in science that changed intellectual life and reduced spirituality.
3) Growing doubts about religion as it failed to address problems.
4) Increased industrialization and the problems it brought to society.
5) Increased democracy and questioning of established authorities. Examples of famous 20th century writers and some of their important works are also mentioned.
Rapport 1992 paavonen_welfare_state_and_political_forces_in_finland_in_the_20...
1. The document discusses the development of the welfare state in Finland in the 20th century. It analyzes factors like economic development, political ideas/competition, and the automatic growth of the public sector that influenced the welfare state's formation.
2. In the period until WWII, Finland developed more slowly than other Nordic countries. Agrarian interests dominated, and social reforms faced opposition. Unemployment insurance was the main social program. The labor movement grew but faced resistance after the 1918 civil war.
3. By the late 1930s, cooperation between labor and agrarian parties was forming, as in other Nordic states, but the labor movement's influence in Finland remained relatively small compared to neighbors.
2012 higher history exam
The document is a history exam paper containing questions on various historical topics from British and European/world history. It provides context and questions for two papers on higher history.
The first paper contains questions on topics in British history such as the medieval church/state, the Atlantic slave trade, Britain 1851-1951, and Britain/Ireland 1900-1985. The second paper focuses on specific historical topics and provides sources to answer questions on topics like the Wars of Independence in Scotland and the Age of Reformation. Students must choose one topic for the second paper.
Icccc
The document provides references for various works about the economic history and development of the Netherlands from 1500-1815. It examines the Dutch Republic's rise as a major economic power during this period due to growth in shipping, trade, industry, and agriculture. The references are cited in relation to discussing the Netherlands' transition to a modern economy and factors that later contributed to economic challenges in the late 18th century.
US Economy
Business Economics of US is studied where its market and growth from past to present and future challenges to the growth is covered such as depression and debt problems.
18In July 1944, delegates from 44 countries convened the B.docx
18
In July 1944, delegates from 44 countries convened the Bretton WoodsConference, and within 22 days they endorsed a framework for internationaleconomic cooperation after World War II. Two international economic
organizations resulted from the Bretton Woods Conference—the International
Monetary Fund (IMF) and International Bank for Reconstruction and
Development (IBRD) or World Bank—and in 1948 the General Agreement on
Tariffs and Trade (GATT) became the main global trade organization. These
organizations were part of a complex institutional framework to help manage
the postwar global economy. Although the Bretton Woods negotiations were
“the first successful attempt . . . by a large group of nations to shape and control
their economic relations,”1 only a small number of states had a critical role in the
process. The three years of prenegotiations before Bretton Woods and the con-
ference itself were “very much an Anglo-American affair, with Canada playing a
useful mediating role,”2 and the chief conference planners were Harry Dexter
White of the U.S. Treasury and John Maynard Keynes of Britain. Although
French delegates were at the conference, France was still occupied by Germany;
and Germany, Italy, and Japan as enemy states were not represented. Despite
some basic differences of outlook, the Western DCs generally agreed on the
postwar institutional order. Above all, they wanted to avoid a repetition of the
interwar period experiences, when exchange controls and trade protectionism
contributed to the 1930s Great Depression and World War II.
After providing some background on economic relations before World War
II, this chapter introduces the postwar institutional framework that the North
developed to manage the global economy. The chapter also focuses on two
other groups of states that played only a limited role in establishing the postwar
Managing the Global
Economy Since
World War II:
The Institutional
Framework
2
CHAPTER
M02_COHN5836_06_SE_C02.QXD 1/20/11 5:16 PM Page 18
economic order and at times sought to form an alternative order: the South and
the former East bloc led by the Soviet Union. Although 27 LDCs (19 of them
Latin American) were at the Bretton Woods Conference, their role was
marginal, and for many years the South had little influence in most postwar
economic institutions. The Soviet Union also played only a limited role in the
Bretton Woods Conference, and it refused to sign the final agreements. Instead
of joining the IMF, World Bank, and GATT, the Soviets established their own
economic institutions. This book examines how globalization has contributed
to the gradual integration of the South and the former East bloc with the liberal
economic order. We also discuss the challenges some major Southern states are
posing to the North’s dominance, especially since the 2008 global financial
crisis. Finally, this chapter discusses the role of nongovernmental actors
(business groups and NGOs) in the liberal economic o.
Explain how the current economic recession differs from the depressio.pdf
Explain how the current economic recession differs from the depression in the 1930\'s.
Solution
The Great depression was worldwide. It was due to the collapse of the international financial
system It also resulted from the mutual adoption by many countries ( including USA) of high-
tariff policies, which were intended to keep out foreign goods in order to protect domestic
producers. The policies were called \"beggar thy neighbour\" strategies since they attempted to
\"export\" unemployment by improving one country\'s trade position and hence demand for its
goods at the expense of its trading partners And , of course, if each country keeps out foreign
goods, the volume of world trade declines, providing a contractionary influence on the world
economy
Almost every country suffered a deep recession in the 1930s, but some countries did better than
USA Sweden began an expansionary policy in the early 1930s and reduced its unemployment
relatively quicker Britain\'s economy suffered high unemployment but in 1931 it went off the
gold standard and the ensuing devaluation of the pound sterling set the stage for some
improvement. Germany grew rapidly after Hitler came to power and expanded government
spending. China escaped the recession until after 1931, because it had a floating exchange rate.
In 1938, real GNP in US rose above its 1929 level for the first time in the decade, but it was not
until 1942 , after the US formally entered world war II , that the unemployment rate finally fell
below 5%
The experience of the US in the early 1980s- the worst recession since the Great Depression,
casts doubt on the optimistism of recovery. During the 1980s, the US experienced the largest
sustained budget deficits in its peacetime history. Even so cutting spending or raising taxes was
not politically popular. Gradually, in the 1990s, the deficit began to be brought under control,
and toward the end of the decade the budget swung into surplus.This was due to raising the
prices and government spending.
By,
Nishant Bhatt.
Asset bubbles, fin crises and the role of human behaviour
This document discusses the recurring nature of asset bubbles, financial crises, and their relationship to human behavior. It notes that bubbles and crises have occurred frequently throughout history, at least once per year globally for the past two centuries. While proximate causes like loose monetary policy and regulation have played a role, the author argues that human behavior provides the best overarching explanation. Understanding our own psychological tendencies may help mitigate future crises, but as long as humans act as humans, complete prevention is impossible and reducing severity and frequency is the most that can be hoped for.
Similar to Running head POLITICAL AND ECONOMIC TURMOIL LEADING TO DEPRESSION.docx (18)
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HY 1020, Western Civilization II 1 UNIT VII STUDY GUIDE .docx
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Rapport 1992 paavonen_welfare_state_and_political_forces_in_finland_in_the_20...
18In July 1944, delegates from 44 countries convened the B.docx
18In July 1944, delegates from 44 countries convened the B.docx
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Explain how the current economic recession differs from the depressio.pdf
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Running head Multi-actor modelling system 1Multi-actor mod.docx
Running head: Multi-actor modelling system 1
Multi-actor modelling system3
Multi-actor modelling system
Yogesh Dagwale
University of the Cumberland’s
Ligtenberg, A., Wachowicz, M., Bregt, A. K., Beulens, A., & Kettenis, D. L. (2004). A design and application of a multi-agent system for simulation of multi-actor spatial planning. Journal of environmental management, 72(1-2), 43-55.
They talk about the potential and restrictions of the MAS to manufacture models that empower spatial organizers to incorporate the 'actor factor' in their examination. Their structure system contemplates actors who assume a functioning job in the spatial planning. They included actors who can watch and see a spatial domain. Using these perceptions and discernment they produce an inclination for a preferred spatial situation. Actors at that point present and discuss their inclinations amid their exchanges with different actors.
The inclinations of the actor fill in as inputs for an official choice making. Finally, ultimate conclusions are actualized in the spatial framework. They found that MAS can produce space utilization designs in light of a portrayal of a multi-actor planning process. It additionally can clear up the impacts of actors under the administration of various planning styles on the space utilization and prove how the relations between actors change amid a planning process and under different orders of coming up with decisions. Unlike the work by Parker, Manson, Janssen, Hoffman & Deadman,2003, cited below, this paper did not include the various challenges associated with the use of MAS.
Parker, D. C., Manson, S. M., Janssen, M. A., Hoffmann, M. J., & Deadman, P. (2003). Multi-agent systems for the simulation of land-use and land-cover change: a review. Annals of the association of American Geographers, 93(2), 314-337.
In this paper, they studied different models. These models, however, were not thorough enough and therefore they took into account the multi-actor system, dynamic spatial Simulation, which has two components, that is, a cellular model that speaks to biogeophysical and biological parts of a demonstrated framework and an actor-based model to speak to human conclusion making. Because of its nature and ability to model complex situations, they highlighted some of the areas that MAS can be applied where other models cannot be able to deliver. Such areas are modeling of emergent phenomena whereby MAS can model landscape plans, due to its flexibility, MAS can represent complex land use/ cover systems, and they can be used to model dynamic paths. They also outlined the various challenges to Multi-actor systems. Such challenges include an understanding of complexity, individual decision making, empirical parameterization and model validation, and communication.
Faber, N. R., & Jorna, R. J. (2011, June). The use of multi-actor systems for studying social sustainability: Theoretical backgrounds and pseudo-specifications. In Com.
Running head MY MOTHER MY HERO .docx
Running head: MY MOTHER MY HERO 1
MY MOTHER MY HERO 4
My Mother My hero
Institution Affiliation
Students’ Name
Date of Submission
My Mother My hero
Once I think of a hero, there are specific qualities that surround my imagination, being courageous, hardworking, truthful, strong, resilient, and generous have been the qualities I taught about. I also think a hero is someone protective, caring, and so concerned to change the life of the others and make them happy in their life. My Mother has all these qualities and recognizes her as my hero. Otherwise, she grew up on the support of two great parents who had a good life where she grew up and become a teacher in her life. Almost every individual has had some achievements in their life, and there must be a factor behind those achievements, especially someone who had a significant impact on their life. My mother appears to be my hero, who had a substantial impact on my life.
She is currently 54 years old. She was a teacher by profession, and she did her best as a teacher, where she influenced the lives of many students positively; up to now, some still call her and pass their appreciation to her. She was blessed and gave birth to seven kids; the first three are daughters, then a boy and a girl, and then the last two are boys. All of them have been significantly raised, everyone has something to do for a living, my big brother is a doctor, and three of my sisters are teachers, (like Mother like daughters). Our last born is an engineer interior designer and all of us are married with happy family. All these were not for granted but because of the love of God and the efforts, commitment, and great concern of our beloved parents, especially our Mother.
Even though she did not make a complete journey in her teaching profession, but up to where she stopped, she did a lot. They have been in a relationship with my father for thirty-six years of marriage, and when they had their third kid, my dad suggested that she stop teaching and remain at home to take care of the children. Throughout my entire life, my Mother had been supportive of me, a center of inspiration, and she has always been telling me to have self-confidence and believe in myself that I can make it. In case I face a problem, and I have to make a concrete decision towards it, my Mother always had behind me because I seek for her consultation before I move on to the next step.
It feels so great knowing that there is someone who will support you despite the intensity of the problem you face. It relieves much of the stress that comes along with making decisions. My Mother is beautiful inside and out, but most importantly, she has the biggest heart. She's a hard-working person and can play both parent roles. Everyon.
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docx
Running head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculat.
Running head Project 21Project 22Projec.docx
The document provides guidelines for a project on writing a historical context and introduction. Students are instructed to write a 2-3 page paper that includes: (1) an introduction paragraph incorporating background on their topic and concluding with a thesis statement, (2) a summary of the historical context citing primary and secondary sources, and (3) a discussion of how the historical context impacted their topic, again citing sources. Rubrics are provided to evaluate students' work on elements like the introduction, thesis statement, historical context summary, and impact discussion.
Running head MILESTONE ONE .docx
Running head: MILESTONE ONE 2
2
Milestone One Final Project
John Doe
Southern New Hampshire University
I. Executive Summary
In this section, you should accurately highlight the essential elements of the intelligence report for quick reference by the agency receiving the report. You should include the name of referring agent (your name), the name of the agency that you are imagining you work for, the current date, dates of the activities being covered in the intelligence report, and a brief summary (two to three sentences) on the adversary, scope, and nature of the potential threat. Although this is the opening section of the report, you may wish to complete it last in order to accurately capture the analysis of the body of your report. (This section is the summary so be sure this section is brief. Additional relevant details should be written in their respective sections of the report.)
II. Adversary, Motivation, and Jurisdiction
Summary
Accurately summarize the intelligence collected from the SARs to date, focusing on the “who, what, when, where, why, and how” of the threat situation. Information should be annotated with dates and times from relevant SARs, and information from each date should be provided in a separate paragraph, from inception to most recent. Your summary should focus on connecting the dots, with as much detail as needed to present all the relevant intelligence. It should highlight information that would be of particular relevance for the law enforcement agency doing follow-up in understanding the potential threat. (If it makes it easier, you can format your first section as follows:
A. Who
B. What
C. When
D. Where
E. Why
F. How
Adversary
Determine who the adversary is for this potential threat. It may be an individual or a group. You should identify the names of suspects (if known) and also the type of adversary. For example, is the adversary an international terrorist group, a domestic terrorist group, an organized crime, a local or international gang, drug traffickers, an extremist or militia group, a hacker, or a white-collar criminal? Support your answer using relevant information from the SARs.
Range
Analyze the range of the adversary’s operations. Are their activities focused within one city or state or across multiple states? Support your answer with relevant information from the SARs.
Motivation
Analyze what is known about the adversary’s motivation and how that might affect their choice of target (individual or location). Might it affect whether they choose one target or many, the type of target they select, or the location of the attack? Support your answer with relevant information from the SARs.
Jurisdiction
Based on your analyses in Parts A–C above, determine which agency has jurisdiction in following up on the potential threat. For example, should local or state law enforcement follow up? Should federa.
Running Head PROJECT 31DISCUSSION5Project 3.docx
Running Head: PROJECT 3 1
DISCUSSION 5
Project 3
Problem statement:
The specific problem to be addressed is how McDonald's is going to deal with a decrease in demand in the wake of COVID-19 pandemic. The general problem to be addressed is how fast-food chains and food outlets are changing their operations during the pandemic of Corona Virus in the world, especially in the United States (Daniel, 2016).
You must always list your general problem statement first. Provide context for that statement. Then present your specific problem statement and provide context for that statement. Per the assignment instructions you should list your research questions following your problem statements.
The method selected for research:
To conduct research on the above-stated problem stated, the right methodThe research method that will be adopted in conducting the proposed research will be the mixed method approach a combination approach withwhich includes both quantitative and qualitative methodologies. A quantitative approach will help understand the insights into what is triggering a certain behavior in participants. While on the other hand, quantitative study is important to figure out the proportion of customers who is are not availing their previous interest in fast food and epically McDonald's (Apuke, 2017). But dueDue to the lockdown and social distancing, going in the market and conducting research is out of option. The suitable technique is to develop a flexible approach where both primary and secondary sources are sued. For secondary resources, the reports by McDonald's' Company and other institutions regarding the change in the food industry will be a suitable option. For primary data collection, developing an online survey is the safest option. For the qualitative study, online interviews can be scheduled. Both structured and unstructured interviews can be planned. Similarly, panel discussion over video calls is also a safe option. Through a mixed approach data for both quantitative and qualitative questions can be gathered (Yoshikawa & Kalil, 2008). Comment by Terrance Woods: What does this mean? Poor word choice. Consider rephrasing Comment by Terrance Woods: Word choice
Per the assignment instructions you were required to “include the justification as to why other methods would not be appropriate”. You failed to do that here.
Research question
Qualitative Research Question:
1. How the fast-food business of McDonald's in the United States is getting affected by the pandemic of COVID-19? Comment by Terrance Woods: I provided you with feedback in your Project 2 submission regarding this research question. My exact feedback was - This questions is not well-articulated. Reword for clarity. You failed to address the feedback received and merely presented the same question in this submission.
Quantitative research question:
2. How many Americans have stopped buying McDonald's because of coronavirus threat in the United States? Comment by.
Running head PROBLEM STATEMENT .docx
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 3
Problem statement
Name:
Institution:
Date:
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of all ages. According to Clark (2016), e-learning courses need to be integrated with instructional methods which align with high-quality research.” The implication is that the process of designing instructional designs should involve careful planning, preparing and researching in order to achieve high quality learning outcomes. In this regard, those responsible for designing must identify their strategic purpose as it predetermines the goals, objectives, expected outcomes, and resource allocation of the entire instruction model.
The main approach involves studying the critical elements in the design phases of an instructional model which enhances the learning experience of learners based on evidence-based literature. This is because humans apply appropriate cognitive processes to learn and thus instruction must adopt similar cognitive processing (Clark, 2016).The main purpose is therefore to emphasize the importance of good instructional design in enhancing the quality of education among instructors and learners. The objective involves highlighting the goals of an instructional program, the instructional objectives, relevant instructional materials and design assessment which rationalize the need for a good instructional design with the goal of engaging both learners and instructors. After all, learning is a process that requires the active participation of the learners (Reigeluth, 1987). This research study seeks to identify answers to two questions: a) What are the critical elements that build up a strong foundation for a good instructional design and b) what value do these elements offer to the learners and instructor who are the main consumers of learning instructional designs.
References
Clark, R.C. (2016). E-learning and the science of instruction: proven guideline for consumers and designers of multimedia. Walden University Library.
Regeiluth, C.M. (1987). Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Walden University Library.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 6
Need working title
Problem statement
Tangela Jones
Walden University
11/10/18
Need section heading
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of.
Running head MUSIC AND GENDER WOMEN PORTRAYAL IN RAP 1.docx
Running head: MUSIC AND GENDER: WOMEN PORTRAYAL IN RAP 1
MUSIC AND GENDER: WOMEN PORTRAYAL IN RAP 15
Music and Gender: Women Portrayal in Rap Music
Student’s Name:
Course:
Music and Gender: Women Portrayal in Rap Music
The introduction of rap music in the 1980s was welcomed with a lot positivity. However, this genre of music has on many occasions been considered as being controversial. Rap music has been accused of advancing messages and themes that deal with sexism, violence, gender stereotyping and materialism. Previous studies on rap music have indicated the content found in rap music promotes negative behavior. Moreover, research has shown that rap music videos generally differ in their portrayals of men and women in music videos. Males are often cast in positive light compared to females who are depicted in positions that portray them as a submissive gender to males.
The scope of this research narrows down on rap music produced from the years 2016 to 2018.The songs selected for this research are songs with lyrics that have misogynistic themes on women. Rap songs are observed in normalizing, objectifying, glorifying, victimizing and even exploiting women. Moreover, the rap songs are observed in defaming women through using innuendos and stereotypical language which portray misogynistic and sexist perspectives. The main area of focus for this paper is on the kind of nouns that are used in rap music to refer to the concept of woman and ways in which these nouns depict women. It is critical for this project to investigate the lyrics and its representations, as rap music has in the past years been under criticism for increasingly presenting a negative and controversial image of women in the society. A theological perspective on these issues is undertaken at understanding and criticizing the misogynistic and sexist culture of rap music generally.
Men in rap music have a higher probability of perpetuating violence on women. A review done on the common rap images found out that women were more likely to be dressed in images which portrayed them in provocative ways, especially in videos that had sexual content. Research has suggested that the perpetuation of gender in the media is a theme which has been occurring for eons of time[footnoteRef:1]. Specifically, music and gender and the portrayal of women in rap music has not been extensively studied previously. It is essential to consider the differences of gender in rap music and the portrayal of women in this genre of music. [1: Ronald Weitzer and Charis E Kubrin, “Articles Misogyny in Rap Music A Content Analysis of Prevalence and Meanings,” accessed October 23, 2018, https://doi.org/10.1177/1097184X08327696.]
Although scholars have attempted examining the interactions between rap music and religion, there has been a gap in regard to how artists frame religious messages within their lyrics. However, this lack of sufficient research does not reflect on the continued .
Running head PROGRAM AND MISSION ALIGNMENT .docx
Running head: PROGRAM AND MISSION ALIGNMENT 1
PROGRAM AND MISSION ALIGNMENT 4
Program and Mission Alignment
Student Name
Institutional Affiliation
Winthrop University aims at offering personalized challenging, graduate, and continuing professional education programs of national caliber. Doing a degree in communication sciences and disorder does not align to the university’s mission since the program is not offered at the university anymore. The program started its closure while I was still in school, which was an indication of its coming to extinction. The program in communication sciences and disorders is also not part of the long-term mission of the university of achieving national stature as a competitive and distinctive, co-educational, public, residential comprehensive, and value-oriented institution. The program has been closed, which is an implication of the failure to meet the required standards to provide competitive skills to its students. Communication sciences and disorders program does not meet the students’ needs of meeting the challenges of the contemporary world by offering them the ability to synthesize knowledge to solve complex challenges.
Winthrop University prides itself in offering value-based education, which has shaped the success of the university. Closing the program shows that it does not contribute to the overall mission of the university, which contradicts the provisions of the university, which means that the program does not contribute to the values of the university. Any program that does not contribute towards the achievement of the university’s mission should be scrapped off so that only those programs that have a bearing on the university mission are considered.
However, the university needs to evaluate the contribution of the course towards the overall mission of the university. A speech pathologist is concerned with treating speech disorders among people suffering from such problems. The university, on the other hand, is concerned with training people who can treat speech disorders in society. The university, therefore, is a bridge between the prevailing challenge in society and the possible solutions. As such, speech pathologist is an important program that the university should reestablish.
References
Website: https://www.winthrop.edu/
Journal of Creativity in Mental Health, 7:107, 2012
Copyright © Taylor & Francis Group, LLC
ISSN: 1540-1383 print/1540-1391 online
DOI: 10.1080/15401383.2012.657597
CREATING SPACE FOR CONNECTION:
A COLUMN FOR CREATIVE PRACTICE
This column is designed to underscore relationally based creative inter-
ventions used by counselors and psychotherapists in their practices. Our
intention is to provide examples of novel, innovative ways of working with
clients in their efforts to deepen self-awareness and their con.
Running head Museum Focus1Museum Focus.docx
Running head: Museum Focus
1
Museum Focus
4
Museum Focus
Linda Dotson
Walden University
Interdisciplinary Experience: Sustaining Quality of Life in the City
Professor Paige Parker
September 15, 2018
Question 1
Brief introduction of Ohio City
Ohio is a great city named after the Ohio River in the 18th century. The area was disputed by the France and Great Britain. After the dispute, it established its own territories. This territory included the land where west of Pennsylvania in United States and the northwest of the Ohio River. The area covered more than 260,000 square miles (Turner, & Bogue 2010).
The History of Ohio City that has led to construction of Museums.
The area remained as a hunting ground by the Iroquois after the dispute. Later, some American groups began to migrate to the area. Later there was a seven years war between the Europeans, British and France. They all wanted to colonize the area. Unfortunately, the British worn and after the win, they ordered French settlers to leave the area. It is evident that the war brought about the breakdown of ethnicities.
How museum focus has been of great importance to the citizens of the city
The area is known for its landscape, mountains, rivers and minerals. This makes Ohio City to be a great city suitable for great museums. It is evident that, Ohio City creates the best environment for a museum with the theme of History and Natural History to be built. For instance, Miami River is known to be a great river. Many people admire visiting the area just to see the river. This creates the best conditions to build a museum. People within the city can also visit the museum and get to enjoy the benefits of the museums.
How people from outside the city benefit from the construction of the museums.
People outside Ohio City can also visit the museums. These museums will offer the history of the river to its visitors. They will also address an increasing array of issues in the dynamic environment (Edson, 2017).
Question 2
Permanent Exhibition.
Modern museum are designed to have a permanent exhibit, in this case the museum must have enough collections and classification of a field of knowledge for research and for display purposes. This will enlighten the visits about the history of Ohio City. The history stored in this museum will also be of great use to students as they will learn a lot in these museums,
References
Edson, G. (2017). Museum management. In Encyclopedia of Library and Information Sciences(pp. 3185-3198). CRC Press.
Turner, F. J., & Bogue, A. G. (2010). The frontier in American history. Courier Corporation.
If you can do it send confirmation at [email protected]
If you can do it send confirmation at [email protected]
Assessment Details and Submission Guidelines
Trimester
T2 2018
Unit Code
MN603
Unit Title
Wireless Networks and Security
Assessment
Individual
Type
Assessment
Design and implementation of secure enterprise wireless network
Tit.
Running head MODULE 3 - SLP .docx
Running head: MODULE 3 - SLP 1
MODULE 3 – SLP 2
Module 3 – SLP
Elizabeth Davis
Trident International University
Dr. Sharlene Gozalians
13 May 2019
Module 3 – SLP
In a bid to control the prevalence of diabetes among the African Americans, it is important to examine a number of attributes of culture that can empower a person towards changing a behavior. The factors may be positive, existential, and negative. Existential factors may be not harmful but need to be acknowledged. The importance of a family cannot be ignored especially because of the support they provide to diabetic patients. Family is therefore a positive cultural value which will assist in managing diabetes disease. This paper therefore seeks to address how each of the PEN-3 model’s three factors within the dimension of cultural empowerment applies to the African American group.
It is important to explore by identifying several cultural beliefs and practices that are positive, existential and negative. Positive factors are likely to lead to an improvement by reducing the prevalence of diabetes among the African Americans. Existential factors are existing cultural values and beliefs that may have no harmful health consequences. Cultural practices that may act as barriers in controlling the prevalence of diabetes among the African Americans are the negative factors. Example of these negative practices includes poor nutrition leading to obesity.
Positive Factors
The positive factors which will influence management and control of diabetes among the African Americans include spirituality and family. For example, talking about a family affair with diabetes will make a great impact in controlling diabetes among the African Americans. This is because it will create awareness of how to handle and deal with diabetes. Spirituality will have a positive impact in controlling the prevalence of diabetes among the African Americans. African Americans who have spiritual faith are likely to engage in activities which will reduce the prevalence of the disease.
Existential Factors
Existential factors include faith healing. A belief in faith healing is a factor which is likely to reduction in prevalence of diabetes among the African Americans. Individuals who are religious are likely to visit religious leaders to seek healing and intervention. Many individuals confess that they got healed after being prayed for by the Pastors and other religious leaders. This is attributed to believing in faith healing.
Negative Factors
Consumption of “comfort foods” is common in the diet of the African Americans. These foods contain high fat, sugar, and calorie contents. Example of negative cultural factors includes unhealthy traditional foods. Poor nutrition among the African Americans is more l.
Running Head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION.docx
Running Head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 2
PROGRAM EVALUATION PLAN
Name:
Tanisha Hannah
Institution:
Strayer University
Class:
EDU 571 Evaluating School Programs
Professor:
Antony Jacob
Date of Submission:
February 19, 2020
Program evaluation plan (part 2)
In order to ensure that the “gender equity for girls in math” education program which applies to master’s level students is efficient in fulfilling the outlaid goals, the goal based approach of evaluation should be applied in evaluating the effectiveness of the program. The major objective of this education program is to empower the girl child and to ensure that there are increase female students taking courses in mathematics at higher education levels (Markovits & Forgasz, 2017). In this case therefore, the evaluators has to establish if the establishment of this program will promote the positivity and capability of girls to take courses in Mathematics and to increasingly love the subject even in the lower classes so as to portray an increased number in the number of girls pursing this course in the masters level.
The goal based approach of evaluation will help the school evaluator to be able to determine how they can ensure that all the institutions are able to empower the girl child and encourage them to increasingly perfect their skills in mathematics in order to see a reflection of changes in the higher education levels (Sarouphim & Chartouny, 2017). This evaluation technique will help the education program creators to determine if the program is efficient in attaining the set objects through checking the outcomes of the implementation of the program over certain period of time.
The gender equality for girls in Math is a program that is anticipated to help the girl children be able to resolve their issues that result from fear and insecurities which cause them to undermine their power and be left behind by the boy child in regard to prosperity in Mathematics (Ganley.et.al, 2018). Therefore, the evaluators will have a role of determining the broader impacts of this approach as well as investigate what greater good is served as a result of this program. This will include identify the consequences that the program will have on other courses which most female students major in and how the male students will be affected by the program. The goals based evaluation method will help establish the objectives which can be added in the program to make it have optimal results to both girls and boys as well as ensure that other courses that are male dominated portray gender equality (Stoehr.et.al, 2017).
The major areas where the evaluators will assess include; the goals of the program, the outcomes of the program as well as the consequences. The main questions concerning these areas will be; what are the objectives of the program? How will the program be able to meet these goals? How do the goals of the program align with the activities involved.
Running head PROGRAM EVALUATION .docx
This document discusses a program budget and financial analysis for a breast cancer awareness campaign targeting African American women. It includes a $1 million budget with revenue sources like grants, donations, and product sales. Expenditures include materials development, workshops, salaries, and supplies. A break-even analysis finds the point where costs equal $100,000 in revenue. Cost-effectiveness analysis shows the awareness campaign is more effective than alternative screening programs in reaching more women at a lower cost. In conclusion, careful budgeting and financial planning are important for implementing the breast cancer awareness initiative.
Running Head MUNCHAUSEN SYNDROMEMunchausen SyndromeKr.docx
This document summarizes a research article about the role of relationships and families in healing from trauma. The article discusses how most trauma treatment focuses on the individual, but trauma is also a relational event that affects close relationships. It argues that systemic protocols addressing interpersonal difficulties in addition to intrapersonal issues are critical for healing. To illustrate, a graphic case study is presented of a family experiencing trauma due to a kidnapping, and how individual versus systemic treatment approaches would differ in addressing their needs.
Running head PROGRAM EVALUATION 6PROGRAM EVALUATIONPr.docx
Running head: PROGRAM EVALUATION
6
PROGRAM EVALUATION
Program Evaluation
Insert Your First & Last Name
Capella University
COUN 5280 – Introduction to School Counseling
Professor: Dr. Erin Berry
Month, Year
Setting up the format for an APA style paper
· Begin by setting your cursor at the first, beginning space of the first page of your paper and creating all of your margins at 1”. You do this by going to File>Page Set Up>Margin Tab and set at 1 inch for all 4 sides, Top, Bottom, Right, and Left.
· To set spacing to true Double: First, highlight the entire document text, or choose Select All. Then go to Format>Paragraph>Indents and Spacing Tab and in the box that says Line Spacing: select Double from the pull down menu. Make sure the ‘before’ and ‘after’ boxes are set at 0 pt, and not at Auto. Double Spacethroughout the document and see rules in APA Publication Manual, 6th Edition. APA is about saving space… no gaps or quadruple spacing, so the document is consistent and easy to read.
· The font is Times New Roman, 12 pt. Use the same size and typeface throughout, including the paging and Running heads.
(REMOVE THIS INSTRUCTION PAGE WHEN SUBMITTING PAPER)
Start your introduction here. APA 6th edition does not use a heading title for the introduction because its position in the paper identifies it as the introduction. Open your paper with a nice foreword to introduce your response to the unit 7 discussion. You also want to set the reader up about the four general topic areas you will present . At this point, you may respond to the assignment in an outline fashion or take a narrative approach. An example of an outline form is provided. Please review the rubric carefully! There is still an expectation to support your ideas with the literature.
I. School specific needs
In this section you will examine your understanding of identified gaps or specific needs for Model Middle School.
· Included in this section should be an analysis that addresses academic career, personal-social and developmental needs. A strong analysis is demonstrated when the ideas presented in this section are supported by specific examples and scholarly literature.
· A strong program analysis takes into consideration the ways in which student development is fostered through stakeholder collaboration (e.g., school, family and community). Additionally, the measures used to demonstrate accountability are reviewed. Be sure these two ideas clearly addressed in your outline.
II. Program outline
Strong action plans demonstrate critical thinking through the discussion of reasonable assumptions, drawing inferences or making predictions while exploring the potential risks and benefits of the plan. Make sure specific examples are provided! For example, the plan may include group counseling for an academic issues because intervention is supported in the literature.
· In this section, you will describe the specific program of services you plan to provide to .
Running head PROFESSIONAL PLAN 1 © 2018 Laureate Educ.docx
Running head: PROFESSIONAL PLAN 1
© 2018 Laureate Education Inc.
Professional Development Plan
Florence Nightingale
Walden University
NURS 6001, Section 10, Foundations of Graduate Study
November 1, 2014
PROFESSIONAL PLAN 2
Professional Development Plan
As graduate study in nursing begins, identifying the program of study and professional
development plan aligned with personal and professional goals is crucial. The purpose of this
assignment is to provide a description of my educational and professional background as well as
explore professional and personal goals related to the course and the practicum.
Education and Professional Background
My name is Florence Nightingale and I want to start by giving you some insight into my
personal life. I currently reside in Orange County, California, where the military has placed my
family. I am an army wife, an associate degree nurse, and a mother of two boys. From a small
town in Virginia, my only opportunity to obtain a higher education degree was to attend a local
college that offered a 2-year degree in nursing. I had an opportunity to begin my chosen
profession early, having a family, and never have to worry about finding employment. I always
knew I wanted to increase my knowledge and do more. Year after year it seemed impossible to
go back to school in the traditional way, since raising small children and moving interfered with
finishing a degree.
Nursing has been the most rewarding career. It is not a job to me but my life. My formal
education began in 1989 at a branch of Kent State University. I graduated with a Bachelor of
Science in Nursing (BSN) in 1993. Working and going to school full-time put a strain on my
grade point average (GPA), but the experience helped me grow both professionally and
personally to an independent self-motivated practitioner.
Currently, I work in an endoscopy department where I developed many standard
operating procedure guidelines which are being utilized throughout the hospital. I am also
planning to obtain my Society of Gastroenterology Nurses and Associates (SGNA) certification
this year. Another certification workshop I plan to attend is a nurse management seminar in July.
PROFESSIONAL PLAN 3
Currently, I hold certifications in basic life support (BLS), advanced cardiac life support
(ACLS), pediatric advanced life support (PALS) and conscious sedation. Prior certifications held
were electrocardiogram (ECG) interpretation and neurology assessment.
My experiences are very diverse which has made me flexible, efficient, and have given
me a broad knowledge base. The different areas of expertise include neurology, orthopedics,
urology, day surgery, endoscopy, telemetry, home health, recovery, and research-based projects.
In many of these fields I was chosen to take on leadership roles such as charge nurse, team
leader, preceptor, computer specialist, educator.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docx
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROFICIENCY LEVEL ANALYSIS1PROFICIENCY LEVEL AN.docx
Running head: PROFICIENCY LEVEL ANALYSIS 1
PROFICIENCY LEVEL ANALYSIS 4
Proficiency Level Analysis
ESL-433
6/16/19
Proficiency Level Analysis
Grouping Strategy for Ms. Jensen
The arrangement of the student in the class should be based on their proficiency level while factoring the different capabilities of each student. The teacher should ensure that the both fast learners and slow learners are catered in terms of understanding how to handle their comprehension capabilities. The class has three categories of student, basic, intermediate and proficient.
Cooperative Learning
Cooperative grouping is based on the differences among the children in terms of their learning abilities. Li & Lam (2013) states that cooperative grouping is best suited for situations where students have learning abilities which are differing. The grouping technique is implemented following the analysis of the heterogeneous factors such that students should be grouped depending gender, economic background, culture, race and ethnicities. The ranking of students should follow the descending order starting with the highest to the lowest. To make a ranking legend, the teacher should use L for low achiever, M for medium achievers and H for highest achievers. The grouping should include at least one student from each category for the purposes of achieving diversity. The grouping system should however be done without involving the students as such could encourage discrimination. The issues of gender should be defined effectively to avoid the majority of gender in any of the group.
Rationale for Placement
The strategy is important and useful for the given case because students have different abilities and proficiency. The grouping strategy also promotes involvement of all students since the group is designed in manner which facilitates individual contribution. Tsay & Brady (2012) states that the cooperative grouping is important since it allows for the development of critical thinking skills and communication skills.
Conclusion
Ms. Jensen’s class has students with different abilities and varying English proficiency. Cooperative grouping is effective for 7th grade children since it allow them to exchange information amongst themselves while encouraging collaborative learning. Students are more likely to improve their self-esteem and moralization to study English tasks since group composition allows individual contribution and peer discussions.
References
Li, M. P., & Lam, B. H. (2013). Cooperative learning. 2015-01-20]. http://www. ied. edu. hk/aclass/l'heories/cooperative learning course writing_LBH% 2024June, pdf.
Tsay, M., & Brady, M. (2012). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference?. Journal of the Scholarship of Teaching and Learning, 10(2), 78-89.
Ms. Jensen's 7th Grade Class AZELLA Scores
Student Name
Reading Label
Writing Label
Listening Label
Speaking Label
Aryanna
P.
Running head PROFESSIONAL CAPSTONE AND PRACTICUM1PROFESSIONA.docx
This document provides a literature review on studies related to falls and injuries among older adults. Several studies are compared that explore interventions for preventing falls and factors contributing to falls in healthcare facilities. The research questions, sample populations, and limitations of the studies are analyzed. Most studies used systematic reviews to examine fall prevention strategies and identified predictive risk factors through large sample sizes. However, limitations included a lack of randomized controlled trials and inconsistencies in reporting study methodology.
Running head PROFESSIONAL DEVELOPMENT PROPOSAL PROGRAM .docx
Running head: PROFESSIONAL DEVELOPMENT PROPOSAL PROGRAM 1
PROFESSIONAL DEVELOPMENT PROPOSAL PROGRAM 3
Professional Development Proposal Program
BUS520
Strayer University
November 9, 2018
Executive Summary
Professional Development Proposal Program
The need for organizational efficiency is driving the need for understanding the competency of individuals that generate effectiveness. The emotional intelligence capabilities help explain considerable as well as significant variances in accepting and predicting performance in capability studies. Emotional intelligence is the ability to monitor personal feelings and emotions visa vie other people’s feelings and emotions and use the information to guide personal thinking and actions. Management can rely on employees’ emotional building blocks to not only enhance their performance, but also their job satisfaction levels. The most important emotional intelligence building blocks that enhance employee performance and job satisfaction are social skills, self-awareness, self regulation, self motivation and empathy. Managers will use emotional intelligence to identify the positive and negative reinforcement of motivation to enhance employee morale within the organization. Positive reinforcement motivation tools are the rewards given to employees for exemplary performance while negative reinforcement is the penalty or punishment for poor performance.
Leaders can use the concept of emotional intelligence to enhance their social skills and decision-making skills in management. Emotional intelligence plays a critical role in helping persons requiring social skills to help them deal with social situations. Given that building strong relationship is one aspect of effective leadership, there is need for organizational leaders to build capacity in social skills for better organizational performance. Leaders can also utilize the concept of emotional intelligence to enhance their decision-making skills. Emotionally intelligent decision makers rely on self-awareness and self-management to determine their appropriate duties in decision making process. Decision makers use these skills to determine whether they have the necessary orientation to a problem.
Emotionally intelligent leaders strive for the establishment of effective teams to help realize organizational and team goals. Effective teams have clear purpose and goals, engage in consensus decision making, shared leadership and embrace open communication. To develop effective teams, departmental managers must define the team’s purpose and goals, define the roles for each group member and quickly identify and resolve conflicts. Finally, there is need to develop both extrinsic and intrinsic reward systems for employee motivation and improved performance.
Professional Development Proposal Program
Introduction
The need for organizatio.
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- 1. Running head: POLITICAL AND ECONOMIC TURMOIL LEADING TO DEPRESSION 1 Political and Economic Turmoil Leading to Depression Yinfan Li B00699999 Political and Economic Turmoil Leading to Depression Yinfan Li B00699999 Dalhousie University Jonathan Simms Econ 2239 2019/1/23 Political and economic turmoil leading to depression Economic, political and social growth in a country depends on various factors that are often interconnected and consequently related. Political stability is one of the most important aspects that determine the success and growth of any country across the world. However, when this vital item is lacking, countries are often thrown into turmoil and the state of confusion with activities dwindling as a result. Countries across Europe experienced different levels of political and economic woes before, during and after the 19th century. This paper, therefore, intends to offer a comprehensive analysis of various political
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- 3. century. Through the movement, Sweden and Norway contributed with enough military force during the war of Schleswig. Due to increased population, the vast majority of the emigrants migrated to the United States in search for better farming and economic opportunities. By 1873, Denmark and Sweden formed a monetary union called Scandinavian Movement Union through fixing their currencies against the gold standard at par to each other (Eichengreen & Temin, 2000). Norway joined the union two years after the formation by fixing its currency to the gold standard at the same level with both Sweden and Denmark. Scandinavian Monetary Union was very significant as it led to the formation of the Scandinavian political movement by 19th century. Monetary union provided fixed exchange rates and economic stability in terms of monetary but the countries in the union continued to provide their separate currencies. Despite late coming of the situation, the expected security resulted to acceptance of the formally separate currencies on the round that they were good as the legal tender virtually in the entire economic block. Due to the outbreak of World War I by 1914, the monetary union came to an end as Sweden abandoned the tie to the gold standards and with no fixed exchange rates hence leading to the end of the free circulation of currencies (Eichengreen & Temin, 2000). After the settlement of the Scandinavians into the United States, the population increased leading to the economic depression. This was witnessed through collapsing of the market demands especially export demand (Hart & Spero, 2013). A good number of businesses were faced with the decline in sales leading hence laid off many workers as others reduced the wage rates of the workers. As a result, workers went on strike but the government brought full force to disperse the crowd leading to the death of several people. The reaction of the public following the deaths led to the electoral victory of the Social Democratic Party in 1932. Following these economic changes in Sweden for instance, there was a great shift in political sentiment and the governing
- 4. ideology. Coming to power of the social democratic party, it represented labor movement and socialism which later led to predominant of the production by the private sector but the government determines kind of products they produce and where to export them through price controls, regulations, taxes and social programs (Bernake, 1983 Later Swedes developed some institutions to help in the market economy like provision of tax code to allow Swedish businesses to obtain tax reduction by putting half of their profits to the central bank. All the three Scandinavian countries remained neutral in during the First World War. The war had significant influence in the economy of the region due to British blockade of Germany. The trade agreement with the Britain made it easy for the three countries to work as the large merchant marine from Norway helped in supplying vitals to Britain but experienced huge losses in sailors and ships due to the attack by the Germans navy which was indiscriminative. During the Second World War, only Sweden was not invaded and she remained neutral throughout the war while Denmark and Norway were both attacked (Bernake, 1983). This, therefore, affected the economy of the two countries. On the contrary, Sweden cultivated peace with Germany by supplying them with raw materials. After the war, the three countries agreed to form mutual policy for defense as they immediately began to discuss Scandinavian defense union. They proposed to remain separate sovereign countries but act as a single block on security issues and foreign policy. Despite their effort to formulate the union, it was overshadowed by the cold war tension between the Soviet Union and the United States (Bernake, 1983). In the realization that the west will not supply the Scandinavians with the armaments they needed, Norway turned back and resigned from the agreement talks. On the other hand, Denmark was ready to proceed with the talks but the Swedes did not see enough merits hence leading to the fall of the proposal. In long Denmark and Norway became signatory parties of the North Atlantic Treaty hence members of NATO as Sweden remained.
- 5. In conclusion, a number of vital lessons and insights can be learned from the economic and political turmoil experienced in different countries across Europe. Firstly, countries should develop various mechanisms through which they can face and evade various challenges resulting from political and economic turmoil. Secondly, all possible steps should be taken to ensure that turmoil such as those experienced in Europe do not occur again. References Bernake, B. S. (1983). Non-monetary effects of the financial crisis in the propagation of the Great Depression. Eichengreen, B., & Temin, P. (2000). The gold standard and the great depression. Contemporary European History, 9(2), 183-207. Hart, J. A., & Spero, J. E. (2013). The politics of international economic relations. Routledge. Dalhousie University Economics 2239 The European Economy Since 1900 Second Essay Topics Instructions: Select one of the following. See syllabus for due date and required format. The three, four-page papers are to be based upon the weekly readings described in this syllabus. Students will be assigned an essay topic with key questions and issues to be addressed. The essay assignments will be posted on Brightspace 10 days before their due date. The format is to include a cover page, four pages of text (tables and graphs, etc. may be embedded or annexed), and a bibliography which is to include at least two
- 6. sources in addition to those noted for the topic in the syllabus. Papers are to be delivered by e-mail to the Teaching Assistant no later than 11:59pm on the due date. RESERVE LIST Aldcroft, D.H., Morewood, Stephen The European Economy Since 1914, 5th ed. Berend, I.T. An Economic History of Twentieth Century Europe Clavin, P. The Great Depression in Europe Crouzet, F. A History of the European Economy, 1000 – 2000 Eichengreen, B. The European Economy Since 1945 (2007 ed.) Kindleberger, C. A Financial History of Western Europe Nove, A. An Economic History of the USSR: 1917 - 1991 1. Depression and the Rise of Fascism What were the root causes of The 1930’s Depression and to what degree were the various major European economies affected by the effects of The 1930’s Depression? Cite specific measurable indicators of economic change. What were the circumstances that explain how fascism arose in certain countries? Explain the economic factors the determined the timing, acceptance and effects of fascist sentiments. Are there lessons for today in Europe? 2. The Golden Age
- 7. Why was Western Europe’s economic growth in the period 1950 – 1970so much better than in the interwar period? What contribution did government policy make to the post-war boom in Europe? To what degree did the establishment of the European Economic Community play in advancing economic growth on the continent? 3. Inflation and the Search For Stability What were the main cause of the slowdown in growth in the 1970’s? To what extent did Europe suffer from structural rigidity in the 1980’s and how did governments tackle inflation?