The Rationale for TEFL Materials

The Rationale for TEFL Materials Introduction Learning materials play a significant role in teaching an English programme. English teachers often use a wide range of instruments to facilitate teaching and learning processes (Wright 2010). The advent of the World Wide Web has transformed the manner in which teachers design learning and instructional materials.Advertising We will write a custom critical writing sample on The Rationale for TEFL Materials specifically for you for only $16.05 $11/page Learn More In essence, the internet has provided an elemental opportunity to support computer-mediated instruction (Nizonkiza 2011; Tomlinson 2008). According to Weston (2009), web-based applications provide different forms of educational technologies that enhance learning experiences. The primary benefit of these tools is that they support the development of a collaborative learning environment (Wright 2010). The purpose of this rationale is to provide a basis that support development of computer- based TEFL materials. The teacher designed the learning materials for Kuwait University students in a general English class. The objective of developing these learning tools was to enhance learners’ performance in business courses. This analysis will demonstrate how educational theories, literature, and reasoning influenced creation of the materials. The rationale will review literature and educational models that support incorporation of Computer-Assisted Language Learning (CALL) studies strategies in a conventional classroom. The Learning Context Type of Lesson: General EnglishAdvertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Level: University (Year 1) Language Skill: Listening and Reading Time: 1 hr 30 min per day Class Profile The instructor developed learning materials for a group of 30 male and female students at Kuwait University. The materials will facilitate genera l English instruction for the first-year students in a blended classroom. The general English lessons will run for eight consecutive weeks from Monday to Friday. Each week will account for six and a half hours and the students will complete two assignments per week. The aim of this course is to assist the students to improve their listening, reading and writing skills in English. This goal is essential because some of their core courses are taught in English. These skills will help them to improve their overall performance and educational objectives. The Assessment of Needs The students have enrolled in international business courses at the university. The English language is the mode of instruction for most of the core courses.Advertising We will write a custom critical writing sample on The Rationale for TEFL Materials specifically for you for only $16.05 $11/page Learn More As such, the Department of Business Administration has introduced an English Imme rsion Programme to support the students who speak English as a second language. The university offers mandatory English classes for 30 to 45 minutes daily. Despite these efforts, these students lack self-efficacy and competencies in spoken and written English respectively. The primary concern is that the students do not receive any linguistic support apart from the 30-45 minutes remedial sessions. The degree programme mandates the students to read multiple books, journals and case studies. The main problem is that the students have limited scanning and skimming skills to comprehend this information. The listening materials will help enhance students’ vocabulary. They will also be in a better position to know how various words are pronounced. Strengths and Weaknesses It is important to note that the students received English instruction from grades one to five. Thus, they have basic skills in both written and spoken English. The students have also formed groups to practice new vocabulary during the immersion sessions. According to Forman (2011), learners achieve higher grades when they take control of their learning process. However, it is unfortunate that the students performed poorly in their latest English essay exam. This exercise also required them to gather information from electronic databases and libraries. A meeting with their professors identified two concerns. First, syntax errors were prevalent in the students’ written assignment.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Second, the students were unable to synthesize the information in the module materials to answer all the questions correctly. Skimming and scanning were also identified as another weakness among these students. The Teaching Schedule The learners will complete two tasks: an essay and listening activities. Each lesson will begin with a warm-up session that will expose students to various technological tools and devices. They will then identify their most innovative technologies and provide reasons for their choices. The purpose of this task will be to underscore the role of technology in pedagogy. The participants will then complete a three-minute test. The objective of this test will be to introduce specific terminologies commonly used in web browsers and applications. The intake of these vocabularies will enable the students to understand the text more easily. The lesson will also contain a pre-listening session. The students will predict the answers to a set of questions based on t he title of a video. Materials Introduction In this section, the researcher will identify materials that will be needed for the blended learning. The materials must be suitable for year 1 students in Kuwait University. Identifying these materials will help in developing the approach that will be used in this blended class. The materials must be readily available within the university. The materials The delivery of the instruction materials will use two web-based applications: Moodle and TED-Ed. Karchmer-Klein and Shinas (2012) have argued that high cost of purchasing and installing web-based applications limits their incorporation in blended classroom. Conversely, both Moodle and TED-Ed are free applications. Thus, the cost-effectiveness of these tools influenced their selection. In addition, they support collaboration and interactions based on the social constructionist pedagogy. Hsu and Lin (2008) have indicated that effectual cooperation during the learning process improves educa tional outcomes. Animated videos and Task-Based Learning (TBL) will also form part of the materials that will be used. The Objectives of the Learning Materials Learning materials play a significant role in facilitating the teaching process (Dudeney Hockly 2007). The particular aims of the learning materials include the following: To enhance development of reading skills To help students acquire new vocabularies that may enhance their understanding of the language. To enhance time-management skills among the learners. To measure if these objectives are achieved, learners will undertake oral exams to test development of new vocabulary, time management and reading skills. The Rationale for the Learning Materials Introduction The unprecedented advances in information and communication technologies have revolutionised the way teachers and students interact (McQuirter Dortmans 2013). The increasing shift towards online learning has supported proliferation of Computer-Assisted Language Learning (CALL) into the conventional classroom (Chapelle Jamieson 2008). The primary purpose of CALL is to generate evidence-based practices in the development of web-based learning tools. On the other hand, the rising influence of English language in the contemporary society has been the force behind the Second Language Acquisition (SLA) research (Watson, Watson Reigeluth 2012). Web-based learning has emerged as one of the most feasible teaching approaches in the modern world (Hsu Lin 2008). The principal tenet supporting internet-based education lies in its capacity to support interactions between teachers and students. These applications also improve communication among the learners (Karchmer-Klein Shinas 2012). The level of communication in these contexts improves the productivity and performance of trainers and trainees respectively (Wohlwend 2010). The purpose of this rationale is to demonstrate the significance of using technological resources to improve listening, read ing and speaking skills among ELLs. This rationale will illustrate the factors that influenced the design and development of the electronic learning materials. In addition, the analysis will also identify theoretical and empirical frameworks. The Justification for the Blended Classroom Blended learning is a technique that has emerged from the development of information and communication tools. In practice, blended learning uses online and digital media to complement conventional classroom methods (Wright 2010). One of the principal challenges teachers encounter in the traditional classroom is the inability to meet the individual needs of each student (Forman 2011; Watson, Watson Reigeluth 2012). A blended classroom addresses the preceding limitation by providing a wide range of web-based tools. The multiplicity of these tools will motivate the students because they break the monotony of face-to-face instruction. In addition, the role of the trainer is to provide support and consult ation (Wohlwend 2010). That is why blended learning has gained popularity in the recent past. Secondly, classroom teaching fails to acknowledge the fact that students synthesize learning materials at different paces (Shute Towle 2003). Self-blending allows students to control the process of acquiring information and knowledge. The learners accomplish this goal by using diverse tools to customise their learning experiences and materials. For example, the use web-based application will facilitate the acquisition of soft skills in comprehension much faster than it is possible in the conventional settings (Nizonkiza 2011). On the other hand, blended learning provides asynchronous communication between teachers and their students because of the additional support offered by web-based application in the learning process. Consequently, instructors do not have to spend too much time on talking and teaching unfamiliar content (Falvo Johnson 2007). Another advantage of using the blended cla ssroom model is that it improves performance and educational outcomes. The application of information and communication technologies in the classroom increases access to a variety of learning materials (Forman 2011). Yu, Zhang and Chen (2006) have argued that gifted students do not get a chance to hone their skills considering the limits of the current curricular. Nonetheless, educational technologies enable this group of learners to avoid grade restrictions or advance their competencies. Weston (2009) has also argued that these innovative tools (such as simulations, video and audio content, animations and others) improve the retention rate. According to Hsu and Lin (2008), educational technologies reinforce the information acquired through the conventional teaching practices. This will be applied in this programme by providing learners with digital materials of what they have learnt in class. The Justification for Choosing the Materials The learning materials consist of two web app lications: Moodle and TED-Ed. Moodle is a web-based application that allows instructors and learners to design personalised instructional environments. Moodle provides collaborative learning based on the social constructionist pedagogy. The collaborative learning environments empower both the learning and teaching processes. The justification for choosing this application is that it supports blended learning. A ccording to Chapelle and Jamieson (2008), connected behaviour in a learning environment stimulates learning since learners share their knowledge and experiences. The participatory nature of Moodle will allow the participants to become both teachers and learners. The design of this material will help ensure that teachers and learners can interact even when they are not in a classroom setting (Redington 2011). Secondly, the teacher will create learning materials using the TED-Ed Lessons. This websites allows its visitors to add supplementary materials (including discussion topi cs) to any educational videos posted on YouTube. The use of TED-Ed lessons will play a fundamental role in introducing new information in curiosity-inspiring and exciting way. In essence, the TED-Ed lessons allow the teacher to use video clips and films to transmit information. The Teacher’s Role in Blended Learning The teacher’s beliefs and attitudes have a fundamental influence on vocabulary intake. Individual perceptions are very influential in determining classroom behaviours and actions (Shafie Nayan 2010). These components also determine whether the student will succeed or fail to master the foreign language (Forman 2011). The role of the teacher has evolved from a monitor to that of a facilitator and manager since the advent of the internet. The point of argument that has emerged from these conceptualisations is whether or not blended classrooms require teachers to fulfil their traditional roles (Warschauer 2007). The keyword in the Computer-Assisted Language L earning (CALL) context is â€Å"assisted.† It means that although blended learning gives students some autonomy, teachers still control the learning process (Ko 2012). Web-based learning allows students to take control of their knowledge-acquisition process by personalising their learning experiences. Karchmer-Klein and Shinas (2012) have argued that this freedom ensures that the learners synthesise materials at a preferred pace, which improves performance. Web-based tools have influenced the shift towards student-centred learning, which has transformed the role of the teacher fundamentally (Warschauer 2007). It allows for a personalised and student-centred approach of learning because the learner can dictate the pace and time of consuming a given digital material. This is very different from the traditional learning approach where learners had to follow rigid timetables which they had no control over. The teacher no longer functions as the predominant disseminator of informa tion. By contrast, instructors are now the managers or facilitators of the learning process (Shafie Nayan 2010). The use of technology in the conventional classroom gives students more autonomy. Chapelle and Jamieson (2008) have discovered that most teachers are yet to conceptualise the difference between Tacher-Talk-Time (TTT) and Student-Talk-Time (STT). Teachers are often cautious about giving their students total freedom (Redington 2011). According to Shafie and Nayan (2010), such teachers continue to dictate the pace and contexts of learning. Subsequently, students only consume whatever their teachers give to them. This study will not conform to this traditional belief because web-based applications will allow the learners to assume control over their learning by enabling them to dictate when and at what pace they want to consume a given knowledge (Cooker 2008). These tools will also facilitate efficient communication and collaboration between teachers and their students (McQu irter Dortmans 2013). For instance, the primary function of Moodle is to create a collaborative learning environment. Effectual instruction is feasible in these settings if teachers allow their students to make contributions and suggestions during the lesson (Falvo Johnson 2007). The constructive approach to learning supports the transitioning of the teacher’s role from an information provider to a facilitator. According to this theory, the construction of knowledge and meaning takes place in a student’s mind (Shafie Nayan 2010). Wright (2010) has also indicated that this process is continuous since it is always evolving. The use of the Moodle application will enable the teacher to interact easily with the students. Forman (2011) has argued that this approach creates a learning environment that encourages exchange of information, knowledge and ideas openly. The Significance of Feedback One of the most significant components of learning is giving students appropriate feedback. Hsu and Lin (2008) have indicated that students show progress when they receive feedback from their instructors. According to Forman (2011), feedback is an essential aspect of assessment because it enables students to evaluate their performance. Wright (2010) noted that students get more feedback in virtual settings compared to the traditional classroom setting. The point of argument is that web-based applications give instant comments than the teacher does. On the other hand, teachers often give generalised views that disregard the needs of individual students. Consequently, such an action does not benefit the whole class equally (McQuirter Dortmans 2013). The learning materials make it possible for the learners to receive instant results whenever they undertake web-based assignments. The grading threshold for the test is the achievement of the highest grade. The learners can attempt the exam several times until they attain this goal. The feedback for incorrect answers will give the students an opportunity to reorganise their knowledge and information. Wright (2010) found out that students who received explicit feedback improved their writing and reading skills. For example, the first task will be to ask the student to match computer terminologies with their respective meanings. Adaptive Learning in Blended Classrooms Both the teaching and learning processes are essential in blended classrooms. Computer applications do not improve performance in a vacuum. According to Weston (2009), these tools are only meant to support learning procedures. Forman (2011) has noted that the individual characteristics rather than web-based applications determine the performance of both the teacher and learners. For example, a school may have the latest educational technologies but this cannot improve performance before motivating the learners to use these tools. Thus, adaptive learning is very critical in blended classrooms (McQuirter Dortmans 2013). The role of ad aptive web-based learning is to enhance user experiences by maintaining didactical and pedagogical processes (Chang 2010). Motivation, preferences and prior knowledge constitute learner-specific characteristics that influence performance (Shute Towle 2003). Didactical activities require the teacher to use technology to meet the demands of the target group. The learning materials have incorporated this concept into the teaching and learning processes. This is achieved by providing learners with web-based materials that they can always review at their own time. This means that if a learner did not understand a concept in a classroom setting, he can review the online materials at any time in order to enhance his knowledge. It is imperative to note that Moodle and TED-Ed will not replace current practices. By contrast, the aim of using technology is to improve and simplify conventional classroom practices (Lapp, Moss Rowsell 2013). For instance, a student may score poor marks in his f irst business essay because he was unable to synthesise his notes given in a classroom setting. This means that such a student may not have proper revision materials to prepare for exams. The proposed tools will address this problem by enabling the learners to have all the materials they need at any time whether or not they prepared notes when the teacher was in class (Chang 2010). One of the crucial benefits of using technology in classrooms is that it provides unique experiences than the non-ICT approaches do. However, it is important to note that sometimes the adaptation to ICT tools may be very complex and time consuming (McQuirter Dortmans 2013). For this reason, it may be necessary to come up with measures that will address these challenges in order to benefit from the use of the proposed materials. The proposed teaching materials will address these challenges by using simple applications to meet the students’ immediate needs. The learners require improving their liste ning and reading skills to understand the business terminologies used in the classroom. The purpose of the learning materials is to match English language learning content with the student’s characteristics. This objective is elemental to support didactical and pedagogical processes (Lapp, Moss Rowsell 2012). Constructivist-Collaborative Approach shifts focus from the teacher to the student. This framework encourages students to assume an active role in the learning process instead of being passive spectators (Falvo Johnson 2007). Weston (2009) has posited that the thoughts and contributions of the students augment the learning process even if they do not make sense. The Moodle tool will require the students to navigate through multiple information sources to get the solution to a particular task. The purpose of this activity is to support the acquisition of critical thinking skills. This assignment will also help students to enhance their skimming and scanning competencies . The teacher will use an evaluation checklist to ensure that the task is sufficiently comprehensive. This means that at regular intervals, a teacher may consider giving learners a long passage to go through within a short time. The learners will be expected to skim the passage in order to grasp important concepts about it. After that, they will be asked a series of questions based on the passage. The aim of this process is to enable the learner to get relevant information relatively fast while in the World Wide Web. The Rationale for using Authentic Materials The effectiveness of teaching any language necessitates the development of authentic materials. The rationale underpinning the previous statement is that these tools bridge the gap between the real world and academia (Chang 2010). The main problem that learners may face when using blended approach of learning is that sometimes online materials may be misleading. For this reason, it was necessary for the teachers to play an act ive role in web-based learning (Dykman Davis 2008). They should define the kind of materials which are appropriate for the learners. Despite these diverse viewpoints on the issue of authenticity of the web-based materials, Tomlinson (2008) has claimed that the use of authentic English in the learning materials is essential to engage the learners affectively and cognitively. It is crucial to note that students often find it hard to comprehend some of these resources fully. Dudeney and Hockly (2007) have underscored the significance of designing effectual tasks to limit these complexities. The proposed learning materials preferred the authentic texts to English language training (ELT) practices for three reasons. First, it was necessary to tailor the learning materials to the students’ needs. These tools will pay attention to language, as well as engage the learners effectively (Hsu Lin 2008). Secondly, the use of these texts will motivate the students to assume an active rol e in the learning process. This study will involve students from diverse cultural and linguistic backgrounds. As such, Tseng (2002) suggests that it will be counterproductive to use materials meant for instructional purposes only. Thirdly, business case studies and essays often assess the students’ comprehension of global issues. The learners who are participating currently are pursuing a bachelor’s degree in international business. Thus, their ability to use English language comprehensively is a competency that they will require in the future to become global leaders. Guest (2002) has argued that language is not about vocabulary, grammar and pronunciation. On the contrary, language learning becomes meaningful if the learners understand the cultures that underlie the language. The use of authentic texts will ensure that these students expand their perspectives about global cultures. The core of this objective is that culture influences individual perceptions and belief s (Tseng 2002). Lexis is a critical component of this lesson. The aim of focusing on this language system is to meet the students’ vocabulary intake needs (Nizonkiza 2011). The realisation of this objective necessitated the manipulation of the authentic texts in various forms. Guest (2002) has argued that English language learners find it quite difficult to comprehend some authentic materials. The development of simple exercises using Moodle was essential to make this process more amenable (Dudeney Hockly, 2007). The question design helps in making the whole process simple by eliminating unnecessary vocabularies that may confuse the learners. The teacher refined the authentic text through a vocabulary profile for two reasons. First, it was necessary to simplify the task without compromising the layout of questions. Second, this strategy was crucial to enable the learners to acquire new lexis using web-based terminologies (Nizonkiza, 2011). The development of the learning mat erials emphasised authentic text for two reasons. Firstly, Lewis (2000) acknowledged the essence of teaching words within a cultural context rather than in isolation. Second, Folse (2004) has prohibited the tendency of guessing from the context since it is ineffective and impossible. According to Folse, students run the risk of learning the incorrect meanings of words when they employ guesswork. Chapelle and Jamieson (2008) have supported these assertions by emphasising the need to introduce students to novel vocabulary items. Chapelle and Jamieson have indicated that teaching vocabulary with CALL â€Å" help learners to develop strategies for explicit vocabulary learning through the use of online dictionaries† (2008 p. 12). Based on the materials discussed in the section above, learners will rely on web-based learning to know the meaning of some words and the context under which they should be used. The trend of globalisation has diversified the current populations in the Ki ngdom of Saudi Arabia. Thus, these students come from diverse cultural and linguistic backgrounds (Yu, Zhang Chen 2006). Shute and Towle (2003) have noted cultural and language diversities influences how English Language Learners (ELLs) acquire language skills. As such, the learning materials will be sensitive to cultural and language differences among the students. Further, the teacher will employ differential and supplemental activities to enhance the acquisition of reading competencies. Besides the normal classes in the brick-and-moter setting, a teacher may consider sending the learners to a world wide web for a further investigation of a given issue. This means that the teacher will have more time to attend to other academic tasks other than spending time with students trying to explain a single concept repeatedly. The faculty will review the internet-based materials to ascertain their authenticity and applicability in the classroom. Conclusion This assignment has demonstrated that adequate use of technology can play a significant role in facilitating language learning and teaching. The novel technological advances and innovations provide essential tools that teachers can use to enhance the acquisition of language and vocabulary skills. Computer-Assisted Language Learning (CALL) does not only improve students’ abilities but also supports professional development. This rationale has highlighted the application of CALL materials to facilitate English learning among university students. The use of Moodle and TED-Ed tools was necessary to prepare them to perform better in their second assignment. The rationale has shown that students can benefit both academically and personally if teachers use the CALL tools efficiently. Despite the many benefits of CALL, they also present a myriad of limitations. First, the limited face-to-face interactions undermined the capacity to provide timely feedback. Second, it was impossible to develop high-quality content b ecause the tools lack superior interfaces. For instance, the materials may not be as engaging as a teacher would be in a classroom setting. Moreover, these tools may not identify academic weaknesses of a learner. This can only be done by a teacher. Nonetheless, both Moodle and TED-Ed applications supported social interactions, which were crucial for them to acquire language and literacy skills. The software was also cost-effective, although it promoted sound pedagogical practices. The teacher should prepare and assist the students to overcome the challenges of using technology to make the learning process more productive. This objective is critical because many schools are now shifting towards the blended system of instruction as the most appropriate strategy. List of References Chang, AC-S 2010, ‘The effect of the timed reading activity on EFL learners: speed, comprehension and perceptions’, Reading in a Foreign Language, vol. 22, no. 2, pp. 284-303. Chapelle, CA Jami eson, J 2008, Tips for teaching with CALL: practical approaches to computer-assisted language learning, Pearson Education, New York. Cooker, L 2008, ‘Self-access material, in B Tomlinson: English language learning materials’, Continuum International Group, vol. 3, no. 7, pp. 110-132. Dudeney, G Hockly, N 2007, How to teach English with technology, Pearson Education, Essex. Dykman, C.A Davis, CK 2008, ‘Online education forum: part two- teaching online versus teaching conventionally’, Journal of Information Systems Education, vol. 19, no. 2, pp. 157-164. Falvo, D Johnson, B 2007, ‘The use of learning management systems in the United States’, Tech Trends, vol. 51, no. 2, pp. 40-45. Folse, K 2004, Vocabulary myths: applying second language research to classroom teaching, University of Michigan Press, Ann Arbor. Forman, R 2011, ‘A comparison of success in on-campus versus distance learning for an information systems course’, Issues i n Information Systems, vol. 12, no. 2, pp. 63-66. Guest, M 2002, ‘A critical ‘check-book for culture teaching and learning’, ELT Journal, vol. 56, no. 2, pp. 154-161. Hsu, CL Lin, JC 2008, ‘Acceptance of blog usage: the roles of technology acceptance, social influence and knowledge sharing motivation’, Information Management, vol. 45, no. 1, pp. 65–74. Karchmer-Klein, R Shinas, HV 2012, ‘Guiding principles for supporting new literacies in your classroom’, The Reading Teacher, vol. 65, pp. 288–293. Ko, MH 2012, ‘Glossing and second language vocabulary learning’, TESOL Quarterly, vol. 46, no. 1, pp. 56-59. Lapp, D, Moss, B Rowsell, J 2012, ‘Envisioning new literacies through a lens of teaching and learning’, The Reading Teacher, vol. 65, pp. 367–377. Lewis, M 2000, Teaching collocation: further developments in the lexical approach, Language Teaching Publications: Hove. McQuirter, SR Dortma ns, D 2013, ‘The power of word study apps’, Education Canada, vol. 53, no. 4, pp. 50–54. Nizonkiza, D 2011, ‘The relationship between lexical competence, collocational competence, and second language proficiency’, English Text Construction, vol. 4, no. 1, pp. 113–145. Redington, BK 2011, ‘Less than a class set’, Learning Leading with Technology, vol. 39, no. 4, pp. 22–25. Shafie, L Nayan,S 2010, ‘The roles of university English teachers in Malaysia’, Journal of Language Teaching and Research, vol. 1, no. 3, pp. 262-265. Shute, V Towle, B 2003, ‘Adaptive E-Learning’, Educational Psychologist, vol. 38, pp. 105-114. Tomlinson, B 2008, Language acquisition and language learning materials, Continuum International Publishing Group, London. Tseng, Y 2002, ‘A lesson in culture’, ELT Journal, vol. 56, no. 1, pp. 11-21. Warschauer, M 2007, ‘A teacher’s place in the digital divide ’, Yearbook of the National Society for the Study of Education, vol. 106, no. 2, pp. 147-166. Watson, WR, Watson, SL, Reigeluth, CM 2012, ‘A systematic integration of technology for new-paradigm education’, Educational Technology, vol. 52, no. 5, pp. 25-29. Weston, TA 2009, Evaluating online learning: challenges and strategies for success, Nova Science, New York. Wohlwend, K 2010, ‘A is for avatar: young children in literacy 2.0 worlds and literacy 2.1 schools’, Language Arts, vol. 88, pp. 144-152. Wright, T 2010, ‘Second language teacher education: review of recent research on practice’, Language Teaching, vol. 43, no. 3, pp. 259-296. Yu, D, Zhang, W Chen, X 2006, ‘New generation of e-learning technologies’, First International Multi-Symposiums on Computer and Computational Sciences, pp. 455-459.

The National Youth Leadership Forum Should You Go

The National Youth Leadership Forum Should You Go SAT / ACT Prep Online Guides and Tips Have you heard of the National Youth Leadership Forum (NYLF)? Perhaps you’ve heard that attending the NYLF is a great way to improve your chances of getting into top colleges, and you’re wondering if that’s true or not.Spoiler: If you're considering NYLF because you think it's prestigious, you'd be dead wrong. Keep reading to find out why. This guide will explain what NYLF is, what its benefits and drawbacks are, and how you can decide whether or not you should participate in it. What Is the National Youth Leadership Forum? The National Youth Leadership Forum is a groupof summer programs designed to introduce select high school students to different careers and help prepare them for college and future jobs. NYLF is owned by Envision EMI, a for-profit company that creates and runs numerous other youth leadership programs, such as Lead America, the Congressional Youth Leadership Council, and the National Young Scholars Program. A program similar to NYLF is theNational Student Leadership Conference (NSLC). Like the National Youth Leadership Forum, NSLCruns programs for high school students that are focused on specificcareer fields,but NSLC has more of a focus on developing leadership skills. During NYLF, students live in college dorms at different campuses across the country such as Harvard, Stanford, and NYU. Studentsattend lectures and events on campus or nearby during field trips.NYLF marketstheir programs as a way to givestudents the knowledge and experience they need to succeed in college and their future careers.The National Youth Leadership Forumoffers seven programs for high school students in six career fields: medicine, national security, law CSI, business, engineering, and media. I've briefly described each of them below. NYLF Medicine NYLFmedicine programs are nine days long. They include lectures and meetings with prominent doctors, visits to amedical school campus, hands-on practice with diagnostic tools, and lecturesonhealth carecareers. NYLF Advanced Medicine Health Care NYLFadvanved medicine programs are ten days long. They cover the same information as regular NYLF Medicine programs but are a day longer and only take place at Johns Hopkins University in Baltimore. NYLF National Security NYLF programs in national security are six days long and help prepare participants for careers in defense, intelligence, and the diplomatic corps. Participants meet with members of the military and federal agencies, visit places such as the Pentagon and U.S. Naval Academy, and learn how to employ a crisis decision-making process. NYLF Law and CSI Programs are six days long and teach students about careers in legal and forensic science fields. Participants hear lectures from prominent lawyers and members of the FBI, visit a courthouse or laboratory and interact with professionals, and take part in a Supreme Court Simulation where they learn about the judicial process and how to argue effectively. NYLF Business Innovation NYLF Business Innovation programs last six days and are designed to teach participants about careers in the business world. Students take part in business workshops and compete in a corporate simulation. NYLF Engineering and Technology These programs last eight days and focus on multiple engineering fields, such as sustainable design, robotics, and web design. Students in this program develop their own digital model and learn about innovative engineering technology. NYLF Media: Advertising, Film, and Journalism During this eight day program, students are introduced to different careers that relate to digital media. Participants produce a digital newspaper or magazine and learn about digital-age reporting. How Do You Apply to NYLF? The first step to applying for an NYLF program is to be nominated ornominate yourself. You may have heard of NYLF because you werenominated as a potential candidate for the program.You can be nominated by a teacher, leader from a youth organization, counselor, or through certain talent development programs. Being nominated only means someone thought you might be a good fit for the program, but it doesn't get you special privileges, and it isn't required to attend NYLF. Ifyou haven’t been nominated, you can still nominate yourself and applyfor the program you are interested in on NYLF’s website. Applying only requires submitting some basic information about yourself and your school. Once you have entered that information you are able to reserve a spotand put down a deposit for the program of your choice. After you enroll, you will receive a confirmation e-mail that will direct you to a website withall the information you need to participate in an NYLF program, such as program updates, pre-conference assignments, and a travel checklist. How Competitive Is NYLF? The National Youth Leadership Forum markets itself as a program exclusivelyfor top students. However, there areno admission criteria for NYLF.Anyone who is currently a high school student can register for and attend an NYLF program. You don't need to have a certain GPA, extracurriculars, or leadership experience. NYLF emphasizes the fact that students must be nominated as a way to show its "competitiveness."However, these nominations are sent to thousands of students eachyear, often regardless of their academic abilities, as a way forNYLF's parent company, Envision, to increase the number of students participating in and paying for its programs. Additionally, being nominated is not required to attend NYLF. Any high school student can nominate himself or herselfand automatically be eligible to enroll inan NYLF program. Despite NYLF's claim to be a prestigiousorganization that only selects top students and leaders, the reality is that the program is open to all high school studentsas long as they arewilling to pay the required costs. NYLF programs can have benefits, which I discuss in more detail in the following sections, but it's important for students and their parents to know that neither being nominated for NYLFnor attending one of itsprograms provesany academic or leadership skills on the part of the student. What Are the Benefits of Participating in NYLF? There can definitely be benefits to attend an NYLF program, and I've listed some of the most important of them below. Benefit 1: Learn About Particular Careers One major benefit of attending an NYLF program is that you can choose a program in the field you want to work in, such as medicine, law, or diplomacy, and gain hands-on experience in that field. For example, if you participate in the NYLF Medicine program, you will observe and speak to doctors, learn about new medical technology, and participate in medical simulations, similar to what actual med students do.These experiences can help you gain skills you can use later on in college and your career, and they give you a taste for what a future career in that field might be like. You may find that you actually don’t like medicine as much as you thought you wouldbut insteaddiscovered another career field that you find really interesting. It’s much better to learn this nowthan halfway through college because switching your major can sometimes delay graduation. Benefit 2: Form New Relationships Each NYLF program includes lectures by industry professionals.These guest lecturers, who are often leaders in their field, speak with students about their career path and the industry in general.Hearing lectures from people in a specific career fieldgives program participants the opportunity to learn more about what a certain career is like and have their questions answered by someone who has a lot of relevant experience. Students also often form personal relationships at NYLFprograms.After spending several days together, many participants return home with new friends who are often interested in the same careers as they are.After the program ends, these friends can provide advice when you are looking at different colleges, majors, and jobs. Benefit 3: Experience College Life Participating in an NYLF program can also introduce you to college and the collegiate life.All NYLF conferences take place on college campuses, with students housed in college dorms. Participating in a program where you live on campus can be very helpful for students who may not know much about college and want to see what it will be like while still in high school. There is also the option of receiving up to two college credits from your NYLF experience.However, students interested in earning college credit should be aware that the credits are pass/fail, they come with an extra fee, and not all colleges will accept credits earned at an NYLF program. What Are the Drawbacks of Participating in NYLF? Despite the benefits of NYLF, they are often not the best investment. I've listed some of the major drawbacks of these programs below. Drawback 1: Programs Are Often Short All NYLF programs are betweensix and ten days long. While this may be long enough to introduce you to a subject and give you some hands-on experience, it’s very difficult to gain much in-depth knowledge in such a short time. Students looking for thorough and detailed knowledge of a particular job or career field will likely not be able to gain the amount of information they’d want from an NYLF program.The short program length can also make it difficult to cultivate strong relationships with both program mentors and other participants. Drawback 2: Costs Despite their short length, NYLF programs have high price tags.Including required program fees,an NYLF program costsroughly between $3000 and $4000 to attend, depending on the program chosen. This program fee includes two meals a day, housing, transportation during the program, and materials. It does not include lunch, transportation to and from the program site, and college credit fees.Paying several thousand dollars for a short program can be difficult for many high schoolstudentsand their families.NYLF does offer some scholarships and tips for fundraising to help offset costs; however, students should expect to pay the entire program fee. It's possible to have the same or similar experiences to those of an NYLF program for a fraction of the cost. This option is discussed in more detail in the following section. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Drawback 3:Not as Exclusive as Marketed The National Youth Leadership Forummarkets itself as a competitive program that only invites and accepts top-notch students.However, Envision, the company that runs NYLF and many similar programs, is a for-profit company.Their goal is to maximize profits, so they want as many students to enroll in their programs as possible. In 2009, Envision hosted Presidential Youth Inaugural Conferences that claimed to offer students the opportunity to attend exclusive events in Washington D.C. Over 15,000 students paid to attend this event, and many were surprised at the number of participants and felt that Envision wasn’t prepared to handle such a large number of students. Many also felt that Envisiondidn’t provide access to all the events they promised students would be able to attend. Numerousstudents and parents filed complaints, and Envision ended up settling a lawsuit and promised to pay up to $17 million in vouchers to attendees of the conference. While NYLF emphasizes the fact that students are â€Å"invited† to attend, any student can apply to NYLFwithout receiving an invitation. In fact, there is no longer any GPA, leadership or academic achievement requirement needed to attend. Any current high school student who can afford the program fee can attend an NYLF program, making it not competitive or prestigious at all. Participating in NYLF is not as prestigious as they want you to think it is. Should You Participate in NYLF? So how useful isNYLF? The short answer is that it depends on why you’re interested in attending. Some people find NYLF programs fun and useful while others see them as expensive resume padding. There are good reasons for participating in the NYLF and reasons that are not as strong. Think carefully about why you are interested in attending and read on to help make your decision. Good Reasons to Attend an NYLF Program You want to learn more about a specific career field. You want to meet students with similar interests. You want to prepare for college. An NYLF program can be a good way to learn about a specific career and gain hands-on experience in it. Attending an NYLF program also gives you an opportunity to meet other students who are interested in the same career field. Sometimes these connections can become lasting friendships. Also, if you are curious or a bit apprehensive about college and want to experience things like living in a dorm and eating in a dining hall, you can do this at an NYLF program. If you are able to afford an NYLF program and one or more of the above reasons interest you, then you may want to consider looking more seriously into enrolling. However, be aware that NYLF programs are not the only way to achieve any of the above goals. If you are unable to attend an NYLF program, there are numerous other ways to have similar experiences. Students who want to learn more about a specific career can do an internship or job shadow, those who want to meet students with similar interests can join a club or volunteer, and those who want to experience college can visit a school they are interested in. Many colleges offer overnight stays in the dorms to students who are thinking aboutattending that school. Weak Reasons for Attendingan NYLF Program While there are certainly strong reasons to participate in an NYLF program, there are also reasons that you should not use to justify attending. I've discussed severalof these weak reasons below, and, for each reason, I've given analternative solutionthat you may want to consider insteadof an NYLF program. Weak Reason 1: You Think It Will Impress Colleges The truth is that having an NYLF program on your resume or college application is not any more impressive than other extracurricular activities, such as participating in the school tennis team or math club. In fact, it may even appear less impressive because you had to pay to participate and weren't accepted based on any skills or knowledge you had. Colleges don’t need to see that you participated in the NYLF in order to decide whether you are smart or a potential leader; they can discern those things just by looking at your grades and extracurricular activities. This is especially true since there are no requirements to participate in NYLF other than being a high school student and being able to afford the program fee. Alternative Idea: Gain expertise and leadership experience through your extracurriculars.If you are looking to increase your chances of getting into college by having strong extracurriculars, choose activities that relate to your interests and allow you to obtain leadership positions. Sticking with an extracurricular, no matter what it is, and acquiring more responsibility is more impressive than a short-term NYLF program because it gives schools a better idea ofyour interests and abilities. If you need help deciding on what activities to do, we have a list of hundreds of extracurriculars for you to browse! Weak Reason 2: You Want an In-Depth Look at a Certain Career While NYLF programs can teach you more about a particularcareer and give you the opportunity to hear lectures and participate in hands-on activities that relate to it, the programs are simply too short to provide thorough knowledge of a certaincareer. Alternative Idea:If you are really looking for a way get comprehensive knowledge on a career, consider doing an internship.Internships are generally several weeks to several months long, and doing onewill give you much more time to learn whata particular job is really like day-to-day. Weak Reason 3: You Want to Network With Professionals The web pagefor each NYLF program contains a list of prestigious guest speakers who have given lectures to previous program participants.While these guest lecturers are often leaders in their field and very knowledgeable, you shouldn’t sign up for an NYLF program thinking it will give you the opportunity to network with them and potentially get an internship or job. Most of the guest lecturers simply give their presentation and answer questions afterward, with pretty much no opportunity for students to speak with them one-on-one. Alternative Idea:If you are interested in getting to know professionals in a certain career field personally, consider an internship orjob shadow. Both of these options offer more opportunities for getting to know current workers, and by working directly with them or observing them, you will be more memorable than if you were simply sitting in the audience. Thiswill make those professionalsmore likely to remember you in the future and possibly recommend you for future jobs. Weak Reason 4: You Want to Earn College Credit While it is possible to earn college credit during an NYLF program, this should not be a primary reason for you to enroll.Through the NYLF, students can earn two pass/fail college credits if they pay an extra fee of several hundred dollars. Most college classes are three credits, so receiving credit for the equivalent of less than one class will not help you graduate college any sooner or give you much of a head start.Additionally, many colleges do not accept these credits because they didn’t take place in a classroom environment and were earned over a short period of time. Alternative Idea:Take classes at your local community college or a nearby university. You can also concentrate on AP/IB classes.If you are interested in earning college credit, you can often earn more credits for much less money by passing AP or IB exams (which many colleges accept as college credit) or by taking classes at a community college. Summary In short, the National Student Leadership Forumcan provide useful and interesting opportunities for high school students, but it isnot better or more impressive than other extracurriculars. While NYLF programs can give participants the opportunity to learn more about certain careers, meet new and interesting people, and experience collegiate life, there are multiple other ways for students to achieve each of these experiences, such as by joining a school club or doing an internship. NYLF programs cost several thousand dollars and this high price tag, along with the fact that the programs last only a few days, shoulddeter people who are interested in gaining in-depth knowledge or developing close relationships.Although NYLF claims to be prestigious and competitive, any high school student can enroll in one of itsprograms, and colleges do not find participating in it to be any more impressive than a normal summer camp or extracurricular. If you can afford it and think that an NYLF program would be useful to you, then consider attending one; many past participants have spoken positively about their experience. However, if you cannot or would rather not participate, don’t worry about it hurting your chances of getting into college or finding a job.There are plenty of ways to get the same benefits that NYLF offers that are likely closer to home and much less expensive. What's Next? Why are extracurriculars so important?Read our guide to learn what extracurricular activities are and how they can help you get into your dream college. Thinking about taking AP classes?Learn which AP classes are the easiest by reading our guide. Want to know what a great extracurricular looks like? Check out these 4 amazing examples of extracurriculars for college applications. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Strategy for growth for a student's society Coursework

Strategy for growth for a student's society - Coursework Example In the same perspective, the student organisations will always aim at facilitating ideas that influence a relatively large number of students (Collins, 2001). Student societies have come to gain great command since universities are the highest entities of learning, endorsed with a huge number of people from various parts of the world. The fact that any student, in a particular university, regardless of their age or current situation will always be in a position to join their preferred organisations, calls for a lot of members all the same. Nevertheless, the situation is getting even better as more and more university-based student organisations continue to incorporate members of non-university background (Goldsmith & Robertson, 2003). Such kinds of allowances have called for the development of various types of student organisations. This can be in the range of faculty societies that orient on a particular university faculty in the perspective of uniting current members. Aspects like taekwondo have come to amalgamate various students of similar ideologies with science fiction calling for the opportunity to unite students with interests on film and television. On the other hand, academic aspects like study organisation have also played an important role in bringing together various students of similar study years at a particular university. ... The equivalent can be related to the music and film societies that handle cheap film and music shows within the university. The students’ societies have widespread influence opportunities that affect almost every aspect related to students. For instance, the international student societies will always seek to unite various students from different backgrounds at a university. In the business perspective, students with similar ideas in production and commerce will come up with related groups, for instance the Students in Free Enterprise (SIFE). This organization has amalgamated students with leadership quests in the business world, especially those seeking higher education (Shankman & Allen, 2010). Commonly known as Enactus, this organisation is among the few students’ societies that have come to foresee a lot of development. With reference to the global nature of business, almost every university around the globe has several faculties related to business and its aspects. Everything happening everywhere from rural areas to urban centers in any country happens to be business-based. Companies are developed with a quest of making profits. Governments gain their operational capital from taxation-based on business. The buying and selling of property around any retail and wholesale shops is an idea of business. The travelling of people from one place to another, be it by planes, vehicles or ships, involves the exchange of money. Business affects everyone, not only on the directly practical aspects mentioned above, but also in the virtual world of the Internet. Today, people are setting up companies and institutions online. The selling of products is today based on the Internet as people advertise the various products they possess, quoting their prices

Currency hedging at firm level adds shareholder values Essay

Currency hedging at firm level adds shareholder values - Essay Example Machiraju (2007) states, â€Å"Hedging means securing oneself against loss from various risks that arises in international financial markets† (Machiraju 2007, p.94). Currency hedging is an activity associated with hedging and is carried out for the purpose of elimination of risks associated with foreign currency transactions. For instance, consider a US based manufacturing company enters into a contract with a German business partner at $1 million. The contract amount is expressed in euros and 1 euro equals 1 dollar on the date of the contract. Two years later, the value of the euro increases with respect to the dollar and hence it reached a level of 1 euro equals 2 dollars. It leads the manufacturing firm to suffer a foreign currency loss of $500,000. This loss can be avoided by the firm if it uses some currency hedging tactics. Capital hedging can save investors or firms from unfavorable shifts in the global money market; and it will also help them to achieve a reasonable am ount of return on investment even if the value of the currency falls during the period of business contract. An idea connected with currency hedging is that converting or exchanging currency while the exchange rates are favorable, and then invest the money in the home currency of the respective nation where we want to make our investment (Sharpio, 2006, p.343). There are numerous capital hedging methods have been formulated in order to protect a firm’s future cash flows from exchange rate fluctuations. The firm can adopt most appropriate technique after considering a number of factors such as firm’s strategies regarding hedge, present market situations and possibility of future exchange rate fluctuations. According to Collier and Ampomah (2007), currency hedging methods can be classified into two such as internal and external hedging techniques. Under this

Purpose of a Literature Review Essay Example for Free

Purpose of a Literature Review Essay Purpose of a Literature Review to identify what has already been done/found, in relation to the research topic that is being studied and answers the question of what needs to happen next. provide a brief overview of research youve read. Demonstrate that you understand the topic and have significant knowledge within the field of study and then make a case. Making a case may be an analysis of research, study, or conceptual argument. Also, be sure to include a persuasive argument. At the end of a literature review you should identify a gap or misinterpretation within the information (identify and explore the gap). My approach to writing this literature review was somewhat similar to the writing of a regular essay. Ive used this approach in past assignments Ive completed including such as a narrative and an annotated bibliography. They all have similar characteristics. Thank goodness for this! It gives me an idea of where to start. I believe these common characteristics are the main subject of the piece of writing and evidence/textuality of your point from other readings. Textuality is using pieces of writing from other works to support your points.  Beware, though these essays may serve as a guide, they also have many differences. What should you do next? *Ponders* Information! Information! Information! Be resourceful, support your claims, justify your answers. It is important that you do this in the correct way. My greatest advice would be to ask your professor for a peer review guide and use it as you write. This will ensure that your writing is clear, organized, flowing, and well-written. If you feel as though you cannot do this for yourself, Id suggest having someone else read your literature review aloud. Dailyns essential steps to writing a literature review; these are my own ideas so I have no proof if they actually worked until I recieve feedback. Im hoping I pulled this one together. How do you approach literature reviews? Good luck, and until next time. Take care. Literature Reviews What this handout is about This handout will explain what a literature review is and offer insights into the form and construction of a literature review in the humanities, social sciences, and sciences. Introduction OK.  Youve got to write a literature review. You dust off a novel and a book of poetry, settle down in your chair, and get ready to issue a thumbs up or thumbs down as you leaf through the pages. Literature review done. Right? Wrong! The literature of a literature review refers to any collection of materials on a topic, not necessarily the great literary texts of the world. Literature could be anything from a set of government pamphlets on British colonial methods in Africa to scholarly articles on the treatment of a torn ACL. And a review does not necessarily mean that your reader wants you to give your personal opinion on whether or not you liked these sources. What is a literature review, then? A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period. A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant. But how is a literature review different from an academic research paper? The main focus of an academic research paper is to develop a new argument, and a research paper will contain a literature review as one of its parts. In a research paper, you use the literature as a foundation and as support for a new insight that you contribute. The focus of a literature review, however, is to summarize and synthesize the arguments and ideas of others without adding new contributions. Why do we write literature reviews? Literature reviews provide you with a handy guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone. For professionals, they are useful reports that keep them up to date with what is current in the field. For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research papers investigation. Comprehensive knowledge of the literature of the field is essential to most research papers. Who writes these things, anyway? Literature reviews are written occasionally in the humanities, but mostly in the sciences and social sciences; in experiment and lab reports, they constitute a section of the paper. Sometimes a literature review is written as a paper in itself.

Fishing and Relaxing at the Lake Essay -- Descriptive Essay, Descriptiv

When people discuss Naples and describe the sights, they usually just mention the beach, Fifth Avenue, and the swamp. To the people who live here and experience the unseen places, there is much more. There is one place I particularly like. That is Horseshoe Lake and it is a lake where some of the greatest fishing experiences occur that include catching large fish and relaxing with a friend. There is an indescribable felling that occurs at Horseshoe Lake. It is a feeling of mild comfort and much needed relaxation mixed with exhilaration. The comfort comes from the light breeze, which quickly comes and goes while you are fishing. It is this breeze that allows your fishing line to float one way or another, thus doing the luring for you. The tall oak trees provide shade that prevents you f... Fishing and Relaxing at the Lake Essay -- Descriptive Essay, Descriptiv When people discuss Naples and describe the sights, they usually just mention the beach, Fifth Avenue, and the swamp. To the people who live here and experience the unseen places, there is much more. There is one place I particularly like. That is Horseshoe Lake and it is a lake where some of the greatest fishing experiences occur that include catching large fish and relaxing with a friend. There is an indescribable felling that occurs at Horseshoe Lake. It is a feeling of mild comfort and much needed relaxation mixed with exhilaration. The comfort comes from the light breeze, which quickly comes and goes while you are fishing. It is this breeze that allows your fishing line to float one way or another, thus doing the luring for you. The tall oak trees provide shade that prevents you f...

American Economy

In a broad sense, the macroeconomic policies developed and implemented by the Federal Reserve (the Fed) are those which regulate the national supply of money. Either through foreign exchange operations, or management of public funds, the Fed seeks to maintain the level of money supply in ways that would sustain stable inflation rates. It should be noted that while Fed’s macroeconomic policies tend to impact aggregate demand and GDP these are primarily short-term effects, with the rate of inflation being the main long-term target of any monetary policy.Now, in conditions of the growing financial crisis, it is more than important to reconsider and reevaluate the effects of the major Fed’s macroeconomic policies on the major sectors of the U. S. economy. Given the instability of the current financial and housing markets, this analysis is expected to become the source of useful policy recommendations in short and long run. American Economy Introduction In a broad sense, mac roeconomic policies developed and implemented by the Federal Reserve (the Fed) are those which regulate the national supply of money.Either through foreign exchange operations, or management of public funds, the Fed seeks to maintain the level of money supply in ways that would sustain stable inflation rates. It should be noted that while Fed’s macroeconomic policies tend to impact aggregate demand and GDP these are primarily short-term effects, with the rate of inflation being the main long-term target of any monetary policy. Now, in conditions of the growing financial crisis, it is more than important to reconsider and reevaluate the effects of the major Fed’s macroeconomic policies on the major sectors of the U.S. economy. Given the instability of the current financial and housing markets, this analysis is expected to become the source of useful policy recommendations in short and long run. Monetary policies have long been the issue of the Fed’s major concern . Through the prism of numerous monetary factors, the Fed used to evaluate the causes and consequences of particular monetary decisions and their effects on economic behaviors. The truth is, however, that in order to evaluate the effectiveness of the macroeconomic policies in the U. S., a detailed review of the structural factors that stand behind the current economic crisis is required. The combination of the housing and credit crunch drivers needs to be reconsidered, to realize the real-life implications of all monetary initiatives the Fed has been able to implement over the course of the last three years. To start with, the current economic crisis originates from the strategic change in equilibrium within housing markets, as well as the decline in house prices â€Å"as the market gives back the excessive part of the rise in real house prices – the part not justified by realized rentals† (Wu, 2008).These structural shifts have obviously impacted the situation with em ployment, banking, and construction. Another set of structural factors is readily visible in the financial sector, where subprime mortgages and the following illiquidity and reduced supply of loans have led the banks to the need for increasing their assets and making their share prices vulnerable to even the slightest changes in business sector (Kutter & Mosser, 2007).The slowdown of productivity, the decreasing value of business and economic expectations, and oil prices have also contributed in the expansion of the current financial crisis, which is more the result of structural shifts in global and national economy, rather than the direct consequence of ineffective monetary approaches. In this context, the natural question is what the Fed has done to decrease the negative impact of financial crisis on the major sectors of business and economy, and whether Fed’s macroeconomic policies in their traditional form remain relevant in the changing financial and economic conditions .Since the end of 2006 and up to the beginning of 2009, the gradual increase of the Fed’s reserve balances has been the distinctive feature of the Fed’s response to the expanding economic crisis. The increase in reserve balances have become particularly visible and sharp by the end of 2008, when the Fed faced a serious need to provide banks and business entities with additional liquidity instruments and loans (Lacker, 2009). In a very short-time period, the Fed has increased the reserve balances supply by over 100-fold, with the latter reaching the amount of $848 billion (Boivin & Giannoni, 2008).Purchasing securities and providing financial institutions with guaranteed loans was one of the reasons for such sharp reserve balances increase, but beyond that, the Fed sought to finance its loan activities by creating additional money. It should be noted here, that with the need to obtain additional financial instruments, the Fed can follow the three different pathways: cre ating money, borrowing funds from the U. S. treasury, and issuing debt (Gilpin, 2008).Selling government securities is just another option the Fed can utilize to obtain additional funds. Importantly, with the emergence of the economic threats and during the first months of crisis the Fed chose to follow the fourth path, adjusting its portfolio to its economic and financial needs by selling off government securities, but with the amount of government securities being insufficient to maintain financial and monetary stability in the U. S. , the Fed has come to realize the need for creating new money.In the light of the essential structural shifts, and given the long-term impacts which the process of creating new money produces on all areas of economic activity, these macroeconomic policy decisions have already turned into the source of increasing professional concerns, and there are several reasons for that. First, the effectiveness of federal reserves increase seems doubtful due to th e inflationary trends with which it is usually associated. Under the impact of falling commodity prices, when inflation risks seem at least improbable, the Fed nevertheless should not lose the sense of caution.The fact is that when the need withdraw the funds and to reduce the amount of federal reserves arises, the Fed is likely to face another inflationary challenge, and whether it is able to avoid long-term increase in prices will depend on the moment the Fed chooses for reducing the amount of funds (Boivin & Giannoni, 2008). Second, Gilpin (2008) suggests that as long as the Fed is increasingly involved into selective financing as a part of its macroeconomic initiatives, the Fed’s independence from other governmental institutions becomes irrelevant and at least doubtful.Rudebusch (2008) writes that â€Å"the recent request by the Treasury for the Fed to assist in creating a Consumer and Business Loan Initiative is certainly reminiscent of the request by Treasury for the F ed to help out in its own borrowing operations before the Accord of 1950†. Thus, whether the Fed acts in accordance with macroeconomic principles or follows the recommendations and requirements of Congress will also determine its consistence as the central financial body and as the source of the major macroeconomic initiatives.Finally, as Congress is trying to tie the Fed to its authoritative decisions, and the Fed does not look beyond the need for creating additional money and applying selective funding principles, the only effect the Fed has been able to produce is proving its inability to act as an independent financial body. The problem is that against the continuous success of its expansionary initiatives and the absence of deep recessions, the Fed found itself in the midst of predictable policies and workable macroeconomic guidelines.Since the end of 2006, however, those guidelines and policies have gradually lost their effectiveness (Rudebusch, 2008). Scholars and profe ssionals in economics recognize the declining effectiveness of the major Fed’s initiatives: the Fed is no longer able to produce immediate positive effects on the interest rates; the benefits of the major macroeconomic initiatives have been muted by the mortgage securities market issues; investors are disappointed with the recent Fed’s decisions – all these factors significantly contribute into the expansion of the current financial crisis, making the financial image of the Fed even more negative.Until present, the ineffective macroeconomic activity of the Fed has only led to re-appreciation and reconsideration of the benefits of fiscal stimuli and responses to the changing economic conditions. Against the inconsistency of the Fed’s decisions, the scope of the Fed’s operations was limited to adjusting federal funds rate and issuing additional financial instruments. Federal Reserve lending in the broader macroeconomic contexts has also become the to pic of increasing professional interest.In response to recent slowdown, the Fed has developed a whole set of lending initiatives, which either targeted specific groups of assets, or specific business entities or institutions, or implied the need for standard discount window lending (Lacker, 2009). From the viewpoint of macroeconomics and the long-term impact which these interventions tend to produce, before the middle of 2008 the Fed had been working to provide lending in ways that would not increase the monetary base but would instead redirect additional bank reserves to cover its lending commitments.Since the end of October 2008, however, the Fed has no longer been able to maintain its monetary base unchanged, and had to combine its lending ideas with additional monetary stimuli (Lacker, 2009). These lending programs have been effective to the extent that changed the balance of credit in specific markets, and â€Å"while some market segments benefit from reduced funding costs, ot hers may actually see their costs rise as credit is diverted to those markets that have been targeted by support† (Lacker, 2009).In relation to lending, it is essential to note that over the last three years the Federal Reserve intentionally chose to conduct its monetary interventions with the help of the federal funds rate, which provides the Fed with an increasingly active position regarding macroeconomic policies in the U. S. By changing the discount rate, the Fed gives financial institutions a chance and the right to borrow directly from the Fed, and the Fed’s board can either approve or deny the loan (Gilpin, 2008).The situation is similar with other lending initiatives, but when it comes to supporting specific business entities or markets, the Fed risks losing its independence and faces a decision-making challenge of cooperation with Congress. More than that, with lending being one of the major macroeconomic operations initiated by the Fed in the last 3 years, pro fessionals have come to realize the inconsistence and the distorted vision of the Fed with regard to discount rate as the central policy instrument.In other words, where financial institutions seek to replenish the lack of liquidity, they prefer borrowing overnight, thus leaving the Fed no time to review the real financial needs of financial institutions (Krugman, 2007). As a result, it was not before the middle of 2007 that the Fed has become concerned about the decreasing liquidity of its assets and the need to reduce the discount rate for primary credit.Since that time, the Fed continuously supported its â€Å"federal funds rate reduce† line, which suggests that reducing discount and federal funds rates was one of the least ineffective macroeconomic approaches and did not extend beyond producing short-term positive impacts on financial and commodity markets (Yuan & Zimmerma, 2008). The structural forces that currently govern the economic and financial balance in the U. S. and the world inevitably impact the so-called natural interest rates, of which the Fed seems unaware.That means that while the current rate of return on equities is above 5. 5%, it is also much higher than the policy rates which the Fed adjusts to make them fit to the current rates of inflation (Gilpin, 2008). Furthermore, given that the origins of the current economic crisis lay within the limits of the housing markets, it is very probable that â€Å"what will be driving real rates of interest once the economy settles into its new growth path is the rate that households require on loans† (Krugman, 2007).Thus, in its credit initiatives, the Fed has obviously neglected a whole set of important factors, which make its macroeconomic policies at least irrelevant. While the Fed seeks to expand the liquidity of available funds by maintaining interest rates at the levels close to zero, it distorts the macroeconomic balance. The fact is that against the reduced wealth levels and the growing negative expectations, the expected rates of interest in future will be much higher than the Fed currently promotes (Krugman, 2007).With the growing need for funds on the side of financial and business entities, the Fed is likely to face the crisis of expectations, where it is either unable to maintain sustainable interest rates or fails to provide businesses with sufficient amount of financial assets. Thus, whether the Fed is able to promote the success of its major macroeconomic initiatives depends on its ability to timely review its macroeconomic attempts and to adjust them to real-life market contexts.In the light of the increasing inefficiency of the major Fed’s interventions, special attention needs to be paid to the so-called moral hazard problem. â€Å"Safety net support for financial institutions encourages private market participants to view some institutions as ‘too big to fail’ and weakens those institutions’ incentive to monitor and m anage the risks they face in their business strategies and financial market transactions† (Gilpin, 2008); as a result, this inattentiveness to the major market risks weakens financial and business institutions and increases the cost of this financial protection.In other words, while the Fed pursues the need to reduce the cost of credit for ultimate borrowers by providing financial and credit institutions with additional financial assets, it unintentionally leads these institutions undertake higher additional risks than they otherwise would be willing to recognize (Lacker, 2009). As a result, the cost of borrowing substantially increases, leaving these institutions in the need to absorb the effects of moral hazard without external support.Does that mean that the Fed has initially chosen a wrong macroeconomic path? This question lacks a single and obvious answer, and while many financial institutions and business entities will require expanding the range of available liquid reso urces by using federal funds, a stronger regulatory basis and strict system of monitoring could significantly increase the efficiency of all macroeconomic policies aimed at reducing the negative impact of the current financial crisis. ConclusionThe Federal Reserve has appeared completely unprepared to facing the challenges of the expanding economic crisis. Despite the relevance of the new liquidity mechanisms and the Fed’s striving to expand the range of available financial instruments, these measures will hardly be effective in the long run. Moreover, given the undue risks financial institutions and business entities undertake and the limitedness of the Fed’s financial resources, its current macroeconomic initiatives are likely to become counter effective in the U.S. striving to preserve its leading position among the major economic powers. In this context, strict regulation and a well-developed system of federal monitoring will increase the effectiveness of all Fedâ €™s initiatives at the macroeconomic level. References Boivin, J. & Giannoni, M. P. (2008). Has monetary policy become more effective? The Review of Economics and Statistics, 90 (3): 445-462. Gilpin, R. (2008). Global political economy: Understanding the international economic order.Orient Longman. Lacker, J. (2009). Government lending and monetary policy. The Federal Reserve Bank of Richmond. Retrieved April 1, 2009 from http://www. richmondfed. org/press_room/speeches/president_jeff_lacker/2009/lacker_speech_20090302. cfm Krugman, P. (2007). Thinking of the liquidity trap. Journal of the Japanese and International Economies, 14 (4): 331-337. Kuttner, K. N. & Mosser, P. (2007). The monetary policy transmission mechanism: Some answers and further questions.Federal Reserve Bank of New York Economic Policy Review, 8 (1): 15-26. Rudebusch, G. & Wu, T. (2008). A macro-finance model of the monetary policy and the economy. Economic Journal, 118 (530): 906-926. Wu, T. (2008). On the ef fectiveness of the Federal Reserve’s new liquidity facilities. Elsevier, 52 (4): 745-777. Yuan, M. & Zimmerman, C. (2008). Credit crunch, bank lending, and monetary policy: A model of financial intermediation with heterogeneous projects. Springer, 29 (1): 244-265.

Teaching Plan

CLINICAL TEACHING PLAN Name: Course and Year: BSN 3-A Class Schedule: Monday, Tuesday & Wednesday Instructor: Date of Submission: Oct. , 2011 A) Description of Learners The learners are BSN Level 3 students. The average age range is from 18- 20 years old, single and full- time students. Enrolled and registered in the said college school. The new curriculum requires them to report three days in school and three days in the clinical area for their RLE or practicum requirements following the 3/3 plan. Their exposure to the Clinical Area will enable them to practice their skills in the art and practice of rendering appropriate nursing care and intervention. To apply, practice, and enhance of what they learn in school during the return demonstration session. To help their patients become independent in health care and/ or maintenance and rehabilitation, whatever the case may be. To teach patients regarding in health teaching on how tom prevent illness and how to promote health. B) Focus of Clinical Experience Nursing care of clients who are confined in Pedia Ward who have different cases. Most belong to the lower income level. C) Setting The Pedia Ward is located beside the Nurse’s Station. It has a 10 bed capacity. D) Briefing or Orientation a) Discuss and explain the learning objectives of the RLE in the Pedia Ward. b) Discuss the requirements and specific activities during the duty hour. c) Receive the endorsement from the outgoing shift. d) Explain the nature of the evaluation and grading system as follows: i. Psychomotor: 50% * Assessment 10% * Planning and Implementation 30% Evaluation 10% ii. Affective: Attitude/ Professionalism 20% * Is neat and well- groomed 5% * Observes punctuality in all activities 5% * Is reliable, dependable and resourceful 5% * Shows composure in handling emergency/ Crisis situations 5% iii. Cognitive: Cognitive Knowledge 30% TOTAL: 100% SCHEDULE OF ACTIVITIES FIRST WEEK TIME| 1| 2| 3| :00- 8:00| Devotional (RTMDH)| Devotional (RTMDH)| Devotional (RTMDH)| 8:00- 9:00| Receive Endorsement| Receive Endorsement/| Receive Endorsement| 9:00- 10:00| Ward Orientation and Rounds| Bedside care/ Preparation of medication | Bedside care/preparation of medication| 10:00-10:30| First batch (5students)| 10:30-11:00| Second batch (6 students)| 11:00-12:00| Vital signs taking/Measuring of intake and output/Charting and Graphing| Vital signs taking / Measuring of input and output/Giving of medication| Vital signs taking/ Giving of medication/ Charting and Graphing| 12:00-1:30| Reporting| Group Discussion| Evaluation f Week Performance| 2:00- 3:30| Endorsement| Endorsement| Endorsement| 3:30- 4:00| Travel time| Travel time| Travel time| Days TIME| 4| 5| 6| 7:00- 8:00| Devotional (RTMDH)| Devotional (RTMDH)| Devotional (RTMDH)| 8:00- 9:00| Receive Endorsement/ Rounds| Receive Endorsement/ Rounds| Receive Endorsement/ Rounds| 9:00- 10:00| Bedside Care/Preparation of Medications | Bedside Care/Preparation of Medications / CBG| Bedside Care/Preparation of Medications | 10:00-10:30| First batch (6 students)| 0:30-11:00| Second bat ch (5 students)| 11:00-12:00| Vital signs taking/ Giving of Medications/ Charting and Graphing| Vital signs taking/Giving of Medication/ Charting and Graphing| Vital signs taking/ Charting and Graphing| 12:00-1:00| Measuring of intake and output | Short Quiz | Measuring of intake and output | 1:00-2:002:00-3:30 | Reporting | Reporting | Reporting | 3:30- 4:00| Travel time| Travel time| Travel time| SECOND WEEK Days THIRD WEEK Days TIME| 7| 8| 9| :00- 8:00| Devotional (RTMDH)| Devotional (RTMDH)| Devotional (RTMDH)| 8:00- 9:00| Receive Endorsement/ Rounds| Receive Endorsement/ Rounds| Receive Endorsement/ Rounds| 9:00- 10:00| Bedside care/ Health Teachings/ Preparation of Medications | Bedside care/ Procedural activities / Preparation of Medications | Bedside care/ Procedural activities/ Preparation of medication| 10:00-10:30| First batch (6 students)| 10:30-11:00| Second batch (5 students)| 1:00-12:00| Vital signs taking/CBG| Vital signs taking/ Giving of medication| Vital signs tak ing/ Giving of medication| 12:00-1:00| measuring of intake and output/Graphing/Charting| Measuring of intake and output Graphing/Charting| Measuring of intake and output/ Graphing/Charting | 1:00-2:002:00-3:30| ReportingEndorsement | ReportingEndorsement | Reporting/evaluationEndorsement | 3:30- 4:00| Travel time| Travel time| Travel time| FOURTH WEEK TIME| 10| 11| 12| 7:00- 8:00| Devotional (RTMDH)| Devotional (RTMDH)| Devotional (RTMDH)| 8:00- 9:00| Receive Endorsement/ Rounds| Receive Endorsement/ Rounds| Receive Endorsement| 9:00- 10:00| Preparation of Medication | Preparation of Medication | Rounds| 10:00-10:30| First batch (5 students)| 10:30-11:00| Second batch (6 students)| 1:00-12:00| Vital signs taking/ Giving medication/CBG| Vital signs taking/ Giving of medication/ Measuring of input and output/CBG| Vital signs taking| 12:00-1:001:00-2:00| Measuring of Intake and Output/ Graphing/ChartingGroup Discussion | Case Study Presentation/ Evaluation of NCP and Drug listPost- test | Final Evaluation of Over- all Performance Distribution of Final grades| 2:00- 3:30| Endorsement| Endorsement| Endorsement| 3:30- 4:00| Travel time| Travel time| Travel time| Days (HEALTH EDUCATION) Submitted by: Mary Angeli P. Balomit BSN 3-A Submitted to: Mrs. Carla Guilaran (Teacher)

Free Essays on Dukkhah - Suffering

Even though Buddhism never developed a missionary movement, the Buddha’s teachings spread all over the India subcontinent. After it had put its mark on the India subcontinent it moved from there to Asia. As with any culture, different people have different ways of reacting and thinking about things. So, with each new culture Buddhism touched, the methods and teachings were changed and made to fit the local morals, norms and values. It did this though without compromising the essential points of wisdom and compassion. Buddhism, however, never developed an overall hierarchy of religious authority with a supreme head. Each country that it spread to made its own structure. There are two major divisions of Buddhism. The Hinayana, or Modest Vehicle, emphasizes personal liberation, while the Mahayana, or the Greater Vehicle toward salvation than the more narrowly conceived Theravada, stresses working to become a fully enlightened Buddha in order to be best able to help others(Sm art, p.126). Each has many sub-divisions. At present, however, three major forms survive: one Hinayana, known as Theravada, in South East Asia, and two Mahayana, namely the Chinese and Tibetan traditions. From its origins in India to its expansion east through China and eventually into Korea and Japan, Buddhism has undergone many changes (Smart, p.59). These changes are usually evidenced in its iconography, and somewhat in popular practice, but the essential tenets remain unchanged. One of these unchanged beliefs is â€Å"Dukkha† or the reality of suffering (9). The kinds and origins of dukkha are as varied as the regional practices of Buddhism itself, ranging from the ancient and very symbolic, to the modern and very practical. Dukkha is an interesting concept that states that suffering is given to anyone who is born in to this existence. Unlike other religions that state that suffering is the will of God or that you are automatically born with original sin, ... Free Essays on Dukkhah - Suffering Free Essays on Dukkhah - Suffering Even though Buddhism never developed a missionary movement, the Buddha’s teachings spread all over the India subcontinent. After it had put its mark on the India subcontinent it moved from there to Asia. As with any culture, different people have different ways of reacting and thinking about things. So, with each new culture Buddhism touched, the methods and teachings were changed and made to fit the local morals, norms and values. It did this though without compromising the essential points of wisdom and compassion. Buddhism, however, never developed an overall hierarchy of religious authority with a supreme head. Each country that it spread to made its own structure. There are two major divisions of Buddhism. The Hinayana, or Modest Vehicle, emphasizes personal liberation, while the Mahayana, or the Greater Vehicle toward salvation than the more narrowly conceived Theravada, stresses working to become a fully enlightened Buddha in order to be best able to help others(Sm art, p.126). Each has many sub-divisions. At present, however, three major forms survive: one Hinayana, known as Theravada, in South East Asia, and two Mahayana, namely the Chinese and Tibetan traditions. From its origins in India to its expansion east through China and eventually into Korea and Japan, Buddhism has undergone many changes (Smart, p.59). These changes are usually evidenced in its iconography, and somewhat in popular practice, but the essential tenets remain unchanged. One of these unchanged beliefs is â€Å"Dukkha† or the reality of suffering (9). The kinds and origins of dukkha are as varied as the regional practices of Buddhism itself, ranging from the ancient and very symbolic, to the modern and very practical. Dukkha is an interesting concept that states that suffering is given to anyone who is born in to this existence. Unlike other religions that state that suffering is the will of God or that you are automatically born with original sin, ...

Favorite Season Essays

Favorite Season Essays Favorite Season Essays Favorite Season Essays Many students find it rather difficult to write favorite season essays. From one side, favorite season essay writing does not require extensive research or the scientific evidence. From the other side, your essay must still be written in accordance to academic standards, gain the attention of the readers, and be interesting to read. The following essay tips may help you with writing your favorite season essays. In addition, do not forget to read tips on writing narrative essays and expository essay. Favorite Season Essays Tips combine different styles and forms of composition: narrative, descriptive paragraphs, expository and persuasive essay parts. writing favorite season essays, do not forget about the flow of ideas. Subordination and strict order in essay writing are essential: use link words to ensure transition from one paragraph to another. You may use the following words/phrases throughout your essay: one reason, another reason, in conclusion, first, second/secondly, in summary, first of all, third/thirdly, in short, for example, another example, to begin with, as well as, to summarize, to start with, too,to conclude, hence, additionally, last/lastly, finally, etc. Favorite Season Essays Structure Lets investigate the main parts offavorite season essays. Introductory paragraph it may be a short story from your life that shaped your preference of the specific season Body - show who, what, where, and when. In other words, the main body of your favorite season essay should be detailed as much as possible. However, do not forget about staying focused on your topic! Do not make your essay heavy with excessive descriptions. Concluding paragraph end your essay with a paragraph in which you emphasize the reasons why the specific season is your favorite Favorite Season Essays Ideas Winter: if winter is your favorite season, you may start your essay with the short story from your childhood when you went to see your grandmother and you spent endless hours outside playing snowballs. Winter is a favorite season for many people because of Christmas Summer: if summer is your favorite season, you may write about the suntan, swimming, lose clothes, warm nights, and all others things that make summers memorable. Undoubtedly, do not forget to mention that summer is a season of vacations and you have a lot of time to spend with your friends Spring: if spring is your favorite season, you may focus on the revival of nature, on the romantic feelings, and the time of exams. Spring is a transition from winter to summer and it is no longer cold and yet there is no unbearable heat. Thus, you may write about the comfort of the spring Autumn: usually, autumn is the favorite season of the older people and depressive ones. Autumn is symbolic of the wading youth and nature. Nevertheless, autumns are very beautiful in their variety of colors. If you are not a depressive person, you have definitely enjoyed walking in the forest in the fall season. Custom Favorite Season Essays If you find the above tips helpful but do not have enough time or ideas to write your favorite season essays, you may confidently rely on the shoulders of our professional writers. We are ready to write a custom favorite season essay for you from scratch and deliver it within the most urgent deadlines. We do not plagiarize! You may review free research paper sample and essay on patriotism in our blog to see the quality of our writing help! Read also: History Thesis Get Dissertation Help Dissertation Thesis Dissertation Proposal Dissertation Expert

CITI business case study Example | Topics and Well Written Essays - 1750 words

CITI business - Case Study Example Increased competition for capital continues to force banks to innovate (Citibank, 2008). In order to differentiate its e-business products from those of its competitors, Citibank took several measures(Citibank, 2008). First, the bank developed a strategy for its corporate banking division where its target corporate clients included multinational corporations (MNCs), financial institutions, government agencies, local enterprises and SMEs. The bank understood that each of these corporate client categories had unique needs. The bank realized to need to go the extra mile to package its products to meet the unique needs of every customer (Citibank, 2008). Citibank also differentiated itself and its products from those of its competitors through an improved, comprehensive customer service. The customer service includes telephone hotlines, relationship managers who take their time to comprehend the individual customer’s needs and product advisors whose role is to advise customers on the product or products that most suits its needs. Finally, the bank continues to invest heavily in technology in order to promote both the front- and back-end electronic banking systems. Besides, the bank seeks to make itself more accessible to its customers through what is calls its unified platform. The platform uses a teamwork approach that allows the bank to work with every function in the organization of the client (Citibank, 2008). Grow its global reach: As at the time of developing this strategy in 2008, Citibank had operations in 100 countries of the world and employed over 268,000 people. This global presence, the bank believes, puts it in a strong position to meet the global needs of its customers. This being the case, the bank should continue its global expansion drive. Strengthen its brand: The bank believes that it has built a strong brand