The Soviet Socialist Leader Essays - Vladimir Lenin, Marxism

The Soviet Socialist Leader Vladimir Ilich Ulyanov, more popularly known as Lenin, is arguably the greatest leader in Russian and Soviet Union History. Lenin inspired and led the Bolshevik (Communist) Revolution of 1917, and was the architect and first head of the recently dismantled United Soviet Socialist Republic. I would also argue that the Bolshevik Revolution is the most significant political event of the 20th century, and Lenin must for good or ill be regarded as the century's most significant political leader. Not only in the scholarly circles of the former Soviet Union but even among many non-Communist scholars, he has been regarded as both the greatest revolutionary leader and revolutionary statesman in history, as well as the greatest revolutionary thinker since Marx. Lenin's considerable leadership power stemmed primarily from his visions and the passionate manners in which he conveyed them. This was never more evident than during the Communist Revolution. Lenin did not have a great military mind, nor his generals and advisors, and thus he created some of the more serious military blunders of the century. However, Lenin was able to continually inspire the Bolshevik army despite their many defeats. Outnumbered, outgunned, starving, freezing, and exhausted, Lenin's motivated army defeated the Mensheviks in 1918 and seized control of the Russian government. Adding to the amazement of his leadership ability, Lenin controlled the Bolshevik revolution from another country. Lenin fled to Switzerland for the greater portion of the 1917 Revolution to escape possible capture and execution. While in Switzerland, he authored many idealist works, including Imperialism, The Highest Stage of Capitalism (1916). In this book, Lenin argued that the world war was an inevitable outcome of Western capitalism and imperialism, whereby the capitalist states of Europe had come to rely upon aggressive foreign expansion in order to maintain economic profits. Lenin was able to use that notion and similar ideas to gain support from the civilian sector, as well. Not only did Lenin believe in Socialism, but he knew he would also be able to sell the idea to others. While the Western world views Communism, Marxism, and Leninism as deprave, the Russian peasants at the time were searching for something or anything that promised prosperity. In Lenin's public addresses and interviews, he emphasized the Socialist ideals of unity, equality, and, of course, prosperity. It is easy in the Western world, where the good of the one is often allowed to outweigh the good of the many, to see the flaws of Socialism and Communism. However, Lenin's beliefs and methods have nothing to do with his great leadership power. We do not have to agree with him to recognize his abilities. Whether wittingly or not, I believe Lenin deceived the Russian population. Regardless, though, he was able to influence an entire country to follow his lead. Governmental Issues

Cx Ima Bascxfdfd Essays

Cx Ima Bascxfdfd Essays Cx Ima Bascxfdfd Essay Cx Ima Bascxfdfd Essay It should be readable but in a proper discourse and with a proper display. The content of the textbook as we have already mentioned should be encyclopedic i. e. knowledge based facts, concepts, values and attitudes. There must be reading assignments, rewriting assignments, summaries, recalls and text included as teachable part of the textbook. The structure of a textbook is based on problem-solving technique. The coherence of a textbook needs clarity of ideas, i. e. readability with commenting words and phrases.A textbook should be appropriate to the topics by explaining in proper language and discourse, related with the previous knowledge and using graphs, illustrations, pictures, photographs to depict the concepts. Its talk should be friendly like â€Å"Have you ever been / heard†. It is called meta-discourse. Activities, questions, projects, intellectuals and emotional engagements should be placed as a part of teaching in a textbook. A textbook is not only a student â€Å" aid, it is also a teachers tool†, so a student should know that what he has to do with the text and a teacher should be given pedagogical points.Hence, it is recommendable that students comer, and teacher points should be given in a textbook though there may be a separate work book or a teachers guide. A textbook is a product for teaching learning process. It would be rather developed and not written. It should not be a piece of writing and not a piece of literature or mere 1 GUIDELINES FOR TEXTBOOKS AUTHORS Understanding Curriculum Standards – Benchmarks SLOs Standards The competencies by descriptive statements specifying broadly, the knowledge, skills and attitudes that students will acquire, shall know and be able to do in a particular key area during the course of study.These are qualitative in nature and sets out the learning targets. They may not be subject specific. Benchmarks The standards indicate what the students will accomplish at the end of each developmen t level. They are subject specific. SLOs The detailed statements describing what students are supposed to learn and be able to do at each grade level to achieve the specified benchmarks. They are activity specific and generally observable and measurable. 2 A Paradigm Shift From Traditional approaches: 1. Based on contents topics 2. Focus on objectives 3. Learning Medium â€Å"Words† 4.Focus on teaching 5. Teacher centered 6. One way approach 7. Reading, writing, communication and using arithmetic (skills) 8. Assessment of content knowledge simple understanding 9. Promote memorization Guidelines for textbooks authors To Standard based approaches: 1. Based on standards 2. Focus on SLOs 3. Learning Medium â€Å"Images† 4. Focus on learning 5. Student centered 6. Variety of approaches 7. Interpersonal, team work and problem solving skills 8. Assessment of content ,skills and attitudes, deeper understanding, reasoning and application 9. Promote thinking What is new in a T extbookFrom descriptive and reading approach to information mapping, Interactive elements, life skills activities, gender equity, brain teasers for initiating discussions, diagrams, illustrations, worked examples, Interesting information in Boxes, critical thinking problems and FAQs for effective Learning. COMPUTER SCIE ENGLISH 11 NCE 8It is a 10 great virtue to be helpful PUNJAB TEXTBOOK BOARD, LAHORE PUNJAB TEXT BOOK BOAR D, LAHORE 3 Guidelines for textbooks authors Qualities of a Textbook Writing a good textbook requires the skills of a subject specialist, a curriculum expert, a good teacher with classroom experience, and an imaginative author.Structured approach Active learning methodoloyg Development of critical thinking Improved teaching methodology Focus on skills development rather than rote memorization Pre-tested in field Active learning methodoloyg Gender balanced Active design and layout Interactive contents 4 Guidelines for textbooks authors NATIONAL CURRICULA 2006/07 E nvisage Textbooks O Providing knowledge which is useful for a developing society. O Inculcating problems-solving approach to create independent / critical thinking. O Creating skills and attitudes relevant with real life situation.O Reflecting innovative writing/modern production processes. O Containing upto date ; age appropriate text. O Based on conceptual assessment, thinking based exercises instead of fact / memory questions oriented only. STRATAGEM TO DEVELOP A TEXTBOOK Get help from the information super highway If you have access to internet, explore its nooks and carnies, such as e-mail, use Google, the worldwide web (www), and so on. The existence of www had search engine makes it easy to find services of information on any topic.To use a search engine, just type in one or more keywords or phrases, and the search engine looks over the millions of websites around the world to find those that mention these words or phrases; then you can visit those sites. The whole process ta kes only a few seconds. One URL is google. com and another is www. msn. com to search sites: It is very essential to be careful to give credit to the sources being used. If you copy material from the internet or from other sources and present it as your own, you stealing another persons property or you are misguided by another persons ideas.O Review all contemporary books for content prior to start work. O Assume students having no prior knowledge when presenting new term – define / explain as required. O Provide smooth transition from previous information covered and new information presented. CHAPTER OPENING O Describe SLOs at the beginning of each chapter clearly stating the objectives and skills to be achieved in the chapter. O Give a brief overview/preview/introduction/outlines of the chapter. O The chapter can also be opened by giving a case study/quotation or any other special feature. 5 Guidelines for textbooks authorsCHAPTER CORE O Add historical and current dates o f interest. O Include enough information to allow the reader to comprehend a specific concept maintaining breath and depth for addressing the expected learning outcomes of the National Curriculum. O Build vertical linkage between various concepts from lower to higher level and at the same time horizontal linkage of concepts of one discipline with the others. O Avoid overlapping of concepts vertically as well as horizontally. If need arises, give recall paragraphs. O Relate the concepts to students own experience and observation.O Textual matter should be harmonized reflecting unity and coherence, discussing diverse view points wherever appropriate. O Provide guidance, as necessary, on safety, health and environment requirement pertaining to the learning event. O Text and activities to demonstrate care and respect for the environment. COMMUNICATION O Fewer words are better. Be concise, use simple language which consists of short sentences. Prefer graded vocabulary. O Present content using consistent nomenclature/ internationally accepted terminology/units. O Highlight the headings, sub-heading, key words, terms and definitions.For distinction use level heading â€Å"A† 4. 1, 4. 2level â€Å"B† 4. 1. 1, 4. 2. 1level â€Å"C† (a), (b), (c) (i), (ii), (iii)-and level â€Å"D† bold but unnumbered. ILLUSTRATIONS O Use the appropriate elements to promote comprehension – charts, tables, graphs, illustration, line drawings – cartoon types illustrations for children. Real life coloured photographs and illustrations make the substance vivid, attractive and easy to digest. O Draw figures to size and should be numbered as Fig. 4. 1, 4. 2, 4. 3 followed by captions, label if needed (font size 9).All figures to be cited in the text. 6 Guidelines for textbooks authors INTERACTIVE ELEMENTS O Pre-reading O Activities while reading O Headers and footers O Linkage of text and figures O Elaboration of concepts with examples O Interaction o f text with society O Puzzles O Brain teasers O Quick quiz O â€Å"Do you know† in boxes O STS connections O Field trips O Clippings O Flash cards O Models O Work sheets O Flow charts O O O O O O O O O O O O O O O O O Labeling a diagram Peer discussion Problems solving Clipart/Cartoons / caricatures Tidbits – speech bubbles Review question–re-enforcement activities.Quotations Demonstrations Colourful pictures Group tasks Points to remember Role play Library research Mini projects Surveys Case studies Exhibition INFORMATION BOXES Make effort to make user friendly text and lively by quoting connections with society at appropriate places in boxes such as:v v v v v v Tidbits: to provide snippets of interesting and useful knowledge. Fascinating facts: creating a sense of wonder giving unbelievable information but true facts of the nature. Quick Quiz: question to recall, think and apply what they have learnt as well as to re-enforce by learning of key concepts and pri nciples.Point to ponder / Brain teaser: to encourage the art of thinking by mentioning live situations involving science applications. Did you know: Interesting relevant or additional information. Remember/Caution/Attention: The text needed to be emphasised. 7 Guidelines for textbooks authors Specimens of various boxed informations Respect the Earth, it is the only one we have. Tidbit Most abundant organizms in the world are bacteria One big tree fulfils oxygen needs of 36 children per day. The dead sea is highly saturated with salts. The crystals start appearing in it even with a slight decrease in the temperature.The workers in a noisy factory may suffer from â€Å"tinnitus† caused by long exposure to loud sounds. They must wear ear plugs to avoid further hearing loss while on job. Science Tidbits Grade IV The best example of solution of carbon dioxide in water is soda water Grade IX The weight of an average apple is nearly one newton. Grade IX A light year is the distance covered by light in vacuum in one year. It equals 15 9. 46 X 10 m Grade IX The bullet train in Japan and France run over electromagnetic track instead of ordinary iron rails. Grade IX The friction in the human joints is much reduced due to the presence of a fluid – a natural lubrication.Grade IX The dead sea is highly saturated with salts. The crystals start appearing in it even with a slight decrease in the atmospheric temperature. 8 Guidelines for textbooks authors Fascinating Facts Sun showers as much energy on the earth in one hour as much as all other sources produce in one year. 1. 5 million children die every year from contaminated drinking water. One million atoms, if arranged one above the other, will have the thickness of a human hair. Matter in plasma state makes up much of the universe. The matter of Sun is also in Plasma state. Point to ponder Why touch-me-not is called so?Why do we feel cool when we sit under the fan wearing wet clothes? Why deserts nights are c ooler while the days are very hot? What would happen if photosynthesis has stopped? What would happen if there were no bacteria? Remember! Caution! Attention! The future of our children depends upon development without destruction of natural environment. Listening to loud music isharmcul,sounds above 85dB ar hazardous to hearing. Pop music isoft en 110dB or louder, so the potential of hearing damage is very real Noise can kill silently A 30dB sound is ten time more intense than 20dB sound but twice as loud.The planet Jupiter is not terrestrial body as our Earth but a gas-giant. The efficiency and productivity of the worker is badly affected by noisy environment. If a factory owner adopts noise control measure, the cost is paid back in the form of enhanced efficiency and productivity in addition to better health of the workers 9 Guidelines for textbooks authors Brain Teasers / Quick Quiz Why touch-me-not is called so? Why do we feel cool when we sit under the fan wearing wet clothes? Can we talk while standing on the moon as on earth? What would happen if photosynthesis has stopped? Which biomes act as the nature’s lungs?What would happen if Earth suddenly stops revolving around the Sun? Other Eye-catchers Remember Inexpensive foam earplugs can reduce noise level by 20dB to 25 dB. Caution: No plastic wrap Food should not be heated in the micro wave oven using plastic containers. Dioxins from the plastic are released which are highly poisonous for our body cells. Use Pyrex glass or ceramic containers only. Remember ! Radioisotopes are unstable isotope of an element emitting nuclear radiation. Did you know? These symbols are used to indicate the presence of radioactive material. 10 Guidelines for textbooks authors VARIOUS ACTIVITIESO Build process skills such as observation, measurement, data collection, analysis etc. through various types of activities or mini projects. Activities Emphasize Learning Through Visual Verbal Logical Kinaesthetic Auditory Inte rpersonal Intrapersonal Pictures, colours and graphs Words/discussions/questionings Pattern, reasons, numbers Physical activity touch Through sound Through interaction with others Through independent work reflection/imagination O Student centred and activity-oriented text enhances quest of learning, develops ability to think scientifically and critically; and develops creativity.The first step towards scientific literacy is to engage the students in asking and answering meaningful questions starting with why, how and should. â€Å"Why† questions are related to scientific inquiry â€Å"How† questions address problem solving process â€Å"Should† questions indicates decision making Hands-on activities reinforce the understanding of concepts develop process skills. They are: Structural Inquiry: Guided Inquiry: Open Inquiry: Instruction are given to perform the activity without telling the expected outcome Students develop a procedure to investigate a problem selected by the teacher.Students identify a problem to investigate and design their own investigation. Types of Activities: 11 Guidelines for textbooks authors How to write an Inquiry? O Start with an open ended question or a demonstration. Allow responses and subsequent questions from students. O Involve students to collaborate on designing experiment or process. O Ask students to conduct experiment and or gather data. O Ask to locate, select, organize and present information from a variety of sources. O Allow students to analyze and interpret data. O Identify a problem, plan and carry out investigation for its solution.O Encourage students to identify pattern, report trends and draw inferences. O Allow discussion and information communication etc. O Finally ask the students to draw conclusion. A Sample Inquiry: Grade IX (Structural Inquiry) Material Procedure 1. Come to class with an electric kettle filled with water. Let students wonder! 2. Plug in the cord and switch on the kett le to do its job. Soon steam will begin to escape from the spout. 3. Get a cold, white ceramic plate and hold it up at a safe distance from the spout. Tilt it slightly. 4. Water droplets collect on the plate and soon begin to fall down. The water cycle 5.Now ask students what was happening? Facilitate them in making analogies: Kettle, Bodies of water, Electric socket, Sun, White ceramic plate, Clouds 6. Lead the students into the terminology: O O O O evaporation water vapor condensation precipitation Electric Kettle and white Ceramic Plate 7. Help them see the CYCLE 8. Distribute Worksheet 12 Guidelines for textbooks authors WORKSHEET Part A: Complete the sentences using the words below: Groundwater living things reservoirs Lakes and oceans water cycle 1. In the water cycle, water is stored in__________________ 2. Water is an important need of all_____________________ 3.Water that soaks into the soil and rock layers is called___________ 4. Places where water is stored are called____ _______ 5. Evaporation, condensation, precipitation, and storage are all parts of________ Part B: Match the statements on the left with the words on the right ______________ 6. forms clouds ______________ 7. causes runoff to flow downhill ______________ 8. a type of reservoir ______________ 9. can be trapped in spaces in rock 1 2 3 condensation water tower groundwater gravity 4 Part C: Use the words below to identify the processes in the water cycle Evaporation Precipitation Condensation Storage 10 11 12 13 3 Guidelines for textbooks authors A Sample Inquiry: Grade VI (Structural Inquiry) O Take three torches / ray boxes. O Paste green cellophene filter paper on the glass of one of the torch. O Similarly paste red and blue filters on the other two torches. O Overlap light of torch on the light of other on a sheet of white paper in a dark room. O Tabulate your results. Mixing of light Result Red + Blue Green + Blue Green + Red Red + Green + Blue O From your above observations, which light you will get by mixing blue and yellow? O Nadeem is wearing yellow jacket and blue jean and while Neena red shirt and green scarf.What color of clothes will be seen in a room of red light? And in a room with blue light? Sample Inquiries: (Guided Inquiry) O Collect material from library, magazines, newspapers on the subject â€Å"impact of human activities on environment†. Discuss the impacts with your peers and teachers. O Sort out news and articles related to the environmental issues from the newspapers of the last one week and place them on the board. O Draw food chains and food web on the basis of your observations of a pond or garden eco-system. O Categories the organism in the above activity as produces, consumers and decomposers.O Give a puzzle to solve to a class in a noisy environment using a pre-recorded loud noise of unpleasant sounds. The same be repeated in a silent environment, compare the results and draw conclusions O Design an activity to measure the thi ckness of a wire using a meter scale. (Grade VI) 14 Guidelines for textbooks authors O Design an activity to observe convection heating of a liquid. (Grade VII) O Design and study series of parallel circuits and find the most appropriate one. Give reasons for your selection. (Grade VII) Sample Inquiry: (Open Inquiry) O At the end of a chapter / topic the author may ask the students o identify related problems and to design and conduct investigation to find the cause-and-effect of the problem and to suggest solution. Remembering: Potential Activities and Products O Make a story map showing the main events of the story. O Make a time line of your typical day. O Make a concept map of the topic. O Write a list of keywords you know about†¦. O What characters were in the story? O Make a chart showing†¦ O Recite a poem you have learnt. O Write in your own words†¦ O Cut out, or draw pictures to illustrate a particular event in the story.O Report to the class†¦ O Illustra te what you think the main idea may have been. O Make a cartoon strip showing the sequence of events in the story. O Write and perform a play based on the story. O Write a brief outline to explain this story to someone else O Explain why the character solved the problem in this particular way O Write a summary report of the event. O Prepare a flow chart to illustrate the sequence of events. O Make a colouring book. O Paraphrase this chapter in the book. O Retell in your own words. O Outline the main points. 15 Guidelines for textbooks authorsApplying: Potential Activities and Products O Construct a model to demonstrate how it looks or works O Practise a play and perform it for the class O Write a diary entry O Make a scrapbook about the area of study. O Prepare invitations for a characters birthday party O Make a topographic map O Take and display a collection of photographs on a particular topic. O Make up a puzzle or a game about the topic. O Write an explanation about this topic for others. O Dress a doll in national costume. O Make a clay model†¦ O Paint a wall painting using the same materials.O Continue the story†¦ Creating: Potential Activities and Products O Invent a machine to do a specific task. O Create a new product. Give it a name and plan a marketing campaign. O Write about your feelings in relation to O Write a TV show play, puppet show, role play, song about.. O Design a new monetary system O Develop a menu for a new restaurant using a variety of healthy foods O Design a record, book or magazine cover for O Sell an idea O Devise a way to O Make up a new language and use it in an example O Write a jingle to advertise a new product.Assessment Exercises O Add ongoing assessment quizzes/questions of lower and higher order thinking throughout the chapter and at the end of chapters. These exercises should encourage students to think, develop skills and use information for a variety of situations. 16 Guidelines for textbooks authors O Mini e xercises can be given involving investigations and relating concepts with the society and environment. O End of chapter exercise may consist of variety of questions to evaluate wide range of abilities and skills starting from lower to higher order thinking.O Think tank/investigations/projects may be included for open ended questions to provoke students thinking, creativity and investigation skills. Good Questions are: O Purposeful (asked to achieve a specific purpose) O Clear (students understand what they mean) O Brief (stated in as few words as possible) O Natural (stated simply, in conversational English) O Thought-provoking (they stimulate thought and response) O Limited in scope (only one or two points in chain of reasoning called for) O Adapted to the level of the class (tailored to the kinds of students in class) Questions for Remembering LevelsO What happened after? O How many? O What is? O Who was it that? O Can you name ? O Find the definition of†¦ O Describe what hap pened after†¦ O Who spoke to? O Which is true or false? (Pohl, Learning to Think, Thinking to Learn, p. 12) SAMPLE QUESTIONS Knowledge/Remembering: The recall of specific information Lower level Question: Extended Question: What is an ecosystem? Define an ecosystem and list the varieties that are found in Pakistan. 17 Guidelines for textbooks authors Questions for Understanding Level O Can you explain why†¦? O Can you write in your own words? O How would you explain†¦?O Can you write a brief outline? O What do you think could have happened next? O Who do you think? O What was the main idea? O Can you clarify†¦? O Can you illustrate†¦? (Pohl, Learning to Think, Thinking to Learn, p. 12) SAMPLE QUESTIONS Knowledge/Remembering: The recall of specific information Objective: Lower level Question: Extended Question: An understanding of what was read. List the different parts of the ecosystem and explain what they do? Compare a marine ecosystem with one from anothe r of our province. Questions for Applying Level O Do you know of another instance where†¦?O Can you group by characteristics such as†¦? O Which factors would you change if†¦? O What questions would you ask of†¦? O From the information given, can you develop a set of instructions about†¦? (Pohl, Learning to Think, Thinking to Learn, p. 13) SAMPLE QUESTIONS Objective: Lower level Question: Extended Question: Using the knowledge in another familiar situation. Using a diagram, show how the Water Cycle operates in an ecosystem? Demonstrate what happens when human interface with the Water Cycle? 18 Guidelines for textbooks authors Question for Analyzing Level O Which events could not have happened? O If. . happened, what might the ending have been? O How is similar to? O What do you see as other possible outcomes? O Why did changes occur? O Can you explain what must have happened when? O What are some or the problems of? O Can you distinguish between? O What were some of the motives behind..? O What was the turning point? O What was the problem with? (Pohl, Learning to Think, Thinking to Learn, p. 13) SAMPLE QUESTIONS Objective : Lower level Question: Extended Question: Breaking information into explore understanding and relationships or To differentiate between the constituent parts.Contrast the nature water Cycle with that used your community. Examine an ecosystem that has been damaged by human interface. How could it have been avoided? Questions for Evaluating Level O Is there a better solution to? O Judge the value of What do you think about? O Can you defend your position about? O Do you think is a good or bad thing? O How would you have handled? O What changes to would you recommend? O Do you believe? How would you feel if. ..? O How effective are. ..? O What are the consequences..? O What influence will. ave on our lives? 19 Guidelines for textbooks authors O What are the pros and cons of.? O Why is . of value? O What are the alternat ives? O Who will gain ; who will loose? (Pohl, Learning to Think, Thinking to Learn, p. 14) SAMPLE QUESTIONS Evaluation / Evaluating Objective: Lower level Question: Extended Question: The judgment and evaluation of actions, outcomes, etc. or Justification of a decision or course of action. Identify an unspoilt ecosystem and design a way of preserving it. How would preserving our local ecosystem stabilize our environment?Questions for Creating Level O Can you design a to? O Can you see a possible solution to? O If you had access to all resources, how would you deal with? O Why dont you devise your own way to? O What would happen if ? O How many ways can you? O Can you create new and unusual uses for? O Can you develop a proposal which would? (Pohl, Learning to Think, Thinking to Learn, p. 14) SAMPLE QUESTIONS Synthesis / creating Objective: The organization of thoughts, ideas and information form the contents or Generate new ideas, products or ways of viewing things.Lower level Ques tion: Extended Question: Is it reasonable that people pollute our waterways? Defend your answer. Assess the impact of pollution in our local waterways. 20 Guidelines for textbooks authors Specific Levels of Questions Blooms categories of educational objectives to classify questions (Grade IX) Blooms Categories of Questions 6 Creating 5 Evaluating 4 Analysing 3 Applying 2 Understanding 1 Remembering u Sample Question How can we determine the weight of an object without a standard scale? Draw a picture of your favorite building. Do you like modern art? Explain why? Which method do you prefer: decantation or filtration? u What does this chart mean? Why is Karachi called â€Å"The business capital of Pakistan†? u Solve x2 + 14 = 18 Make a paper cup that will hold 500 mL of water . u Write in your words how the water cycle works. Differentiate between atom and molecule. u How is chemistry defined? Who was the first governor General of Pakistan? CHAPTER ENDING O Key points/summary/ concepts map at the end of chapter helps the students for quick revision. O Add glossary at the end of the chapter/book.O Add activities/mini projects/case studies O Add review questions, self quizzes, end of chapter exercise. O Add reference boxes e. g. web sites, computer simulations etc. 21 Guidelines for textbooks authors BOOK ENDING O Include appendices for additional information. O Suggest bibliography for additional references. O Make and include index for quick reference. O Add appeal for feedback and suggestions for further improvement. MANUSCRIPTS REVIEW CHECKLIST S. No. 1. 2. 3. 4. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Item Description The manuscript is in line with the National Curriculum.Objective / standards / benchmarks/ SLOs of the National Curriculum are translated in letter and spirit. The contents page is appropriately sequenced and numbered. Vocabulary and terminology appropriate to the level/class are used and glossary of difficult words is added at the end of eac h lesson or book. Reference to textbooks, material, and other resource material is acknowledged and mentioned in the manuscript. At the end of the textbook, a small paragraph about the author is given. It doesnt have any material repugnant to Islam as well as ideology of Pakistan.No anonymous materials, poems, stories etc. is included in the textbook. Language is simple and understandable and there are no language errors or conception mistakes in the manuscript. Diagrams, illustrations and photographs are appropriate and clear with proper labeling / captions. Assessment mechanism is incorporated / in built. Each chapter/unit covers themes and topics, learning outcomes and suggested activities as per National Curriculum. The material presented is dynamic, challenging, stimulating and user friendly. The manuscript addresses the gender issue appropriately. 22

Response to Comments on DQ1 C and DQ2 KSmith,Wk3 Essay

Response to Comments on DQ1 C and DQ2 KSmith,Wk3 - Essay Example You mentioned that the annual report is the most important report prepared by corporations for the shareholders and other stakeholders. I agree that the annual report is the most informative corporate statement since it provides valuable information about the business, its finances, and the strategic goals of the enterprise. Learning the basics about financial statements can help investors make better investing decisions. DQ2 The use of a classification system in the balance sheet is very useful because it creates consistency between statements. Investors can utilize the information contained in the classified balance sheet to perform quantitative financial analysis such as ratio analysis, variance analysis, or sensitivity analysis. The list of assets included in the classified balance sheet is ordered from top to bottom with the top accounts representing the most liquid ones. The most liquid financial asset is cash (Investopedia, 2011). When I answered this question originally I als o could not think of any additional classification that could add value to the classified balance sheet. The balance sheet internal structure follows the logic of the basic accounting equation which states that assets equals liabilities plus stockholder’s equity. The format used in the classified balance sheet is very easy to understand which makes it easier for teachers to teach accounting students.

(How has the oil wealth affected the prospects of democratization in Essay

(How has the oil wealth affected the prospects of democratization in the Arab Gulf) and ( Evaluate the role of civil society in - Essay Example Political science and economics studies have found that there is limitation of advances in democracy where countries in the Middle East have vast oil reserves. Oil wealth has a long-term effect on Middle Eastern democracy efforts. While extraction activities normally take place over an extended period, major oil discoveries take place during these countries’ peak production years (Ehteshami 37). Oil discoveries made in democratic countries such as Norway have no effect on their democratic trajectories. However, where oil is discovered in non-democratic countries, it is less likely that these countries will transition to democracy. Oil discovery has little effect on democratic countries politically. While Iran has been under theocratic rule for over 20 years, oil was discovered when they were a democracy, which can be seen to date as the country holds regular elections compared to its other Middle Eastern oil producers. The country only became less democratic after the Western- led coup of 1953 before transitioning back to elective democracy. This is in contrast to Qatar that discovered oil as a monarchy and has not made any strides towards democracy (Ehteshami 37). Prior to the early 50s, Egypt had one of the most vibrant democracies in the region with limited supplies of oil peaking in the mid 60s after which oil production declined from the 90s onwards. A similar history is shared by Tunisia, which was also a democratic country when they discovered oil. The relatively peaceful transitions in these countries are not a coincidence (Ehteshami 38). This is in stark contrast to Syria, whose major oil discoveries were made during authoritarian military rule. The transition from Bashar Al-Assad’s government to another has seen a bloody civil war erupt, as is the case with Iraq where oil discoveries were made during authoritarian rule. Oil rich non-democratic countries spend more on their military in order to stay in power, which enhances their political power and prevents the democratization of their countries. Lucrative reserves of oil also provide dictators with the incentive to want to stay in power longer since they fear they will loose everything if another leader comes in (Ehteshami 38). While civil society has played a critical role in the democratization of countries in Latin America and Eastern Europe, this has not been reflected in the Middle East. In this region, NGOs have been tamed and weakened since they can be co-opted using oil money (Ehteshami 98). Meanwhile, the EU and the US have continued to emphasize how important it is to develop civil society. Funding by the west for Arab NGOs has seen a significant increase since the September 11 attacks. The amount of money channeled to Middle Eastern countries by the US has tripled in the 12 years since. However, empowerment of these NGOs remains flawed and aimless because the countries’ leaders also have money that can co-opt them. Most of the NGOs in Arab countri es are government organized with staffing and funding provided by the government. Their main idea in funding the NGOs has to do with managing and controlling change, rather than inspiring or instigating change (Ehteshami 98). Even where it is relatively easy to establish organizations that fight for democracy, these are still under strict

The impact of mobile computing on the enterprise Essay

The impact of mobile computing on the enterprise - Essay Example It was a one-to-one relationship if seen from the constructive perspective. Negative points were summed up in the losses incurred on the company’s part whereby these message boards and the like didn’t help the business from any fiscal outlook. Many big companies like Microsoft, WebEx, Intraspect and the like have been facing barriers as concerns with the interaction between the employees who are spread in different locations. These companies were in the need to put up such a system, which could eliminate excessive and undue business travels and easily provide for interaction and more so straightforward communication between the people. Thus, collaboration software was devised and put forthwith and has been going on for a number of years ever since. The collaboration software like Usenet services and others accounted for targeted markets in the field of manufacturing, supply-chain management and product development, not to forget sales and marketing. These types of softw are do not usually work in every kind of workplace and within every other system. Actually, its one thing fitting these into the old system and another to make people change the way they work in the business world of today and interact and communicate with everyone concerned. These services are providing the most benefits in the real-time online dealings of the business and this is one factor, which takes lead over all others, at least in the business corporations. Mobile media is also known as the Portable media which in essence gives a description regarding the 21st century ideology encompassing the viewing of different forms of media, known more popularly as the multimedia on a device which is considered easily portable from place to place at any convenient location dependent on the mercy of the user of mobile media. This mobile media consists of either a mobile phone, a personal

Predicting Bankruptcy of Firms

Predicting Bankruptcy of Firms TOPIC A Abstract The recent world budgetary or financial crisis has expanded the quantity of insolvencies in various nations and has brought about another range of research which reacts to the need to foresee this phenomenon, not only at the level of individual nations, as well as at a worldwide level, offering clarifications of the regular attributes shared by the affected companies. The objective of this essay is to discuss possible useful model for predicting the bankruptcy of the firms that is taking place globally. Introduction This essay concentrates on foreseeing the risk of the bankruptcy of business forms with a worldwide degree. The present significance of bankruptcy prediction models has developed because of the current world financial crisis. This crisis has seen an expansion in the numbers of bankruptcy in a several nations and has served to exhibit that even the best international organizations must be consistently careful concerning their budgetary circumstance and the position of the organizations they work. On the other side, because of the globalization process that the world economy is encountering, a complex system of international connections that has emerged in the business world. A few studies have demonstrated that the globalization phenomenon has resulted the homogenization of the budgetary behavior of organizations, techniques for fund, and the conduct of money related markets. Bankruptcy And Instrument to Prediction A study by Yadav 1986 (cited in BRÃŽNDESCU-OLARIU 2016, p. 258) indicates that the evaluation of the corporate bankruptcy risk has represented a focal theme of the ration analysis since the beginning of the twentieth century. The studies over samples of organizations from everywhere throughout the world have demonstrated the handiness of the monetary proportions in the predicting the bankruptcy. Amid the most recent century, distinctive univariate or multivariate procedures for evaluating the bankruptcy were proposed, as per the characteristics of population. The need to reestablish the approaches is permanent, as the features of the populaces consistently change. A previous research by (Brà ®ndescu-Olariu, 2016a) conducted over a paired sample of 1176 Romanian organizations demonstrated a general characterization accuracy based on solvency ratio of 67%. According to Chung et al. (2008) cited in Brà ®ndescu-Olariu 2016, p. 258, despite the fact that this level of accuracy leaves imperative space for error, it is viewed as enough to make the solvency ratio a helpful classifier. As the tests were performed over a paired sample (588 bankrupt organizations, 588 non-bankrupt organizations), the ideal cut-off esteem was not viewed as fit for the entire populace (which has a yearly liquidation recurrence of less than 3% and a method of analysis was not arranged. The current review sets to build up an approach for surveying the insolvency chance in light of the solvency ratio, applicable to the entire populace. Albeit different instruments for the assessment of the liquidation risk exist, the procedure proposed will offer data quick, with negligible exertion from the part of the analyst, being in the meantime open to all stakeholders. According to Alaminos, del Castillo, FernaÂndez 2016, p. 3 in the development of models that have attempted to offer strict predictions of bankruptcy, distinct reviews are remarkable, with the greater part of these centering on one specific nation or industry as it were. Using samples of American firms, Odom M, Sharda R (1990) neutral network model figured out how to accomplish a precision of 86.8% with a multiple discriminant analysis (MDA) model and 77.0% with neural networks (NN). Zhou L, Tam KP, Fujita H (2016) accomplished 100% precision amid the preparation stage and 97.5% amid the testing stage with NN. Mossman CE, Bell GG, Swartz LM, Turtle H (1998) embraced a relative investigation of four sorts of bankruptcy prediction models utilizing proportions of financial statement, share performance, share capital, and standard deviations of that execution, accomplishing a classification accuracy of 84.9%. Laitinen EK, Laitinen T (2000) apply a Logit model utilizing data from the two years prior to the liquidation. Shumway T (2001) displayed a model to anticipate the likelihood of insolvency using Logit, with which a 54% classification was accomplished. Philosophov LV, Philosophov VL (2005) created a model for the improvement of the structure of firm capital with the likelihood of bankruptcy as the fundamental prohibitive component. El Kalak I, Hudson R (2016) explored whether size influences the probabilities of liquidation by creating four discrete-time risk models (discrete-time, duration-dependent hazard mode), while also using American firms as a foundation for this. Some of people and analysts also think that quarterly financial statement comes helpful in predicting insolvencies. In general, the reviews have found that interim budgetary information are valuable for prescient purposes (Brown and Niederhoffer [1968]; Reilly, Morgenson, and West [1972]; Coates [1972]; Shashua, Goldschmidt, and Melnik [1973]; Griffin [1977]) cited in Baldwin, Glezen 1992, p. 270. According to Chung, Chen, Lin, Lin, Lin 2015, since the Asian 1997 monetary crises start, numerous well known organizations have generated money related misery. The money related crisis lets financial specialists a chance to lessen certainty. In this way, preventing organization failure is a critical issue in finance and bookkeeping field. Wrong basic leadership in many organizations will bring severe budgetary trouble outcomes. For the most part, directors or financial specialists plan to comprehend working or speculation execution of the organization. Predictions of firm bankruptcy have been broadly contemplated in accounting and finance back in the course of three decades. Keeping in mind to enhance the models, previous researchers put a lot of exertion into empirical studies reviews using conventional statistics techniques as well as recently developed artificial neural system (ANN). In 1966-1980, Beaver (1966), Altman (1968), and Ohlson (1980) were the pioneers of the money related trouble empirical approach. These three papers were the essential references about bankruptcy prediction, however they use distinctive techniques and information. Beaver used univariate analysis to predict crashes of companies. Altman conducted MDA in developing the Z-score model. In addition, Ohlson picked conditional logit analysis to dodge some basic issues related with MDA. Both the MDA display and logit regression model have been generally used as a part of practice and in numerous scholastic reviews. They have been the standard benchmarks for the advance default prediction prob lem. In the present states of economy there is an expanding number of companies that are confronting economic and financial related troubles which may, in some cases, lead to insolvency. The risk of indebtedness, and a rupture of any legally binding obligation, is a signal of financial distress. So as to treat the failure phenomenon, the work done in this area has created models that anticipate all the more precisely the companys financial health (Altman, 1968, 1994; Bardos, 1998; Li and Sun, 2009) cited in Jabeur 2017, p. 197. Since the work of Beaver (1966), many authors have been effective surveyed the risk of corporate failure based on financial analysis. Different tools are accessible to analysts; the most frequently used is the linear segregated analysis and logit model. According to Mohammed 2016, p. 71, for evaluating the budgetary health of a commerce firm, there are loads of systems accessible. Yet, the Altmans Zscore ended up being a solid instrument across the world. This model commits to foresee potential outcomes of insolvency of assembling concerns. There has been evidence that it has 76.9% accurateness in predicting the bankruptcy of the basic specimen (Begley et al. 1996). A study by Altman 1968 (cited in Mohammed 2016, p. 71) characterizes five anticipated variables which can be exercised to test the legitimacy of Multivariate model. The model supports financial ratios. According to Mohammed 2016, p. 71, utilizing financial ratios to foretell liquidation can be correct up to 90%, Chen and Shemerda, 1981). Conclusion To conclude, due to the force of generalization exhibited by the global model, multinational firms really need to emphasize to deal with their own bankruptcy models, applying them to customers, suppliers and the companies in which they have holdings. References Alaminos, D, del Castillo, A, Fernà ¡ndez, Mà  2016, A Global Model for Bankruptcy Prediction, PLoS ONE, vol. 11, no. 11, pp. 1-18. Baldwin, J, Glezen, GW 1992, Bankruptcy Prediction Using Quarterly Financial Statement Data, Journal of Accounting, Auditing Finance, vol. 7, no. 3, pp. 269-285. Ben Jabeur, S 2017, Bankruptcy prediction using Partial Least Squares Logistic Regression, Journal of Retailing Consumer Services, vol. 36, pp. 197-202. BRÃŽNDESCU-OLARIU, D 2016, Assessment of the bankruptcy risk based on the solvency ratio, Theoretical Applied Economics, vol. 23, no. 3, pp. 257-266. Chung, C, Chen, T, Lin, L, Lin, Y, Lin, C 2016, Bankruptcy Prediction Using Cerebellar Model Neural Networks, International Journal of Fuzzy Systems, vol. 18, no. 2, pp. 160-167. Mohammed, S 2016, Bankruptcy Prediction Using the Altman Z-score Model in Oman: A Case Study of Raysut Cement Company SAOG and its subsidiaries, Australasian Accounting Business Finance Journal, vol. 10, no. 4, pp. 70-80.

College Admissions Essay: Seeking Wisdom :: College Admissions Essays

Seeking Wisdom My neighbors aren't too surprised to see me in my front yard at midnight frantically scraping off the back window of my car. A couple of months ago, I began to write messages there, on the smooth glass. This week's is "A candle loses nothing of its light by lighting another candle." Project Wisdom inspired me to transform the back of my car into my billboard to the world. At my high school the "Words of Wisdom" are read every day. Several of the daily readings ask the question "What are you waiting for?" As Student Council President, I am always encouraging students in my school to participate in community service projects and school pride activities, but I didn't think I could have any impact outside of school. With Project Wisdom's reassurance, I have opened my arms to the rest of the community. My favorite "Words of Wisdom" inspired me the most: "We must not, in trying to think about how we can make a big difference, ignore the small daily differences we can make which, over time, add up to big differences." Besides volunteering at the city court and the hospital, I am exploring other avenues to help my fellow man. I started a school tradition that is sure to last: "Bowie Community Service Month." At work, I initiated and coordinated a community activity involving about 40 kids ages 5-10. But greater still, I have inspired. My little sister and her group of friends are now volunteering in the city. Project Wisdom has given me the confidence, by speaking directly to me, to venture into the community. I know the words of wisdom reach other students and teachers at school as well. It is difficult to exactly measure the effectiveness of Project Wisdom, except by careful observation of the students' facial expressions while they listen to the daily "Words of Wisdom," and to attribute the general improvement in