Private Pension Plan Essays - Employment Compensation,

Private Pension Plan Private Pension System The Current Social Security system should be replaced by a mandatory Private Pension plan. There are different types of investment plans one could choose before or even after they retire. Social Security is what everyone depends on once they retire at 65. Some people may even need to work beyond the age of 65 due to the lack of money they receive from Social Security. With a Pension plan you are insured to receive the money you worked hard for and maybe even a little more, ?Most pension plans are insured, but some of the smaller pension plans are not covered.?(PBGC 1) One disadvantage about Social Security is that there is a limit on how much you can make each year, ?the maximum social security retirement benefits for a worker retiring at 65 is $1,536.?(SSA 1) If you collect over this amount of money you better be ready to pay the government back big time. Social Security and your Pension Plan come out of your check each week, but you get to decide where you want that Pension Plan to take you. Your Social Security goes right to the state for when you retire at 65. Both the Pension Plan and Social Security have age requirements, but both age requirements are the same. Which means if you retire before 65 half of your money will go to the government if you have it all in Social Security. Most Pension Plans will make you some money in the future for when you are ready to retire! C.Smith 2 You could invest your money into all different types of accounts for when you retire. There is the 401K plan, timeshares, mutual funds, Roth IRA, and Stocks. A good example of saving now would be, I have my own Pension Plan. I have what is called a Roth IRA. Which is, each year I put away $2,000 dollars in a special account for me when I retire. When I do retire I will have enough money to live comfortable and happy! A lot of people invest there Pension into a 401K plan, which is similar to the Roth IRA, ?Employees who participate in 401K plans assume responsibility for their retirement income by contributing part of their salary and, in many instances, by directing their own investments. In a 401K plan, your account balance will determine the amount of retirement income you will receive from the plan.? (PWBA 1) These are just some examples of the many investment plans there is to offer to the people of the country. I fell that it is morally wrong to take Social Security from the people of the country when who knows if there will even be any money for us there when we retire. At the rate this world is growing there might not be any money to collect in 40 years. And there went all our Social Security and how am I now suppose to live. If you place your money in a Private Pension Plan you can rely on that money to be there for when you retire and it may even gain interest. Pension Plans are better for the country because you can uphold your own personal retirement fund. The current Social Security system should be replaced by a mandatory Private Pension system because I feel that if we the people of the country don't stand up for our rights now, we will be working for the rest of our lives. Private Pension Plans will provide you with all you will need when you retire at 65. You will be worry free of C.Smith3 the aggravation of Social Security. Social Security and Private Pension Plans both have their advantages and disadvantages, but I feel that if the young people can start saving for their future now, it will be a better future for everybody! C.Smith 4 Works Cited Page ?Social Security Administration.? 25 November 2000(updated) http://ssa-custhelp.ssa.gov/cgi-bin/ssa/solution(30 October 2000) 1pg. ?Pension and Welfare Benefits Administration.? 20 November 2000(updated) http://www.dol.gov/dol/pwba/public/pubs/401kfe~1.htm(31 October 2000) 4pgs. ?Pension Benefits Guaranty Corporation.? 28 November 2000(updated) http://www.pngc.gov/publications/YGPTEXT.HTM#insured(1 Nov. 2000) 1pg. English Essays

Supporting High School Students with Dyslexia

Supporting High School Students with Dyslexia There is a great deal of information on recognizing the signs of dyslexia and ways to help students with dyslexia in the classroom that can be modified to help children in elementary grades as well as students in high school, such as using multisensory approaches to teaching. But students with dyslexia in high school may need some additional supports. The following are some tips and suggestions for working with and supporting high school students with dyslexia and other learning disabilities.Provide a syllabus for your class early in the year. This gives both your student and the parents an outline of your course as well as an advance notice on any large projects.Many times students with dyslexia find it extremely difficult to listen to a lecture and take notes at the same time. They may be focusing on writing the notes and miss important information. There are several ways teachers can help students who find this problematic. Allow students to tape record lessons. Students can listen to the recordings later, at home, where they can stop the recording to write down important points. Many times students with dyslexia find it extremely difficult to listen to a lecture and take notes at the same time. They may be focusing on writing the notes and miss important information.Provide written notes before or after the lecture. This allows students to focus on what you are saying, while still having written information to refer to later.Pair students with another student to share notes. Again, students can focus on what is being said without having to worry about trying to write down important points. Create checkpoints for large assignments. During the high school years, students are frequently responsible for completing term or research papers. Often, students are given an outline of the project and a due date. Students with dyslexia may have a hard time with time management and organize information. Work with your student in breaking down the project into several smaller steps and create benchmarks for you to review their progress.Choose books that are available on audio. When assigning a book-length reading assignment, check to be sure the book is available on audio and check with your school or local library to find out if they can have a few copies on hand for students with reading disabilities if your school is not able to purchase copies. Students with dyslexia can benefit from reading the text while listening to the audio.Have students use Spark Notes to check comprehension and to use as a review for book-length reading assignments. The notes provide a chapter by chapter outline of the book and can also be used to give students an overview before reading. Always start lessons by summarizing information that was covered in the previous lesson and providing a summary of what will be discussed today. Understanding the big picture helps students with dyslexia better understand and organize the details of the lesson.Be available before and after school for extra help. Students with dyslexia may feel uncomfortable asking questions aloud, fearing other students will think they are stupid. Let students know what days and times you are available for questions or extra help when they dont understand a lesson.Provide a list of vocabulary words when beginning a lesson. Whether science, social studies, math or language arts, many lessons have specific words specific to the current topic. Giving students a list before beginning the lesson has been shown to be helpful for students with dyslexia. These sheets can be compiled into a notebook to create a glossary to help students prepare for final exams.Allow students to take notes on a laptop. Student s with dyslexia often have poor handwriting. They may get home and not even be able to understand their own notes. Letting them type their notes may help.Provide study guides before final exams. Take several days before the exam to review the information included in the test. Give study guides that have all information or have blanks for students to fill in during the review. Because students with dyslexia have trouble organizing information and separating inconsequential information from important information, these study guides give them specific topics to review and study.Keep open lines of communication. Students with dyslexia may not have the confidence to talk with teachers about their weaknesses. Let students know you are there to be supportive and offer whatever help they may need. Take time to speak with students privately.Let the student with dyslexias case manager (special education teacher) know when a test is coming up so he or she can review content with the student. Give students with dyslexia a chance to shine. Although tests may be difficult, students with dyslexia may be great at creating powerpoint presentations, making 3-D representations or giving an oral report. Ask them what ways they would like to present information and let them show off. References: Dyslexia and the High-Schooler, Date Unknown, Betsy Van Dorn, Family EducationTips for Teaching Secondary School Dyslexic Children, Date Unknown, Author Unknown, Being Dyslexia

Creating a Vertical Coherence for English Curriculum

Creating a Vertical Coherence for English Curriculum Every high school student in every state must take English classes. The number of English credits required for a high school diploma may differ according to legislation  state by state. Regardless of the number of required credits, the subject of English is defined in the Glossary of Education Reform as  a core course of study: A core course of study  refers to a series or selection of courses that all students are required to complete before they can move on to the next level in their education or earn a diploma.   Most states have adopted requirements of four years of English classes, and in many  states,  the local school boards may adopt additional graduation requirements beyond those mandated by the state. Most schools will design their four year English course of study so that it has a vertical coherence or a progression from year to year. This vertical coherence allows curriculum writers the opportunity to prioritize learning, so that  what students learn in one lesson, course,  or grade level prepares them for the next lesson, course or grade level. The following descriptions provide a general overview of how four years of English is organized.   Grade 9: English I English I  is traditionally offered as a survey course that serves as an introduction for the rigors of high school reading and writing. As freshmen, students participate in the writing process by  constructing thesis  statements and  writing essays  in multiple genres (argumentative, explanatory, informational). Students in grade 9 should be explicitly taught how  to research a topic using valid sources and how to use valid sources in an organized manner as evidence in making a claim. In all written responses, students are be expected to be familiar with  specific  grammar rules  (ex: parallel structure, semicolons, and colons) and their application in writing. Students also learn both academic and content-specific  vocabulary.  In order to participate in both  conversations and collaborations, students should  be prepared to speak and listen  daily in class based on the activity (small group work, class discussions, debates).  Ã‚   The literature selected for the course represents multiple genres (poems, plays, essays, novels, short stories). In their analysis of literature, students are expected to look closely at how the authors choices of literary elements have contributed to the authors purpose. Students develop skills in close reading in both fiction and nonfiction. Close reading skills should be developed so that students can use these skills with informational texts in other disciplines. Grade 10: English II The vertical coherence established in the curriculum for English I should build on the major principles of writing in multiple genres. In English II, students should  continue  to focus on the skill sets for formal writing using the writing process (prewriting, draft, revision, final draft, editing, publishing). Students can expect that they will be required to present information orally. They will also learn more about correct research techniques. The literature offered in grade 10 could be selected based on a theme such as  Coming of Age or  Conflict and Nature. Another format that may be used in selecting the literature may  be  horizontal coherence, where  the texts selected are designed to complement or be associated with another sophomore-level course such as social studies or science. In this arrangement, the literature for English II may include selections from world literature texts that may be  horizontally coherent  with social studies coursework in global studies or world history course. For example, students may read All Quiet on the Western Front while studying World War I. Students continue to focus on increasing their comprehension skills by analyzing both informational and literary texts. They also examine an authors use of literary devices and the effect an authors choice has on the whole work. Finally, in grade 10, students continue to expand (at minimum  500 words annually for each year in high school)  their academic and  content-specific  vocabulary. Grade 11: English III In English III, the focus may be on American studies. This focus on a particular literary study will provide  teachers another opportunity for horizontal  coherence,  in which  the literature  selected may complement or be  associated with materials for required social studies coursework in American history or civics. Students may be expected to successfully complete a research paper this year in English or in another discipline, such as science.  Students continue to work on their formal forms of written expression in multiple genres (EX: personal essays as preparation for the college essay). They should understand and apply the standards of English, including the use of the hyphen. In grade 11, students practice speaking and listening to conversations and collaborations. They should have the opportunities to apply their  understanding of rhetorical style and devices.  Students will be expected to analyze informational and literary texts  in multiple genres (poems, plays, essays, novels, short stories) and critically evaluate how an authors style contributes to the authors purpose.   Students in the junior year may choose to select a course in Advanced Placement English Language and Composition  (APLang) that could replace English III. According to the College Board, the AP Lang course prepares students to read and comprehend rhetorically and topically diverse texts. The course prepares students to identify, apply, and finally evaluate the use of rhetorical devices in texts. In addition, a course at this level requires that students synthesize information from multiple texts in order to write a well-organized argument. Grade 12: English IV English IV  marks the culmination of a students English course experience after thirteen years from kindergarten to grade 12. The organization of this course may be the most flexible of all high school English classes as a multi-genre survey course or on a specific genre of literature (ex: British Literature). Some schools may choose to offer a senior project selected by a student to showcase a set of skills. By grade 12, students are expected to have mastered the ability to analyze various forms of literature including informational texts, fiction, and poetry. Seniors can demonstrate their ability to write both formally and informally as well as the ability to speak individually or in collaborations as part of college and/or career ready 21st Century skills.   AP English Literature and Composition may be offered as an elective (in grade 11 or 12).  Again, according to the College Board, As they read, students should consider a works structure, style, and themes, as  well as such smaller-scale elements as the use of  figurative language, imagery, symbolism, and tone. Electives Many schools may choose to offer English elective courses for students to take in addition to their core English coursework. Elective credits may or  may not serve for English credits required for a diploma. Most colleges encourage students to take the required core classes, which may or may not include electives, and college admission officers generally look for a student to complete academic requirement before expressing their interests through electives. Electives  introduce students to a completely new subject to challenge themselves and stay motivated throughout high school.  Some of the more traditional elective offerings in English include: Journalism: This course exposes students to the basic concepts of reporting and non-fiction writing. Students work with various article formats. Journalistic ethics and bias in reporting are generally included. Students write news to develop and improve their writing in a variety of styles and formats. Journalism is often offered with a school newspaper or media platform.Creative Writing:  Ã‚  Either through assignments or independently, students participate in creative writing to write fiction, narratives, using  description  and dialogue. Works by established authors may be read and discussed as models for student writing. Students may complete  in-class  writing  exercises and  comment on each others  creative  work.Film and Literature: In this course, students may explore texts to their film versions to analyze the narrative and artistic decisions of the writers and directors and to better understand the art of storytelling and its purposes.   English Curriculum and the Common Core While the curriculum for high school English is not uniform or standardized state by state, there have recently been efforts through the  Ã‚  Common Core State Standards  (CCSS) to identify a set of specific  grade-level skills that students should develop in reading, writing, listening and speaking. The CCSS  have heavily influenced what is taught in all disciplines.  According to the introduction page of the literacy standards, students should be asked: ....to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Forty-two of the fifty U.S. states adopted the Common Core State Standards. Seven years later, a number of these states have since repealed or are actively planning to repeal the standards. Regardless, all secondary school level English classes are similar in their design to promote the skills of reading, writing, speaking, and listening needed for success beyond school.

Value Stock Versus Growth Stock Essay Example | Topics and Well Written Essays - 1500 words

Value Stock Versus Growth Stock - Essay Example In real world, there are more risks involved than just one of type of risk. Market sensitivity is an important risk but that cannot alone be used in order to compute the intrinsic value of stocks and hence by relying on only this type of risk, we are actually making the things more simple than they really are and not accounting for important risk elements which lead to faulty analysis and intrinsic value determination of stocks. This can lead to poor decision making and by relying just on Capital Asset Pricing model, investors stand a chance of losing their hard earned money because they are not account for all types of risk that should be included in their investment. All of this debate shows that investors should not just pick the blue chip stock but also first try to classify stocks into value or growth stocks and then create a portfolio on the basis of a strategy called â€Å"Dogs of the Dow† and keep on making structural changes to their portfolios based on the results an nounce. This way they are not only diversifying, but also upgrading the return on their investments. 2) There are several factors that account for Risk and Returns according French and Fama. Risks are basically of three types. The first type of risk is beta or market volatility. The second type of risk is investing in small versus big stocks, and the final type of risk is investing in growth versus value stocks. The reason why these factors are considered is because these are three main alternatives investment strategies that an investor can choose. Investor can invest either in stocks which have high beta or low beta. However, this decision will be made according to the expectation of the investor. If the investor is expecting the market to fall then negative correlation with market in a stock would be preferred. However, if the investor thinks that the market is going to climb upwards then it is better for the investor to invest in stock having a positive correlation with the mark et. In either case, the investor is speculating market to perform either way. If the investor chooses to invest in large company, then there are chances that the growth of these stocks would be much less than a new aggressive company. Hence, the investor would not be able to make quick capital gain in these stocks, but stream of income in the form of dividends would be quite high if the investor chooses to invest in a stock of a large company. Similarly, if the investor chooses to invest in the value stock there are chances that the investor would earn high returns, but there are also chances that the investor would not be able to earn any return on these stock. This is in line with Warren Buffets’s and EMH investment theories which state â€Å"Buy the sells and sell the buys† . The fundamental behind this theory is the fact that stocks which have never performed in the past will perform in the future whereas stocks which have performed well in the past will not be per forming as brilliantly as they have done before. Hence, it is better to buy stocks of companies which are relatively lagging behind the blue chip stocks. In other words it is better to buy the dogs of today than stars of the past. 3) Capital Assets pricing model is based on just one facet of the risk return model. This risk is represented by beta and can be explained as stock

What Implications Do the Notions Contained within Ideas of New Essay

What Implications Do the Notions Contained within Ideas of New Humanitarianism Have for Disaster Response, Reconstruction and Mitigation in the Developing world - Essay Example They will note many significant events that happened at the end of the XX century and during the first decade of the XXI century. They will talk about the world socialism fall and the end of the Cold War, half-century-long, about the transition of many countries to democracy, about their formation on free market and open society, about a new stage of economic globalization, in the information space, along with the human values and human rights movements strengthening, about freedoms and the struggle of the world community against international terrorism. First, the very humanitarian message is based on the principle of non-partisan, which prohibits the use of this ideology to struggle for gaining power in society, as well as using techniques of suggestion and propaganda during the humanistic enlightenment. From the outset, the first humanitarians rejected the methods characteristic of religious sermons and political parties’ campaigning, involving public-relations technology, hypnosis, and manipulation of consciousness, because they considered them morally and psychologically unacceptable and even offensive to any free and self-respecting person (Held, 1995). Humanistic teachers and educators scrupulously kept the principle of free choice and critical studies, including (perhaps even primarily) humanitarianism relation to the theory and practice. The philosophy of the new humanitarianism can form the basis for planetary noosphere Ethics, resting on the principles of spirituality, multiculturalism, valeological practices and environmental responsibility But the main reason of why most people gradually became, in turn, consciously practice the ideas of humanitarianism, was that this ideology did not invent anything qualitatively new and did not call for anything. It just points to the existing principles and values that were actually recognized, and it was necessary only to clarify, develop and strengthen them. Humanitarianism identified, systematized, exp lained, but did not invent anything new and, of course, these universal moral, civil, educational, aesthetic, ecological, noosphere and other values were not imposed to anyone (Blackham, 1996). Humanitarian assistance is a kind of grant aid (assistance), means for life, distributed free to residents of areas affected by a humanitarian catastrophe, or standing on its edge. International Court of Justice has determined permissible humanitarian aid for the conditions of armed conflict, such as "providing food, clothing, medicines and other humanitarian aid, but that does not include the provision of weapons, weapons systems, ammunition or other equipment, vehicles and materials that can be used to inflict serious bodily harm or cause death. " Humanitarian aid is different from foreign aid due to its urgency and the fact that it is used to relieve the plight of disaster victims. Any person has a right to receive humanitarian aid in case of disaster. The victim has the right to ask for h umanitarian assistance needed to save his or her life and human dignity in a disaster, to receive this assistance from government or other competent organizations. The first organizations, which began providing humanitarian aid, were religious organizations. So-called Missionary Society, which reached their peak in Europe and North America in the XVIII and XIX centuries, was not only engaged in conversion to Christianity, but also provided the inhabitants of various distant countries with humanitarian assistance. They promoted awareness of humanitarian needs in other parts of the world, and in this regard, some particular communities often financed the

Higher education Essay Example for Free

Higher education Essay †¢It still wouldn’t be free just a redistribution of who is paying †¢Doesn’t address the main issue of the high price and what is the cause. State budget cuts are mainly to blame †¢How many countries do free college. †¢Make student loans easier to obtain, and with more time to pay back, and lower interest rate. †¢the second big problem, however, is that I think we should get more cynical than Bruenig does. If the level of subsidy were increased enough to eliminate tuition, the faculty and administrators of public universities would still thirst for more money. A logical place to raise the money would be—tuition. After all, a college degree is a valuable commodity. And the kids in college are mostly from families with above-average incomes. Having eliminated tuition, the tuition would simply come back. In exchange, youd get more tenure-track faculty, more administrators, more weird perks for university presidents, nicer facilities, etc. †¢there is already a cheaper option community college. †¢it forces the students to obtain higher grades in high school for a possible scholarship option †¢But I think we should loop this back around to where we started. I agree with Bady that theres an important sense in which the best-known public institutions of higher education arent public. But it isnt that they arent free. National Parks arent free. But theyre still public institutions. Because theyre open to the public. Community colleges are also open to the public. But schools that only let you in if you have high SAT scores—whoever owns them and whatever they charge—arent public in this sense. And in a world where the cost of financing health care and retirement for an aging society is pressuring public budgets, Id make them stand behind other more broadly public forms of education for money.

The Story Behind the Nazi Gold :: World War II History

The Story Behind the Nazi Gold Nazi Gold: Hard currency looted from treasuries of countries occupied by the Axis powers during World War II. Ingots consisting of gold melted down from the teeth of murder victims and weddings bands and jewelry. About two thirds of an estimated $660 million ($7.8 billion in today's dollars) in stolen Nazi gold passed through Switzerland during the war. And like any sharp businessmen with hot goods, the Swiss disposed of much of their gold quickly - through Portugal mainly, but also to Sweden, Spain, and other central banks (Hirsh 48). Probably no more that $140 million remains unaccounted for, and a good portion of that was probably sold onward as well. But what remains of the known Nazi hoard (none of which has been returned to the Jewish community) is worth no more than about $65 million according to the Brussels-based Tripartite Gold Commission, set up after World War II to return stolen gold to national treasuries. Recently the Clinton administration created a commission to sear ch for any Nazi funds that might have ended up in U.S. Federal Reserve vaults. "We have to be willing not only to focus the spotlight on Switzerland," says Under Secretary of Commerce Stuart Eizenstat. "We have to be willing to follow the trail of assets into our own treasury" (qtd. in Hirsh 47). This trail though, suggests that there is no huge stash of Nazi gold in Switzerland. The loot has scattered worldwide through numerous transactions and is probably irretrievable. Also, because so many banks were involved, the amount of gold left in Switzerland is probably negligible, contrary to what investigators have until now presumed. At this point the cost or returning the Nazi Gold to its rightful owners is not worth the trouble and inconvenience it would create. Documents released in recent months have made it clear that Swiss banks traded in looted Nazi-gold, and that Swiss businesses made a fortune selling arms to the Nazis. In a historical report published around May 9,1997, it was said that there was no evidence that the Swiss or other neutral countries knew that gold from the central banks had been smelted together with gold fillings, wedding bands, and other jewelry stolen from Holocaust victims (Sanger). But, Eizenstat found "incontrovertible evidence" that Swiss bankers knew they were trading in gold that Germany had looted from the treasuries of states it occupied, and also a handwritten ledger sheet from the Reichsbank showed a deposit of 29,996 grams of "dental gold" into a Swiss account (A harsh.

A Coral Competition at the Port Dickson Beach Essay

Last Summer Holiday was a splendid day to go to the beach, it was a hot sunny day. That afternoon while me and my sister were having ice-cream under a tall tree. Out of the blue, my father pop out in front of me holding a newspaper which gave me a big fright! My father say that he has great news! Which that he wants to bring us to Port Dickson, He showed us the news that referring to today Port Dickson is organizing an annual seashell collecting competition. Soon, we pack our stuff and head to Port Dickson as soon as possible! On the way to Port Dickson, I was watching the view of the sky. The sun was shining brightly in the sky, birds was flying out and about. Wow! Such Great View! After a few hours, we finally reach our destination. On the moment I stepped on the sand, I can feel the wind blew across me, I can hear children screaming and playing, I can smell the saltyness of the seawater. Later, father chose a nice spot to put our things while me and my sister beganing to change our clothings and headed to the waters. We have so much fun in the water. After an hour, it was time for the contest to begin. Me and my sister started to collect seashells around the beach. After a few hours of hardwork, we soon gather 10 buckets of seashells! Dad was so proud of us. When the marks have been pronounce, the judges spoke our names in 1st Place! Were so happy! We got a Beautiful Hamper and a trophy! In was evening, the sky had became orange pink. After we watched the sunset, we then packed our things and headed home. It was the best day I ever had in my entire life!

Competitiveness of Philippines in global map Essay

0.5% of world-wide GDP share implies Philippines is really an insignificant player in world economy in terms of economic output, and 95 millions population, about 1.5% of ~7 billion world population, means current productivity level is only one third of world average. This is a typical characteristic of developing Asian countries, i.e., high population but low economic production output. However, even if only comparing with average of developing Asian countries, including China, India, Indonesia, Malaysia, Pakistan, Singapore, South Korea, Sri Lanka, Taiwan, Thailand, Vietnam, the growth of Philippines’ GDP per capita is still significantly lagging behind in the past 20 years, and the gap is continuously widen since 2006. Philippines is at the stage of transitioning from factor driven economy to efficiency driven economy. What is promising for Philippines is that the global ranking of competitiveness among 144 countries is improving for the last three year, 85 – 75 – 65, and indices â€Å"Macroeconomic environment†, â€Å"Market size† are even among the top 40. The indices show â€Å"Labor market efficiency†, â€Å"Infrastructure†, â€Å"Health and primary education†, â€Å"Institution† and â€Å"Innovation† are area lagging behind. From the survey data of â€Å"The most problematic factors for doing business† in Philippines show government corruption, bureaucracy and policy instability are the most problematic issues businessmen are facing, other than inadequate infrastructure such as road, stable supply of electricity etc. I. Trade and Foreign Direct Investment in the Philippines Historically, the Philippines have been an important centre for commerce for centuries for its important location in south east Asia. Since 1980s, the Philippines have opened their economy to foreign markets, and established a network of free trade agreements with several countries. Some Philippines’ Import and Export Indicators and Statistics are list below: – Total value of exports: US$50.72 billion – Primary exports – commodities: semiconductors and electronic products, transport equipment, garments, copper products, petroleum products, coconut oil, fruits – Primary exports partners: US (17.6 percent of total exports), Japan (16.2 percent), Netherlands (9.8 percent), Hong Kong (8.6 percent), China (7.7 percent), Germany (6.5 percent), Singapore (6.2 percent), South Korea (4.8 percent) – Total value of imports: US$59.9 billion – Primary imports – commodities: electronic products, mineral fuels, machinery and transport equipment, iron and steel, textile fabrics, grains, chemicals, plastic – Primary imports partners: Japan (12.5 percent of total imports), US (12 percent), China (8.8 percent), Singapore (8.7 percent), South Korea (7.9 percent), Taiwan (7.1 percent), Thailand (5.7 percent) The United States is one of the Philippines top trading partners. In 2010, according to US Department of Commerce data, trade between the Philippines and US amounts to US$15.4 billion. US is also the Philippines largest foreign investor, with foreign direct investment close to US$6 billion at the end of 2009. As of 21st century, the country is member in several international trade organizations including the APEC, ASEAN and WTO, under the new Aquino administration, the government plans to open up the country to more foreign investment in industries such as business processing operations, mining and tourism. However, this move may be hindered by restrictions such a prohibition of foreign ownership of land and public utilities. Also foreign investment was also impact by the financial crisis in 2008-2009 period, historical foreign investment data, breakdown by industry and country are listed below: Net inflows of foreign direct investments (FDI) to the Philippines for the first two months of 2012 were $850 million, three times higher than the $335 million during the same period in 2011, showing a strong recovery of the foreign investment in Philippines. II. Basic Education System The former basic education system of the Philippines is composed of: 6 years of elementary education starting at the age of 6 or 7, and 4 years of high school education starting at the age of 12 or 13. In this system, high school education is not compulsory. A formal public education system structure is show below: Participation rate for elementary school in 2009 is 89.43%, go up to 89.89% in 2010. As for secondary school, 2009 is 59.86%, go up to 61.26% in 2010. For Kindergarten, 1.65 million children enrolled in 2010, participation rate of 75.72%, grow to 2.04 million, participation rate of 91.67%, in 2011. These numbers are not impressive even compared to Asian developing countries. As the country need to improve overall productivity, higher quality human resource is a must pre-requisite, more resource allocation to education is in top priority list of Philippines government. Since June 4, 2012, Department of Education started to implement the new K-12 basic educational system, which includes the new curricula for all schools including one year of kindergarten(for 5 years old), 6 years of primary education, 4 years of junior high school and 2 years of senior high school. In this system, basic education is now compulsory. Program implementation in public schools is being done in phases starting SY 2012–2013. Grade 1 entrants in SY 2012–2013 are the first batch to fully undergo the program, and current 1st year Junior High School students (or Grade 7) are the first to undergo the enhanced secondary education program. First cohort of K to 12 grade 6 and Grade 12 will graduate in 2018. III. Population and Workforce Population – 103,775,002 (July 2011 est.) Age group – 0-14 years: 34.6% (male 17,999,279/female 17,285,040) 15-64 years: 61.1% (male 31,103,967/female 31,097,203) 65 years and over: 4.3% (male 1,876,805/female2,471,644) (2011 est.) Population growth rate – 1.873% (2011 est.) Birth rate – 24.98 births/1,000 population (2011 est.) Death rate – 4.98 deaths/1,000 population (July 2011 est.) Urbanization – urban population: 49% of total population (2010) Major cities – population – MANILA (capital) 11.449 million Relatively young population, due to high birth rate, is one of the key force that push Philippines economic growth. This means sufficient young labor force supply to industries and also a big consumer market demand for young people. It is estimated that between 9.5 million to 12.5 million Filipinos work or reside abroad, these Overseas Filipino Workers, or OFWs, constitute 11% of the total population. In 2012, the Bangko Sentral ng Pilipinas (BSP), the central bank of the Philippines, expects official remittances from OFWs coursed through banks and agents to grow 5% over 2011 to US$21 billion, but official remittances are only a fraction of all remittances. Remittances by unofficial, including illegal, channels are estimated by to be 30 to 40% higher than the official BSP figure. OFW remittances represent 13.5% of the country’s GDP, the largest in proportion to the domestic economy. Philippines is considered having a highly skilled labor force, proficiency in English, and a constant stream of college-educated graduates entering the workforce. This attracts many foreign companies to set up operation here. Take one of the fastest growing industries in the country, Call center, as example, Call centers began in the Philippines as plain providers of email response and managing services, these have industrial capabilities for almost all types of customer relations, ranging from travel services, technical support, education, customer care, financial services, and online business-to-customer support, online business-to-business support. Due to its less expensive operational and labor costs, highly skilled labor force, the Philippines is overtaking India as the largest call center hub in the world. Reference 1. World Economic Forum. 2012. Global Competitiveness Report_2012-2013. [ONLINE] Available at: http://www.weforum.org/reports. [Accessed 25 November 12]. 2. Economy Watch. 2012. Philippines Trade, Exports and Imports. [ONLINE] Available at: http://www.economywatch.com/world_economy/philippines/export-import.html. [Accessed 25 November 12]. 3. Department of Trade and Industry, Philippines. 2012. Total Approved Foreign Direct Investments 1996-2009. [ONLINE] Available at: http://www.dti.gov.ph/dti/index.php?p=3. [Accessed 25 November 12]. 4. Slideshare. 2012. The State of Basic education. [ONLINE] Available at: http://www.slideshare.net/arangkadaph/state-of-education-in-the-philippines-2012. [Accessed 26 November 12]. 5. Department of Education, Philippines. 2012. The K to 12 Basic Education Program. [ONLINE] Available at: http://www.deped.gov.ph/default.asp. [Accessed 26 November 12]. 6. World Bank, Human Development Department, 2010. â€Å"Philippines Skills Report, Skills for Labor Market in the Philippines†, Report No. 50096-PH, March 2010. 7. Youtube video: Population in the Philippines, 2012. [Accessed 26 November 12]. Available at: http://www.youtube.com/watch?v=YatkDHzahWw&feature=relmfu. Filipinos Working abroad, 2012. [Accessed 26 November 12]. Available at: http://www.youtube.com/watch?v=At1OVpefZus&feature=relmfu. World Call Center Capital, 2012. [Accessed 26 November 12]. Available at: http://www.youtube.com/watch?feature=endscreen&v=kFBgauGCOEQ&NR=1,

Diversity in Toons essays

Diversity in Toons essays In comparing children's programs for their use of cultural diversity I watched several segments of Rugrats, Winnie the Pooh, and Out of the Box. The animated programs, Rugrats and Winnie the Pooh, dealt with diversity in much the same way. Out of the Box, however, was put together on a different level. The Rugrats is a delightful cartoon about a group of adventurous babies that are always getting into one thing or the other. The baby's personalities are all quite different and ones weakness is offset by another ones strengths. Tommy, a very intelligent, articulate, courageous, and compassionate one year old is the leader of the group. His best friend Chuckie is a neurotic two-year-old who is afraid of his own shadow! Phil and Lil, the twins from next door, look alike, think alike, and would follow Tommy Pickles to the ends of the earth. They love the adventures, the messier and scarier the better! They are the lovers of mud-pies, bugs, and moldy things. Tommy's older cousin, Angelica, rounds out the group as the spoiled rotten princess who bullies the babies and manipulates the adults. Angelica has one friend, other than the babies, a black girl her age named Susie who she is always in competition with. The adults in the show represent even more diverse groups. Tommy's Dad, Stu, is an absent-minded toy inventor who loves his son dearly but tends to let his preoccupation with his inventions rule his world. His wife, Didi, is your classic, practical, overprotective mother that is on a quest to be the world's most perfect mother. She, however, is completely unaware of just how much Tommy knows and understands. Tommy's Uncle Drew is a boring investment banker that dotes on Angelica and seriously believes that she is an angel. Aunt Charlotte, on the other hand, is the professional corporate type workaholic and assuages her guilt by lavishing Angelica with undeserved gifts. Betty Deville, Didi's best friend and the twin's mother, is a lou...

How a Cartoonist-for-Hire Can Get Your Books Point Across

How a Cartoonist-for-Hire Can Get Your Books Point Across How Cartoonists Can Turn Ordinary Books Into Something Memorable Nate Fakes is a professional syndicated cartoonist for MAD Magazine. His work has been published worldwide in greeting cards, newspapers, magazines, books, and numerous other places. As a cartoonist-for-hire and a book illustrator, you can  check out his profile on Reedsy. If you run across a cartoon, more than likely, you’ll notice it. No, trust me: you probably will. Think of the last time you didn’t pay attention to a cartoon? They pop-up on your social media feeds, on greeting cards, magazines, and - every so often- books. Cartoons get noticed and leave a lasting impression. You read them, hopefully, get a laugh, and they stick out like a sore thumb. (But unlike a sore thumb, cartoons can hurt from too much laughter.)When I talk about using cartoons, the first thing I hear at the end of the conversation is usually, â€Å"Wow! I never thought of using cartoons before. When you explain it, it all makes sense!†Cartoons work well in many mediums, and books are certainly no exception. Tony Robbins uses them in business and self-improvement books like Awaken the Giant Within. Jeff Kinney’s Diary of a Wimpy Kid series of middle-grade novels are structured around illustrations. They’re practically a mainstay in certain t ypes of how-to books. You’ll see them appear in memoirs, gift books, regional books, and†¦ I can go on and on.Using cartoons in your bookImages like cartoons can work wonders on your book, as long as they’re developed the right way, of course. Creating a cookbook? This cartoon could be a great segue into a chapter about using eggs.Most importantly, cartoons can help to humanize a dry topic. If you want to keep readers interested between chapters, a well-placed cartoon will add a much-appreciated burst of levity or humor. Creating a book about computers? A cartoon like this would work well if featured in a chapter about the frustrations of laptops.Give your social media channels a boostNow, more so than ever, cartoons are also a great marketing asset. They can add a lot of character to your website, blog, and social media; people will â€Å"like† and share them; they might even stick a good cartoon up on their fridge.A good example of this is a cartoon I created for 21st Century Fox and Super Bowl LI. They wanted a custom cartoon about the upcoming game and the new technology that was included. Their post that featured the cartoon had the highest number of views on their blog and - to this day- is still the most popular post of all-time.Actor George Takei has used over a dozen of my cartoons to help improve his social media presence. Currently, he’s up to over 10 million followers on Facebook. Here’s an example of how a cartoon can get shared by tens of thousands: The key is: cartoons get people talking. If the cartoon does its job well, it will get noticed - and whoever’s platform it’s featured on will get noticed, too.There are sites with cartoons available for licensing like Cartoonstock and Gag Cartoons, to name a few.Working with a Cartoonist-for-HireIf you really want to personalize your book, blog, newsletter, or social media project, consider hiring a professional cartoonist to create something unique. It’s a great way to enhance any publication with cartoons that are new and fresh. Cartoonists can take almost any idea and run with it. And if you get a true professional, think of this cartoon almost as a celebrity endorsement. They’re using their work to help your book. It’s not as affordable as licensing out cartoons, but it will add a certain quality to any manuscript.Costco used the  following custom cartoon that I created with my company, BizComics, to demonstrate how much people enjoy the free samples at their wholesale stores. The same concept can be applied toward your book.To go back to the first point I made in this post, answer this question: did you read the cartoons on this post? Thought so.A picture is worth a thousand words, right? So, give your fingers a break from typing and try a cartoon instead.Head to the Reedsy Marketplace for free quotes from Nate and other award-winning book illustrators. If you have any questions about cartoons in books, leave it in the comments and Nate will do his best to reply.

Big Dog & Little Dog's Performance Juxtaposition Assignment

Big Dog & Little Dog's Performance Juxtaposition - Assignment Example From the results of the Leadership Style Survey, I learned that I manifest and generally apply the democratic or participative style (score was 40) where I enjoin subordinates to provide inputs and communicate their thoughts, ideas, and comments in daily operations as they contribute towards the achievement of a unified organizational goal. From the survey, it was noted that â€Å"some of the best leaders operate out of the participative mode and use the other two modes as needed†. The score I generated for the authoritarian style was 32 and that for the delegative style was 27. I always believe that people become more motivated in the workplace setting when leaders encourage them to participate, not only by doing the responsibilities expected of them; but also by contributing thoughts, comments, insights on how they think current operations and performances could be improved. The leaders’ roles should take an encouraging and motivating stance to guide the subordinates towards the attainment of the organization’s mission, vision, and goals. I was actually expecting that the next leadership mode that I would exemplify was more of a delegative than authoritative style. However, the results indicate that I favor being autocratic than free-rein. Honestly, I believe that the best style would really depend on three factors: the personality of the leader, the personality of the subordinates, and the situation. The information would be useful as a guide for both personal and professional development in terms of focusing on the traits and characteristics that were deemed weak or that needs to be improved. For example, since the next leadership style manifested from the survey was the autocratic style, I could look into the areas that need to be adjusted or improved in terms of encouraging employees to contribute insights in the decision-making process, as needed; or delegating more tasks, as required. The end result should assist in improving not on ly me personal and professional development, as a leader but also the personal and professional development of the people I lead.