Impact Of Trade Relations On International Trade - 1485 Words

Most countries are dependant on international trade and the government plays a big role in this through forming their trade policy (Miller, 2010). In the past smaller countries have relied on trading with bigger nations, but in the mid-1960’s a lot of countries looked to pursue independence in their foreign policy. Even though we live in this new technological and global age, forming trade relations is vital to our economy. Every country has different trade policies which determine how trade occurs between themselves and other countries. The government has various roles in its policy and even though there is a lot of debate over what this should be exactly, the highest amount of benefits occur when they strive for free and open trade. The success of our countries economy in terms of both growth and development depends on the government’s commitment to its minimal role of encouraging international trade through forming closer economic relations. Trade Policy simply determines the rules and regulations by which goods and services are exchanged across countries borders. Regulations such as trade barriers include, but are not limited to; tariffs and quotas. A tariff increases the price of imported goods for consumers through the imposition of a tax. The government receives revenue from the tax while local producers benefit as they do not have to compete with low-priced foreign goods. A quota restricts the number of exports/imports a country can trade, which gives the localShow MoreRelatedInternational Relations Between Russia And India1556 Words   |  7 PagesManchester Manchester Business School BMAN70302 Research Methods RESEARCH PROPOSAL INTERNATIONAL RELATIONS BETWEEN RUSSIA AND INDIA AND ITS IMPACT ON THE IMPORT OF COAL Student Id – 9812013 Supervisor – Dr Laura Haar INTRODUCTION India and Russia shares a strong strategic, military, economic and diplomatic relationships post-cold war and even after the disintegration of the USSR. Initially this international relationship was based on 5 major elements: Politics, Defence, Civil, Nuclear energyRead MoreInternational Relations And American Foreign Policy1320 Words   |  6 PagesInternational Relations and American Foreign Policy are both strong qualities that help define America as a nation. Not only that, but a strong nation that has the reputation to not be trifled with. 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Analysis Of Nathaniel Philbrick s Mayflower - 1521 Words

Nathaniel Philbrick is an American author and novelist. He was born June 11, 1956 in Boston, Massachusetts but spent most of his early life in Pittsburgh, Pennsylvania where he grew up. He attended Brown and Duke Universities where he earned a BA in English and an MA in American Literature. Where he was born, what he studied in school, and where he currently resides (Nantucket, MA along with his wife Melissa) contribute greatly to his career. Philbrick used his acquired knowledge and experience from his schooling to become the award winning novelist he is today. He won National Book Award for Nonfiction, was a finalist for the 2007 Pulitzer Prize in History, and his book â€Å"Mayflower† was named one of the ten â€Å"Best Books of 2006† by the New†¦show more content†¦For many years and by many Americans the Battle of Little BigHorn was looked at as a valiant effort by brave Americans to fight for what they believed in under a well organized and successful com manding officer. Through the accounts in this book, Philbrick shows us this was not necessarily the case. Custer and his men went into the battle extremely too overconfident and he seriously underestimated the power of his opposing army. This overconfidence caused a great lack of proper preparation for the battle by the US army which ultimately helped lead to their demise in this battle. Other factors that contributed to this loss were the facts that Custer did not have such great command over some of his officers. Several of them purposely disobeyed orders and acted upon their own whims. One officer in particular, Sargent Reno, showed up to the battle drunk and was seen drinking from a flask of amber liquid. The confusion, disorder and underestimation of the enemy all lead to the chaos and massacre that ensued on Custer and his men. The fight between Custer’s men and the indians proved to be â€Å"a rout, a panic till the last man was killed.† Custer lead reckless charges down the hills and along the river and by Indian accounts, he was the first to be struck and killed. Without their leader so early in battle, the Seventh Cavalry was left in much disarray. A panic ensued among the men and according to

Lesson Plan for English free essay sample

Do we have any absentee today? | None, Sir! | Very good! I’m glad that you are all here. That is an indication that you are very willing to learn from our lesson today. | | Am I right, class? | Yes, Sir. | 4. Review| | Before we proceed to our new lesson today, let us have first a recapitulation. Who could still remember our previous lesson? | Sir, our previous lesson was about figures of speech. It is the use of words deviating the literal meaning of the words. | Very good! You were able to recall our lesson yesterday. I am pretty sure that you really learned from the discussion that we had yesterday. | A. Activities| | Alright! Class, let’s have a game. The first group is the row one and the second group is the row two. I have here two puzzles. You are going to arrange every piece of those into two big illustration boards for 60 seconds. (Teacher plays background music while the students do the activity)| Students do the activity. | Now, what do you see in the first picture? | Sir, I see a man standing beneath the trees. | Very good! What is he looking at? | Sir, he is looking at the flowers. | Excellent! Class, what do you think is the feeling of the man in the picture? Sir, I think the man is sad. | Very good! Now, let us have the second picture. What is depicted in the second picture? | Sir, the second picture depicts a flower? | Very good! Who can describe the flower? What kind of flower is that? | Sir, the flower is like a yellow bell. Sir, that flower is a daffodil. | Magnificent! All of you were able to describe what are being shown in the pictures. | | B. Analysis| | This time I am first going to group you into four for our activity today. Please, count one to 4. You can now go with your groupmates and find your respective places. What we will have today is a nice poem entitled â€Å"Daffodils† by William Wordsworth. Does anyone of you know something about the author? | Sir, William Wordsworth is an American poet who loves and uses nature as an external projection of his poetry. | Very good! | | | | 1. Unlocking of DifficultiesClass, before we proceed to the reading of the poem, let us first know the following unfamiliar words that you will encounter in the poem. I have here jumbled letters flashed on screen. You are going to guess what words are being described at the left side of the screen. . dnewra b. salve c. refultt d. dcjuno e. hoccu f. sbils g. osleidut| Students do the activity. Students’ expected answers: a. wander – walk, roam, travel b. vales – valleys, hills c. flutter – wave, dance d. jocund – joy, merry, gay e. couch – sofa, daybed f. bliss – great happiness or pleasure g. solitude – state of being alone| | | 2. Guide QuestionsAlrigh t! Now, let us read these questions for you to be guided as you go along with the reading of the poem. (1) What is the immediate effect upon the speaker of seeing the daffodils? 2) What does the phrase â€Å"bliss of solitude† mean? What does it suggest about being alone? (3) What contrast is shown between the title and the end of the poem? (4) Cite and identify some figures of speech in the poem. | Students read the questions. | | | 3. Reading ActivityAlright! Class, I will be the first to read the poem accompanied with the illustration on the powerpoint presentation. You are going to watch the illustration and understand what the poem would like to tell us. In our discussion later, each group is going to give its understanding about the poem. Group 1-first stanza; Group 2-second stanza; Group 3: third stanza; Group 4-fourth stanza) You also listen to the proper articulation of the words for you will read the poem afterwards. | Students listen. | | | (Teacher delivers the po em with the aid of the powerpoint presentation)| Students listen to the teacher while watching the presentation. | | | Alright! Did you like the poem? | Yes, Sir! | Now, it is your time to read the poem with feelings. | Students read the poem. | All of you were able to articulate the poem. Now, let us interpret the poem. I know that you have something in your mind about the poem. I will give you five minutes to have your brainstorming about the poem. In your brainstorming you will have to prepare your understanding about the stanza (Group 1-first stanza; Group 2-second stanza; Group 3: third stanza; Group 4-fourth stanza) You will also have to prepare your answers to the questions that you have read awhile back for the game that we will have later. Do I make myself clear in giving instructions? Alright! Your five-minute brainstorming starts now! At this juncture, I will call the representatives of each group to give their understanding about the poem. (Teacher elaborates the poem right after each group does. | Students listen. Yes, Sir! Students do the brainstorming. Students give their understanding about the poem. Students listen. | 4. DiscussionAlright! As I earlier told you, we are going to answer the guide questions in a form of game. These are the mechanics of the game. I will be giving the questions to all which you have just read awhile back. There sh ould be one member of each group who would raise his right hand after the word signal â€Å"GO† Whichever among the groups to raise the hand will be given five seconds to answer the questions. If the group would not be able to answer the question being asked to them, others could steal. Anyone from the group is entitled to give his answer provided that it supports or complements with the answer of his groupmates. Each answer is equivalent to one point. Whichever group gains the highest score would be the winner and given prizes. Is there any question with regards to the mechanics of the game? | Students listen. None, Sir! | Alright! Let us start the battle of the brains. | | What is the immediate effect upon the speaker of seeing the daffodils? Go! | (The group answers) Sir, the immediate effect to the speaker upon seeing the daffodils is that of joy. | Very good! What does the phrase â€Å"bliss of solitude† mean? What does it suggest about being alone? Go! | (The group answers) Sir, It suggests that there still joy in being alone. | Excellent! What contrast is shown between the title and the end of the poem? Go! | (The group answers) Sir, the contrast between the title and the end of the poem is that the title speaks of loneliness whereas the end speaks of happiness or pleasure. | Magnificent! Now, the poem is loaded with figures of speech. Go to the board, write and identify the lines that use them then identify the figures of speech used. Go! Students go to the board and write. | Alright! Now, let us see what you have written on the board. | | Let us have the first one, why do you think the line â€Å"I wandered lonely as a cloud† is used as simile in the poem? | Sir, it is simile because it compares two unlike objects. The man is compared to the cloud by using â€Å"as†. | Very good! What about the line â€Å"A host of golden daffodil†? | Sir, that line is a personification because it gives life to an inanimate object. The crowd or host of daffodil is being personified. | Magnificent! How about the line â€Å"Ten thousand saw I at a glance†? Sir, that is hyperbole because the statement is exaggerated. It is said there that the man saw ten thousand daffodils at a glance. | Excellent! What about the line â€Å"†Which is the bliss of solitude†? | Sir, that line is a paradox because the line contains contrasting ideas. It is said that there is happiness in being alone. | | | Very good! All of you were able to respond to the questions correctly. Let us now count the points of each group. Let’s see which group has gained the highest point. As I promised, I would give something to the group who performed very well. | | | | C. Abstraction/ Generalization| | Alright! Based on what we have discussed, what was the poem all about? | Sir, the poem was all about a man who found happiness in nature when he saw a bunch of daffodils. | Very good! Class, repeat! | Students repeat. | | | D. Application| | Alright! Class, This time you are going to present a dance in a poem as your activity. The stanza that you had explained earlier is the stanza that you will use in your presentation. Thereby creating one synchronized presentation coming from each group. The leaders of each group are the ones going to read the poem while the rest of the members are performing. The leaders of each group will also serve as judges. I will give five minutes for you to prepare your presentation. Is it clear, class? But before that let’s have first the criteria which will be the bases in grading your presentation. What are the criteria that you want to have in your presentation? | Students listen. Yes, Sir. Students respond. Possible Criteria for Dance in a Poem Group no. | Creativity30%| Delivery30%| Interpretation40%| Total100%| 1| | | | | 2| | | | | 3| | | | | 4| | | | | | Your five-minute preparation starts now. | Students prepare for their presentation. | | | Alright! Let us now witness the presentation of each group. | Students present their dance in a poem. | | | All of you were able to perform excellently the dance in a poem – Daffodils. Now, let’s see which among the groups had gained the highest points. | | E. Valuing| | Alright! Class, in your own experiences, how can you relate the message that you learned in the poem? | (Students’ answer varies)Sir, I learned that we can still find happiness in spite of being alone. | Very good! | | | | IV. EVALUATION| | Alright! To test if you really learned from our lesson today, get ? sheet of pad paper for a short quiz. Students get their papers. | | | Direction: Identify the figures of speech used in the following lines. ________1. â€Å"Which is the bliss of solitude†________2. â€Å"I wandered lonely as a cloud†. ________3. â€Å"A host of golden daffodils†¦Ã¢â‚¬ ________4. Fluttering and dancing in the breeze. †________5. â€Å"Ten thousand saw I at a glance. †________6. â€Å"Let’s go to war for peace. †________7. â€Å"The sun greeted me this morning. †________8. â€Å"I could sleep for a year. †________9. â€Å"Life is like an onion†. ________10. â€Å"Let’s start for an end. †| Students possible answer. 1. Paradox 2. Simile 3. Personification 4. Personification 5. Hyperbole 6. Paradox 7. Personification 8. Hyperbole 9. Simile 10. Paradox. | | | V. ASSIGNMENT| | For your assignment, show your appreciation for the joy experienced by the speaker in the poem by writing a diary entry about your feelings and understanding in the poem. | Students copy their assignment. | Is it clear, class? | Yes, Sir! | Do you have any question, class? | None, Sir! | Alright! If none, pick up the pieces of papers under your chair and be prepared for our closing prayer. | | Let’s have our closing prayer. | Amen! | Good day, class! | Good day, Sir! |