INTERPRETING : SECTORS OF THE ECONOMY

Sectors of the Economy Primary, Secondary, Tertiary, Quaternary, and Quinary By Matt Rosenberg, About.com Guide . A nation’s economy can be divided into various sectors to define the proportion of the population engaged in the activity sector. This categorization is seen as a continuum of distance from the natural environment. The continuum starts with the primary sector, which concerns itself with the utilization of raw materials from the earth such as agriculture and mining. From there, the distance from the raw materials of the earth increases. Primary Sector The primary sector of the economy extracts or harvests products from the earth. The primary sector includes the production of raw material and basic foods. Activities associated with the primary sector include agriculture (both subsistence and commercial), mining, forestry, farming, grazing, hunting and gathering, fishing, and quarrying. The packaging and processing of the raw material associated with this sector is also considered to be part of this sector. In developed and developing countries, a decreasing proportion of workers are involved in the primary sector. About 3% of the U.S. labor force is engaged in primary sector activity today, while more than two-thirds of the labor force were primary sector workers in the mid-nineteenth century. Secondary Sector The secondary sector of the economy manufactures finished goods. All of manufacturing, processing, and construction lies within the secondary sector. Activities associated with the secondary sector include metal working and smelting, automobile production, textile production, chemical and engineering industries, aerospace manufacturing, energy utilities, engineering, breweries and bottlers, construction, and shipbuilding. Tertiary Sector The tertiary sector of the economy is the service industry. This sector provides services to the general population and to businesses. Activities associated with this sector include retail and wholesale sales, transportation and distribution, entertainment (movies, television, radio, music, theater, etc.), restaurants, clerical services, media, tourism, insurance, banking, healthcare, and law. In most developed and developing countries, a growing proportion of workers are devoted to the tertiary sector. In the U.S., more than 80% of the labor force are tertiary workers. Quaternary Sector The quaternary sector of the economy consists of intellectual activities. Activities associated with this sector include government, culture, libraries, scientific research, education, and information technology. Quinary Sector Some consider there to be a branch of the quaternary sector called the quinary sector, which includes the highest levels of decision making in a society or economy. This sector would include the top executives or officials in such fields as government, science, universities, nonprofit, healthcare, culture, and the media. An Australian source relates that the quinary sector in Australia refers to domestic activities such as those performed by stay-at-home parents or homemakers. These activities are typically not measured by monetary amounts but it is important to recognize these activities in contribution to the economy.

BULLYING IN SCHOOLS

Bullying in Schools < 

By Ron Banks Educational Resource Information Center (U.S. Department of Education) Updated on Jul 15, 2013

Bullying in schools is a worldwide problem that can have negative consequences for the general school climate and for the right of students to learn in a safe environment without fear.
Bullying can also have negative lifelong consequences—both for students who bully and for their victims. Although much of the formal research on bullying has taken place in the Scandinavian countries, Great Britain, and Japan, the problems associated with bullying have been noted and discussed wherever formal schooling environments exist.
Bullying is comprised of direct behaviors such as teasing, taunting, threatening, hitting, and stealing that are initiated by one or more students against a victim. In addition to direct attacks, bullying may also be more indirect by causing a student to be socially isolated through intentional exclusion. While boys typically engage in direct bullying methods, girls who bully are more apt to utilize these more subtle indirect strategies, such as spreading rumors and enforcing social isolation (Ahmad & Smith, 1994; Smith & Sharp, 1994). Whether the bullying is direct or indirect, the key component of bullying is that the physical or psychological intimidation occurs repeatedly over time to create an ongoing pattern of harassment and abuse (Batsche & Knoff, 1994; Olweus, 1993). Extent of the Problem Various reports and studies have established that approximately 15% of students are either bullied regularly or are initiators of bullying behavior (Olweus, 1993).
Direct bullying seems to increase through the elementary years, peak in the middle school/junior high school years, and decline during the high school years. However, while direct physical assault seems to decrease with age, verbal abuse appears to remain constant. School size, racial composition, and school setting (rural, suburban, or urban) do not seem to be distinguishing factors in predicting the occurrence of bullying. Finally, boys engage in bullying behavior and are victims of bullies more frequently than girls (Batsche & Knoff, 1994; Nolin, Davies, & Chandler, 1995; Olweus, 1993; Whitney & Smith, 1993). Chracteristics of Bullies and VictimsStudents who engage in bullying behaviors seem to have a need to feel powerful and in control. They appear to derive satisfaction from inflicting injury and suffering on others, seem to have little empathy for their victims, and often defend their actions by saying that their victims provoked them in some way. Studies indicate that bullies often come from homes where physical punishment is used, where the children are taught to strike back physically as a way to handle problems, and where parental involvement and warmth are frequently lacking. Students who regularly display bullying behaviors are generally defiant or oppositional toward adults, antisocial, and apt to break school rules. In contrast to prevailing myths, bullies appear to have little anxiety and to possess strong self-esteem. There is little evidence to support the contention that they victimize others because they feel bad about themselves (Batsche & Knoff, 1994; Olweus, 1993).Students who are victims of bullying are typically anxious, insecure, cautious, and suffer from low self-esteem, rarely defending themselves or retaliating when confronted by students who bully them. They may lack social skills and friends, and they are often socially isolated. Victims tend to be close to their parents and may have parents who can be described as overprotective. The major defining physical characteristic of victims is that they tend to be physically weaker than their peers--other physical characteristics such as weight, dress, or wearing eyeglasses do not appear to be significant factors that can be correlated with victimization (Batsche & Knoff, 1994; Olweus, 1993).

Consequences of Bullying

As established by studies in Scandinavian countries, a strong correlation appears to exist between bullying other students during the school years and experiencing legal or criminal troubles as adults. In one study, 60% of those characterized as bullies in grades 6-9 had at least one criminal conviction by age 24 (Olweus, 1993). Chronic bullies seem to maintain their behaviors into adulthood, negatively influencing their ability to develop and maintain positive relationships (Oliver, Hoover, & Hazler, 1994).Victims often fear school and consider school to be an unsafe and unhappy place. As many as 7% of America's eighth-graders stay home at least once a month because of bullies. The act of being bullied tends to increase some students' isolation because their peers do not want to lose status by associating with them or because they do not want to increase the risks of being bullied themselves. Being bullied leads to depression and low self-esteem, problems that can carry into adulthood (Olweus, 1993; Batsche & Knoff, 1994). Perceptions of BullyingOliver, Hoover, and Hazler (1994) surveyed students in the Midwest and found that a clear majority felt that victims were at least partially responsible for bringing the bullying on themselves. Students surveyed tended to agree that bullying toughened a weak person, and some felt that bullying "taught" victims appropriate behavior. Charach, Pepler, and Ziegler (1995) found that students considered victims to be "weak," "nerds," and "afraid to fight back." However, 43% of the students in this study said that they try to help the victim, 33% said that they should help but do not, and only 24% said that bullying was none of their business.Parents are often unaware of the bullying problem and talk about it with their children only to a limited extent (Olweus, 1993). Student surveys reveal that a low percentage of students seem to believe that adults will help. Students feel that adult intervention is infrequent and ineffective, and that telling adults will only bring more harassment from bullies. Students report that teachers seldom or never talk to their classes about bullying (Charach, Pepler, & Ziegler, 1995). School personnel may view bullying as a harmless right of passage that is best ignored unless verbal and psychological intimidation crosses the line into physical assault or theft. Intervention ProgramsBullying is a problem that occurs in the social environment as a whole. The bullies' aggression occurs in social contexts in which teachers and parents are generally unaware of the extent of the problem and other children are either reluctant to get involved or simply do not know how to help (Charach, Pepler, & Ziegler, 1995). Given this situation, effective interventions must involve the entire school community rather than focus on the perpetrators and victims alone. Smith and Sharp (1994) emphasize the need to develop whole-school bullying policies, implement curricular measures, improve the schoolground environment, and empower students through conflict resolution, peer counseling, and assertiveness training. Olweus (1993) details an approach that involves interventions at the school, class, and individual levels. It includes the following components:An initial questionnaire can be distributed to students and adults. The questionnaire helps both adults and students become aware of the extent of the problem, helps to justify intervention efforts, and serves as a benchmark to measure the impact of improvements in school climate once other intervention components are in place. A parental awareness campaign can be conducted during parent-teacher conference days, through parent newsletters, and at PTA meetings. The goal is to increase parental awareness of the problem, point out the importance of parental involvement for program success, and encourage parental support of program goals. Questionnaire results are publicized. Teachers can work with students at the class level to develop class rules against bullying. Many programs engage students in a series of formal role-playing exercises and related assignments that can teach those students directly involved in bullying alternative methods of interaction. These programs can also show other students how they can assist victims and how everyone can work together to create a school climate where bullying is not tolerated (Sjostrom & Stein, 1996). Other components of anti-bullying programs include individualized interventions with the bullies and victims, the implementation of cooperative learning activities to reduce social isolation, and increasing adult supervision at key times (e.g., recess or lunch).
Schools that have implemented Olweus's program have reported a 50% reduction in bullying.ConclusionBullying is a serious problem that can dramatically affect the ability of students to progress academically and socially. A comprehensive intervention plan that involves all students, parents, and school staff is required to ensure that all students can learn in a safe and fear-free environment.ReferencesAhmad, Y., & Smith, P. K. (1994). Bullying in schools and the issue of sex differences. In John Archer (Ed.), MALE VIOLENCE. London: Routledge.Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School PSYCHOLOGY REVIEW, 23 (2), 165-174. EJ 490 574. Charach, A., Pepler, D., & Ziegler, S. (1995). Bullying at school--a Canadian perspective: A survey of problems and suggestions for intervention. EDUCATION CANADA, 35 (1), 12-18. EJ 502 058. Nolin, M. J., Davies, E., & Chandler, K. (1995). STUDENT VICTIMIZATION AT SCHOOL. National Center for Education Statistics--Statistics in Brief (NCES 95-204). ED 388 439. Oliver, R., Hoover, J. H., & Hazler, R. (1994). The perceived roles of bullying in small-town Midwestern schools. JOURNAL OF COUNSELING AND DEVELOPMENT, 72 (4), 416-419. EJ 489 169. Olweus, D. (1993). BULLYING AT SCHOOL: WHAT WE KNOW AND WHAT WE CAN DO. Cambridge, MA: Blackwell. ED 384 437. Sjostrom, Lisa, & Stein, Nan. (1996). BULLY PROOF: A TEACHER'S GUIDE ON TEASING AND BULLYING FOR USE WITH FOURTH AND FIFTH GRADE STUDENTS. Boston, MA: Wellesley College Center for Research on Women and the NEA Professional Library. PS 024 450. Smith, P. K., & Sharp, S. (1994). SCHOOL BULLYING: INSIGHTS AND PERSPECTIVES. London : Routledge. ED 387 223. Whitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. EDUCATIONAL RESEARCH, 35 (1), 3-25. EJ 460 708. « prev page 1 2 3 4 next page »

Grl W Clark:"US will take out Iraq, Libya, Syria... Iran"

Video Interview with General Wesley Clark “We’re going to take out seven countries in 5 years, starting with Iraq, and then Syria, Lebanon, Libya, Somalia, Sudan and, finishing off, Iran” General Wesley Clark. Retired 4-star U.S. Army general, Supreme Allied Commander of NATO during the 1999 War on Yugoslavia. Please, copy and paste this link below in your internet navigator to see the complete article: http://www.globalresearch.ca/we-re-going-to-take-out-7-countries-in-5-years-iraq-syria-lebanon-libya-somalia-sudan-iran/5166

THE INDY ARGENTINAS ECONOMY

THIS IS AN INTERESTING INTERVIEW TO AN ECONOMIST WHO, AS A FOREGINER HELPS US SEE OURSELVES AS WE WOULDN T LIKE TO BE SEEN BY OTHERS ENJOY IT http://www.argentinaindependent.com/currentaffairs/analysis/understanding-argentinas-economy-an-experts-view/

Awkward Social Situation

A very funny webpage related to the topic we are dealing with this week: "Dramatic Events" (CAE and CPE classes). Visit this site, it well worths reading: http://www.buzzfeed.com/samjparker/9-awkward-life-moments-we-need-rules-for

NARRATIVE ESSAYS EXCERPTS

Essential Elements of Narrative Essays ACTIVITY The following are excerpts of NARRATIVE ESSAYS . TASK 1 Read them and pick out phrases that a) could be used in other essays of the same type, b) show descriptions and sensory images Print and bring to class for discussion TASK 2 Choose one and continue it. You must write a development and an ending The focus of a narrative essay is the plot, which is told using enough details to build to a climax. Here's how: •It is usually told chronologically. •It usually has a purpose, which is usually stated in the opening sentence. •It may use dialogue. •It is written with sensory details and vivid descriptions to involve the reader. All these details relate in some way to the main point the writer is making. All of these elements need to seamlessly combine. A few examples of narrative essays follow. Narrative essays can be quite long, so instead of a full length example of an entire essay, only the beginnings of essays are included: Learning Can Be Scary This excerpt about learning new things and new situations is an example of a personal narrative essay that describes learning to swim. “Learning something new can be a scary experience. One of the hardest things I've ever had to do was learn how to swim. I was always afraid of the water, but I decided that swimming was an important skill that I should learn. I also thought it would be good exercise and help me to become physically stronger. What I didn't realize was that learning to swim would also make me a more confident person. New situations always make me a bit nervous, and my first swimming lesson was no exception. After I changed into my bathing suit in the locker room, I stood timidly by the side of the pool waiting for the teacher and other students to show up. After a couple of minutes the teacher came over. She smiled and introduced herself, and two more students joined us. Although they were both older than me, they didn't seem to be embarrassed about not knowing how to swim. I began to feel more at ease.” The Manager. The Leader. The following excerpt is a narrative essay from a story about a manager who was a great leader. Notice the intriguing first sentence that captures your attention right away. “Jerry was the kind of guy you love to hate. He was always in a good mood and always had something positive to say. When someone would ask him how he was doing, he would reply, "If I were any better, I would be twins!" He was a unique manager because he had several waiters who had followed him around from restaurant to restaurant. The reason the waiters followed Jerry was because of his attitude. He was a natural motivator. If an employee was having a bad day, Jerry was there telling the employee how to look on the positive side of the situation.” The Climb This excerpt from the climb also captures your attention right away by creating a sense of mystery. The reader announces that he or she has "this fear" and you want to read on to see what that fear is. “I have this fear. It causes my legs to shake. I break out in a cold sweat. I start jabbering to anyone who is nearby. As thoughts of certain death run through my mind, the world appears a precious, treasured place. I imagine my own funeral, then shrink back at the implications of where my thoughts are taking me. My stomach feels strange. My palms are clammy. I am terrified of heights.Of course, it’s not really a fear of being in a high place. Rather, it is the view of a long way to fall, of rocks far below me and no firm wall between me and the edge. My sense of security is screamingly absent. There are no guardrails, flimsy though I picture them, or other safety devices. I can rely only on my own surefootedness—or lack thereof.” Disney Land The following narrative essay involves a parent musing about taking her kids to Disney Land. “It was a hot sunny day, when I finally took my kids to the Disney Land. My son Matthew and my daughter Audra endlessly asked me to show them the dream land of many children with Mickey Mouse and Snow-white walking by and arousing a huge portion of emotions. Somehow these fairy tale creatures can make children happy without such “small” presents as $100 Lego or a Barby’s house in 6 rooms and garden furniture. Therefore, I thought that Disney Land was a good invention for loving parents.” The Sacred Grove of Oshogbo by Jeffrey Tayler The following essay contains descriptive language that helps to paint a vivid picture for the reader of an encounter with a man. “As I passed through the gates I heard a squeaky voice. A diminutive middle-aged man came out from behind the trees — the caretaker. He worked a toothbrush-sized stick around in his mouth, digging into the crevices between algae'd stubs of teeth. He was barefoot; he wore a blue batik shirt known as a buba, baggy purple trousers, and an embroidered skullcap. I asked him if he would show me around the shrine. Motioning me to follow, he spat out the results of his stick work and set off down the trail.” Playground Memory The first excerpt from, “Playground Memory”, has very good sensory details. “Looking back on a childhood filled with events and memories, I find it rather difficult to pick on that leaves me with the fabled “warm and fuzzy feelings.” As the daughter of an Air Force Major, I had the pleasure of traveling across America in many moving trips. I have visited the monstrous trees of the Sequoia National Forest, stood on the edge of the Grande Canyon and have jumped on the beds at Caesar’s Palace in Lake Tahoe. However, I have discovered that when reflecting on my childhood, it is not the trips that come to mind, instead there are details from everyday doings; a deck of cards, a silver bank or an ice cream flavor. One memory that comes to mind belongs to a day of no particular importance. It was late in the fall in Merced, California on the playground of my old elementary school; an overcast day with the wind blowing strong. I stood on the blacktop, pulling my hoodie over my ears. The wind was causing miniature tornados; we called them “dirt devils”, to swarm around me.” Christmas Cookies The second of the two narrative essay examples is an excerpt from “Christmas Cookies.” “Although I have grown up to be entirely inept at the art of cooking, as to make even the most wretched chef ridicule my sad baking attempts, my childhood would have indicated otherwise; I was always on the countertop next to my mother’s cooking bowl, adding and mixing ingredients that would doubtlessly create a delicious food. When I was younger, cooking came intrinsically with the holiday season, which made that time of year the prime occasion for me to unite with ounces and ounces of satin dark chocolate, various other messy and gooey ingredients, numerous cooking utensils, and the assistance of my mother to cook what would soon be an edible masterpiece. The most memorable of the holiday works of art were our Chocolate Crinkle Cookies, which my mother and I first made when I was about six and are now made annually.” Tips on Writing a Narrative Essay When writing a narrative essay, remember that you are sharing sensory and emotional details with the reader. •Your words need to be vivid and colorful to help the reader feel the same feelings that you felt. •Elements of the story need to support the point you are making and you need to remember to make reference to that point in the first sentence. •You should make use of conflict and sequence like in any story. •You may use flashbacks and flash forwards to help the story build to a climax. •It is usually written in the first person, but third person may also be used. Remember, a well-written narrative essay tells a story and makes a point.

PROPOSALS WRITING PROPOSALS AT C.A.E. LEVEL

WRITING PROPOSALS CA.E. If you want to work on the actual web page go to http://www.englishaula.com/en/cae-writing-part-1-proposal-cambridge-advanced-certificate-in-english.html Instructions After reading the exam question given, answer it by completing the spaces shown. Drag and drop or type the words given, to create the correct document. Exam question: Related document 1: 19:11 min.PROPOSAL Proposal for Improvements to the Library This proposal (1) ................. at how the library facilities at the international college library could be improved, bearing in (2)..................... that money is limited. It considers (3........................... aspects like the opening (4)........................... , the work (5)......................... and the condition of the resources and gives (6)......................... and recommendations as the . Firstly, one of the main (7)............................ with the library are the (8)....................... hours. Students can't always choose the hours they need to study and (9)....................... times they have to study at (10)....................... hours. The opening hours at present are (11)........................ short which makes it (12) for the students to use it. (13)....................... , the work space available is not (14)........................ . Often students have to cramp (15)........................ tight spaces to be (16)........................... to work, or sit on the floor. (7)...................... , the resources are extremely (18).............................. . There are very few computers with limited and out- (19).............................. software and the few books and (20)..................... there are are old and boring. It would (21).............................. great to have some English magazines. (22)........................ conclusion, without spending a lot of (23)...................... , the library could be made (24) more useful by making the opening hours (25)........................ , by making more space available so students can sit and work (26)......................... and if (27)................................... by purchasing a few English magazines and (28).................................... some more computers. Possible answers: moneyproblemspossiblemanycomfortablySecondlyhoursmuchFinallylongerlooksintomindmaybedifferentdatedopeningInsuggestionsspacebevideostoolimitedinconvenientdifficultenoughablefreeinstantlylatestconclusion FILL IN THE BLANKS AND WRITE THE PROPOSAL GO TO PAGE http://www.learnclick.com/cloze/show/2739