Fluent Essays

Use the building blocks PowerPoint to follow the direction in performing that on the given article Giugale - What Can Foreign Investment Please us APA formatting and DO NOT PLAGIARIZE. The rubric ,example, will be provided in attachments to help guide you. Please cite your references Unsatisfactory Limited Sufficient Excellent Quality of Writing, Proofreading, and APA Written responses contain numerous spelling errors. Uses longer statements and/or multiple sentences per bullet point. No citations or references are included. Written responses include some spelling errors. May have longer statements rather than simple phrases. Citations and references are not sufficient or in proper APA format. Written responses are largely free of spelling errors. Uses simple phrases. Abbreviations are mostly easy to follow. Proper APA citations are included. References include all assigned materials, but may contain some format errors. Written responses are free of spelling errors. Uses simple phrases. Abbreviations are easy to follow. Proper APA citations are included. References include all assigned materials and any additional materials in APA format. Organization Building blocks are not organized by topic or content. Formatting or lack of formatting makes it difficult to determine if categories were used. Categories may not be labeled, bulleted, or contain summary statements. Content within some categories has a logical relationship, but may be difficult to follow. Categories are labeled, bulleted, and the summary statements are easy to distinguish from the content. Content within most categories has a logical relationship. Visually pleasing. Looks professional. Categories are labeled, bulleted, and the summary statements are easy to distinguish from the content. Content within each category has a logical relationship. Use of Materials Does not cover all of the assigned materials. Covers all assigned materials. Critical Analysis in Category Development No integration of assigned materials; grouped by author/article. May use categories given by the instructor (taxes, regulation, lobby). Attempts to integrate assigned content yet keeps categories generic (pros/cons) or has some grouped by author/article. May have too few categories. Critical analysis produces specific categories, but does not integrate all assigned material well. Critical analysis integrates content into several specific categories. Categories are framed well with clarity and distinction. Category Summary Statements & Overall Conclusion No category summary statements or overall conclusion are given. Category summary statements may be limited to phrasing from the authors/articles. The overall conclusion may not be supported by the categories and summary statements. Category summary statements may vary from an interpretation of the content to exact phrasing of the authors. The overall conclusion draws from most of the categories and summary statements. Summary statements clearly interprets the content for each category. The overall conclusion draws from all categories and summary statements and answers – how are Business & #### related? Unsatisfactory Limited Sufficient Excellent Quality of Writing , Proofreading , and APA Written responses contain numerous spelling errors . Uses longer statements and/or multiple sentences per bullet point. N o citations or references are included. Written responses include some spelling errors . May have lo nger statements rather than simple phrases. Citations and references are not sufficient or in proper APA format . Written responses are largely free of spelling errors. Uses simple phrases. Abbreviations are mostly easy to follow. Proper APA c itations are included . References include all assigned materials , but may contain some format errors. Written responses are free of spelling errors. Uses simple phrases. Abbreviations are easy to follow. Proper APA c itations are included . References include all assigned materials and any additional materials in APA format . Organization Building blocks are not organized by topic or content. Formatting or lack of fo rmatting makes it difficult to determine if categories were used. Categories may not be labele d , bulleted, or contain summary statements . Content within some c ategor ies has a logical relationship , but may be difficult to follow. Categories are labele d , bulleted, and the summary statements are easy to distinguish from the content. Content within most c ategor ies has a logical relationship . Visually pleasing. Looks professional. Categories are labele d , bulleted, and the summary statements are easy to distinguish from the content. Content within each c ategory has a logical relationship . Use of Materials Does not cover all of the assigned materials. Covers all assigned materials. Critical Analysis in Category Develop ment N o integration of assign ed material s ; grouped by author /ar ticle . May use categories given by the instructor (taxes, regulation, lobby). Attemp ts to inte grate assigned content yet keeps cat egories generic (pros/cons ) or has some grouped by author /article . May have too few categories. Cr i tical analysis produces specific categories , but does not integrate all assigned material well . Critical analysis integrates content into several specific categories. Categories are framed well with clarity and distinct ion. Category Summary Statements & Overall Conclusion No category summary statements or overall conclusion are given. Category s ummary statements may be limited to phrasing from the authors /articles . T h e overall conclusion may n ot be supported by the categories and summary statement s. Cate gory s ummary statements may vary from an interpretation of the content to exact phrasing of the authors. The overall con clusion draws from most of the categories and summary statement s . Summary statements clearly interpret s the content for each category . T h e o verall concl usion draws from all cat egor ies and summary statements and answers – how are Business & #### related? Unsatisfactory Limited Sufficient Excellent Quality of Writing, Proofreading, and APA Written responses contain numerous spelling errors. Uses longer statements and/or multiple sentences per bullet point. No citations or references are included. Written responses include some spelling errors. May have longer statements rather than simple phrases. Citations and references are not sufficient or in proper APA format. Written responses are largely free of spelling errors. Uses simple phrases. Abbreviations are mostly easy to follow. Proper APA citations are included. References include all assigned materials, but may contain some format errors. Written responses are free of spelling errors. Uses simple phrases. Abbreviations are easy to follow. Proper APA citations are included. References include all assigned materials and any additional materials in APA format. Organization Building blocks are not organized by topic or content. Formatting or lack of formatting makes it difficult to determine if categories were used. Categories may not be labeled, bulleted, or contain summary statements. Content within some categories has a logical relationship, but may be difficult to follow. Categories are labeled, bulleted, and the summary statements are easy to distinguish from the content. Content within most categories has a logical relationship. Visually pleasing. Looks professional. Categories are labeled, bulleted, and the summary statements are easy to distinguish from the content. Content within each category has a logical relationship. Use of Materials Does not cover all of the assigned materials. Covers all assigned materials. Critical Analysis in Category Development No integration of assigned materials; grouped by author/article. May use categories given by the instructor (taxes, regulation, lobby). Attempts to integrate assigned content yet keeps categories generic (pros/cons) or has some grouped by author/article. May have too few categories. Critical analysis produces specific categories, but does not integrate all assigned material well. Critical analysis integrates content into several specific categories. Categories are framed well with clarity and distinction. Category Summary Statements & Overall Conclusion No category summary statements or overall conclusion are given. Category summary statements may be limited to phrasing from the authors/articles. The overall conclusion may not be supported by the categories and summary statements. Category summary statements may vary from an interpretation of the content to exact phrasing of the authors. The overall conclusion draws from most of the categories and summary statements. Summary statements clearly interprets the content for each category. The overall conclusion draws from all categories and summary statements and answers – how are Business & #### related? Business & College Responsibility · College is more your own responsibility; HS gets more help from teachers · In college, learning in the student’s job · In HS time is structured by others · HS repeatedly told about due dates, professors put it in the syllabus · No second chances in college · Success in college courses takes more time and effort than HS · Students are more independent in college · Professors get paid even if you don’t pass Summary: ​It is the students’ - and only the students’ accountability that will lead them to success. Purpose · Professors see courses as an opportunity to make your world richer and yourself stronger · HS is more test prep · In college you have professors, not teachers · The ability to communicate and get along with people are important job skills · Students should build a relationship with professors: Over time, students have stopped building relationships with professors Summary: ​College is knowledge-oriented and more purposeful to prepare students for the future, while HS is college/test prep Requirements · Citations are a must in college · College requires critical listening · HS is required, college is voluntary · HS has more flexibility on requirements. College has more choices, but little flexibility. Summary: ​The required skills for success are different in college. Conclusion: College requires the student to take the responsibility for learning. It is different in both expectation and experience than High School. Business & College Responsibility ? College is more your own responsibility; HS gets more help from teachers ? In college, learning in the student’s job ? In HS time is structured by others ? HS repeatedly told about due dates, professors put it in the syllabus ? No second chances in college ? Success in college courses takes more time and effort than HS ? Students are more independent in college ? Professors get paid even if you don’t pass Summ ary: It is the students’ - and only the student s’ accountability that will lead them to success. Purpose ? Professors see courses as an opportunity to make your world richer and yourself stronger ? HS is more test prep ? In college you have professors, not teachers ? The ability to communicate and get along with people are important job skills ? Students should build a relationship with professors: Over time, students have stopped building relationships with professors Su mmary: College is knowledge - oriented and more purposeful to prepare students for the future, while HS is college/test prep Requirements ? Citations are a must in college ? College requires critical listening ? HS is required, college is voluntary ? HS ha s more flexibility on requirements. College has more choices, but little flexibility. Summary: The required skills for success are different in college . Conclusion: College requires the student to take the respons i bility for learning. It is different in both expectation and experience than High School. Business & College Responsibility ? College is more your own responsibility; HS gets more help from teachers ? In college, learning in the student’s job ? In HS time is structured by others ? HS repeatedly told about due dates, professors put it in the syllabus ? No second chances in college ? Success in college courses takes more time and effort than HS ? Students are more independent in college ? Professors get paid even if you don’t pass Summary: It is the students’ - and only the students’ accountability that will lead them to success. Purpose ? Professors see courses as an opportunity to make your world richer and yourself stronger ? HS is more test prep ? In college you have professors, not teachers ? The ability to communicate and get along with people are important job skills ? Students should build a relationship with professors: Over time, students have stopped building relationships with professors Summary: College is knowledge-oriented and more purposeful to prepare students for the future, while HS is college/test prep Requirements ? Citations are a must in college ? College requires critical listening ? HS is required, college is voluntary ? HS has more flexibility on requirements. College has more choices, but little flexibility. Summary: The required skills for success are different in college. Conclusion: College requires the student to take the responsibility for learning. It is different in both expectation and experience than High School. Building Blocks An explanation of our critical thinking process using Legos 1 When you were a kid I bet you played with Legos. I used to have a box full of bricks and my favorite thing to do was pour out the bricks and see what jumped out at me. A door? I’d build a house. A tire? I’d build a car. I’d mix up the bricks and see if anything caught my eye, but I’d let the bricks tell me what to build. I wasn’t very good at it. 2 Some people would sort the bricks by color, regardless of size. They tended to finish a project because they were organized from the beginning. 3 Some people would sort by size, regardless of color. There are probably a million different ways to sort the bricks and everyone has a preferences. None are wrong, but some methods might be a better fit based on what you want to accomplish, your experience, and your perspective. 4 Let’s pretend for a moment these 9 bricks stood out to you. After sorting bricks by size and color, they asked to be used. 5 You could build a simple wall with all bricks in vertical alignment. 6 You could make a wider and shorter stack using the same 9 bricks. Same bricks, different structure. 7 Perhaps you want something more interesting. Using the same bricks, we can build a different structure. May be a pen for the horses. Regardless, the same 9 bricks can build a variety of structures. Same bricks, different outcomes. You decide the outcome based on your “vision” of the 9 bricks. 8 Back up and consider a different perspective… Imagine the Lego bricks (or building blocks) are actually the facts, key points, main concepts in each paragraph, etc. you would find in an article you read. Basically, anything you would highlight while reading the material. If you took those notes and wrote them on paper, they might appear to be a jumbled mess, much like the Lego bricks here. If we want to do something with these building blocks, we need to organize them. 10 Let’s organize the building blocks by theme or category. If we use the materials in our Expectations and Objectives Module, our categories might be 1) expectations of the teacher and 2) responsibilities of the student. That’s one way to organize the information. 11 Someone else might be more specific. Maybe they have 1) expectations of the HS teacher, 2) expectations of the college professor, 3) responsibilities of the HS teacher, 4) responsibilities of the college student. Doesn’t matter how you sort the building blocks. However, you need to be able to describe the blocks in the category. “All of these bricks are 2 x 2 and dark red. These are all 1 x 3 and tan.” Using our content…”These building blocks all show that the responsibility for learning falls to the college student, not the professor.” 12 If we take the building blocks we identified, you can build something. That is, use the single sentence summary of the category as your paragraph theme and the individual building blocks as supportive facts in the paragraph. 13 What you end up building may use the same building blocks as your neighbor, but the outcome may be entirely different. Why? Maybe your goal was different. Maybe you have different experiences, leading you to have different perspectives. Regardless, our job is look at the building blocks and figure out what needs to be built. 14 Critical Thinking with Legos Our 4 Step Process: Find the Legos. Identify the building blocks. This includes facts, paragraph topics, main ideas, and/or anything you’d highlight in the text. Sort the Legos into Groups. Group the building blocks by theme/topic. Describe the Lego Groups. Summarize the content of each group in one sentence. Build your Structure. Organize the one-sentence summaries to identify what you are concluding from the material. Why do we post building blocks for each module? Identifying the building blocks means you are reading the materials before class. You have to do the research on a topic. This shows you did. Organizing building blocks (sorting) is essential to critical thinking. You’re analyzing the information and trying to make sense of it. Summarizing the category in a single sentence is also part of critical thinking. You are analyzing the information in preparation for evaluation of the information. In class, you’ll evaluate the information. Each step builds on the previous. Revised Bloom’s Cognitive Taxonomy Cognitive Level Cognitive Process Create Designing something new; Generating, Planning, Producing Evaluate Making judgments; Checking and Critiquing Analyze Taking information apart and exploring relationship; Differentiating, Organizing, Attributing Apply Using procedural information in a new but similar situation; Executing, Implementing Understand Making sense of information; Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, and Explaining Remember Finding information; Recognizing, Recalling Building Blocks Sorting/Summarizing Discussions Sorting/Summarizing What Can Foreign Investment Really Do for Your Country? Marcelo M. Giugale 04/01/2014 11:00 am ET Updated Jun 01, 2014 When a respectable multinational company announces a new project in a poor country, it is usually a cause for celebration — especially when the project won’t hurt the environment and won’t corrupt public officials. These companies create jobs, pay taxes, and bring badly-needed foreign currency. More subtly, they use better technologies, spread their knowledge, and hire local firms to supply them. This, one hopes, makes everyone more productive, even those that have little or no contact with the newcomers. Think of an international clothing brand coming to your town to set up a factory and export top-end apparel, or a mining giant breaking ground near your village to mine for copper and sell it abroad. They generate benefits that go beyond their own businesses — in technical jargon, they generate “spill-overs” for the rest of the economy. So, sensible governments do their best to attract “foreign direct investment.” But, what evidence do we have that these spill-overs really exist? A new book edited by Thomas Farole and Deborah Winkler uses a database of some 25,000 firms from 78 developing countries to answer that question. [You can download the book for free here .] What they found is quite surprising: For the average developing country, in the short-term spill-overs exist but are mostly negative! Local firms that are not linked to the new foreign investment tend to suffer from it because they find themselves competing for scarce resources like skilled workers and electricity connections. It is only over time — two years or more — that the entry of foreign investors begins to benefit those who do not deal with them directly. Typical case: Workers, especially young workers, train up to the standards demanded by the foreign employers but become available to local industries too. Of course, not all foreign investment is the same as far as positive spill-overs are concerned. Mining shows fewer of them than agribusiness. Joint-ventures between foreigners and local entrepreneurs unleash greater and faster spill-overs than projects paid and run only by foreigners. So do projects that involve investors from neighboring countries — they probably know the receiving country better — and those who seek to create new markets — they are filling a vacuum. Predictably, countries with less education or larger technological gaps have a harder time extracting spill-overs from the foreign investment they pull in. This last point hints to the hard truth: what kind of impact foreign investment has on the overall economy ultimately depends on how good or bad your general business environment is. Things like low inflation, open trade, sufficient infrastructure, trainable workers, accessible finance, smart regulation, secure property rights, and a government that treats investors fairly, are all associated not just with more investment but also with more spill-overs. This explains why foreign investments in Chile’s mining, Vietnam’s agriculture, and Mauritius’s apparel have helped raise the productivity of workers and firms that operate outside those sectors. It gets more complicated. Today, most foreign investment is linked to something called “global value chains.” This is the idea that most of the products that consumers buy — say, cars — are made up of parts and designs produced in different countries and shipped across borders to a final assembly site. [NB: Now you know why speaking of an “American-,” “Japanese-“ or “Italian-made car” is no longer that meaningful.] And you can’t be part of a production chain if you can’t keep up with it. Imagine if your country manufactures the cars’ tires but, because of poor port maintenance or unexpected changes in rules at customs, you can’t be trusted to deliver the tires on time and on quality. Everyone else’s effort along the chain would be wasted. How long before they cut you off? Why would you be invited in the first place? You see, value chains force countries to rise up to a more-or-less common standard of efficiency. This is the real benefit of foreign investment. But it is also a warning: Foreign investors will put their money into your economy and invite you into their value chains only if your country can offer two conditions. First, there are enough local suppliers who can handle huge orders and can meet precise technical specifications — that is, there are enough large- and medium-size enterprises. These are not that common in the developing world, so economists advise latching at the section of the chain where it is technologically less challenging, and then “climbing” from there. Second, because these days foreign investment is so closely associated with exports, it tends to go where the government is sold on the merits of international trade, facilitates — or, at least, does not hamper — the flow of goods across frontiers, and lets honest businesspeople free to do honest business. In other words, when they decide whether to commit their capital, foreign and local investors think alike. APA Citation Giugale, M. M. (2014, April 1). What Can Foreign Investment Really Do for Your Country? [digital article]. Huffpost.com. Retrieved from https://www.huffpost.com/entry/what-can-foreign-investme_b_5069624