Differentiated Instruction Essay Example for Free

Differentiated Instruction Essay â€Å"What Is a Differentiated Classroom?† is the title of the first chapter of our course text. Below the title is a quote from Seymour Sarason’s â€Å"The Predictable Failure of Educational Reform.† The quote states: â€Å"A different way to learn is what the kids are calling for †¦.All of them are talking about how our one-size-fits-all delivery system – which mandates that everyone learn the same thing at the same time, no matter what their individual needs – has failed them. This is a powerful statement and one that admittedly paints an accurate picture of much of my teaching style coming into this course – â€Å"a one-size-fits-all delivery system. † My initial reaction to the opening statement was a bit defensive and off-putting. As I continued to read, I was momentarily validated when shortly afterwards I read that teacher’s often ask the question â€Å"How can I possibly divide time, resources and myself so that I am an effective catalyst for maximizing talent in all my students?† There are seemingly just too many needs and variables to reach the masses in a classroom. Teach to the middle seems to be a logical strategy. If we assume the 80-20 rule, we can reach 80% of the students fairly effectively with this methodology. Of the remaining 20 %, some portion of them should be able to glean part of the information. To be sure, I am available and encouraging of questions to assist in understanding. Additionally, I may grade an individual’s work with some reasonable variance. But other than some on-the-fly adjustments I may make to assignments as I see need that is the extent of my differentiation in t he classroom. SEEMS reasonable enough! Or should I say SEEMED reasonable enough!! The remainder of chapter one promptly provided a stern but inspirational slap-in-the-face. It offered a quick but stark contrast to my seemingly logical method of operation. A few of the â€Å"differentiation† concepts highlighted which served as motivation a prompted further reading: †¢Teachers begin where students are, not from the start of a curriculum guide †¢Teachers must be ready to engage students in instruction through different modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity †¢Teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one student’s road map for learning is identical to anyone else’s. †¢Teachers begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills. †¢It is difficult to achieve a differentiated classroom because there are few examples of them. (Tomlinson, 1999) With these thoughts as an introduction and tapping into my drive for continual improvement the stage was set for the course. Moving forward, I see in retrospect, what chapter one did for peeking my interest in differentiated instruction I believe the rest of the book, the course workbook and the course itself did for laying the foundation towards true implementation. The following are four lesson plans I have developed to begin the process of differentiating lessons for my students. The differentiated concepts utilized are Entry Points, Problem Solving, Sternberg’s 3 Intelligences and Extension Menu’s. These lessons, while unique in their methodologies, all reflect the underlying assumption of Differentiated Instruction (DI). And that assumption, as reflected in a graphic organizer in our course workbook, is that †¦.Differentiation is a response to the learner’s needs using learning profiles, interests and readiness in content, process and product. The first lesson constructed utilizes Howard Gardner’s â€Å"Entry Points† strategy. This lesson is designed to account for the various learning profiles of student’s and is based off of Gardner’s Multiple Intelligences theory. The major tenet of MI theory is that people learn, represent, and utilize knowledge in many different ways. These differences challenge an educational system which assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to educate and test student learning. According  to Gardner, the broad spectrum of studentsand perhaps the society as a wholewould be better served if disciplines could be presented in a number of ways and learning could be accessed through a variety of means.† The Multiple Intelligences postulated in this theory are: †¢Linguistic Intelligence The capacity to use oral and/or written words effectively. †¢Logical-Mathematical Intelligence the ability to effectively use numbers and to reason. †¢Spatial Intelligence the capacity to accurately perceive the visual/spatial world and create internal mental images. †¢Bodily-Kinesthetic Intelligence the ability to skillfully move ones body and to move and manipulate objects. †¢Musical Intelligence a sensitivity to and grasp of the elements of music. †¢Interpersonal Intelligence the capacity to perceive and distinguish moods, intentions, and feelings of others. and using simulations to learn about events, feelings and alternative strategies for behaving. †¢Intrapersonal Intelligence the ability to know ones self and act on the basis of that knowledge. †¢Naturalistic intelligence – the ability to recognize and classify plants, animals, and minerals including a mastery of taxonomies. (The Theory of Multiple Intelligences) Stemming from the MI theory is Gardner’s â€Å"Entry Point† strategy for education. According to this strategy, Gardner proposes student exploration of a given topic through as many as five avenues: Narrational (presenting a story), Logical-Quantitative (using numbers or deduction), Foundational (examining philosophy and vocabulary), Aesthetic (focusing on sensory features), and Experiential (hands-on). (Grants and Research Office) In utilizing the Entry Point strategy in the first lesson plan, students will explore and be introduced to the world of â€Å"new products and services through invention, innovation and discovery† via four of the five entry points listed: Narrational, Logical-Quantitative, Foundational and Aesthetic. The fifth entry point, Experiential, is included in the unit lesson and will be used as a summative experience. The differentiated design of this lesson taps into the multiple learning styles of students through a variety of processes. Teaching Strategies Entry Point Strategies for subject â€Å"New Products†: †¢Narrative: Students browse the internet searching for new products which have recently been introduced to the consumer. Student’s compile a list of their findings as they progress. †¢Logical/Mathmatic: Students gather statistics regarding the sales of a product over the products life cycle. Student’s then incorporate that statistical data into a graph via excel †¢Aesthetic: Students create a collage of new products along with the demographic who would utilize the product †¢Foundational: Entrepreneurship: Students view three of a possible five video clips on the role of Inventors/Innovators/Entrepreneurs and their connection to new products. Discussion to follow †¢Experiential: Field Trip to QVC to view new products as they are being displayed, advertised and sold The second of the four differentiated lessons centers on the essential question of â€Å"What is the Six Step Developmental Process?† The differentiated strategy employed in this lesson is based on Sternberg’s Triarchic Theory of Human Intelligence. I looked forward to putting this lesson together as Sternberg’s theory is one that resonates with me. Coming from the business management world, and being new to the vocation of teaching, I find much of my class instruction project based with a real world â€Å"practical† slant.  Additionally, as a manager in business, one is constantly striving to place the correct people in the correct roles within a company. Hiring’s, training, evaluations, promotions, firings, relocations are all a product of a manager’s evaluation of employees strengths, talents, weaknesses and deficiencies. When evaluating and placing individual’s the criteria often looked at are an employee’s analytical, cre ative and practical skills. This theory strikes me as a perfect correlation between educational/intellectual theory and real world application. A brief summary of Dr. Sternbergs Triarchic Theory of (Successful) Intelligence contends that intelligent behavior arises from a balance between analytical, creative and practical abilities, and that these abilities function collectively to allow individuals to achieve success within particular contexts. Analytical abilities enable the individual to evaluate, analyze, compare and contrast information. Creative abilities generate invention, discovery, and other creative endeavors. Practical abilities tie everything together by allowing individuals to apply what they have learned in the appropriate setting. To be successful in life the individual must make the best use of his or her analytical, creative and practical strengths, while at the same time compensating for weaknesses in any of these areas. This might involve working on improving weak areas to become better adapted to the needs of a particular environment, or choosing to work in an environment that values the individuals particular strengths (Plucker). As applied to the classroom, it is important to provide students with the opportunity to learn based off of their natural and stronger intellectual ability(ies). Too often, education has tried to fit everyone into the â€Å"Analytical† mold. However, it is to be noted, t eachers should also strive to provide the opportunity for students to learn subject material via their weaker intellectual ability as well so as to simultaneously develop intellectual learning abilities as well as a base of knowledge in a particular subject matter. Teaching Strategies Sternberg Based Strategies for lesson â€Å"Developing New Products – The Six Step Process†: †¢Analytical †¢Identify the Six Step Developmental Process in developing a new product. †¢Choose and research one of the product options given and cite how that product progressed through each of the six step process †¢Write a one page summary on your thoughts of the effectiveness of the Six Step Process in the development of the product you chose. Would you have followed the same process or deviated at any point? State why or why not and if you would have deviated state how and why. †¢Creative †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a fictional product that you would like to see invented †¢Assume the role of an inventor and take your fictional product through the Six Step Developmental Process. Describe the considerations and possible decisions made at each step. †¢Create a model of your product via a picture or prototype †¢Practical †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a product you use and find valuable in everyday life †¢ Assume you were the inventor/innovator of the product you described, describe some of the considerations and decisions you believe were made at each step of the Six Step Developmental Process. †¢In a presentation, show and demonstrate the product you have chosen and describe some of the elements of the Six Step Developmental Process you believe were critical in its development. The third of the four lesson plans has as its content the â€Å"Marketing Mix.† The essential questions the students are to acquire answers to and achieve understanding for center around the â€Å"Distribution† component of the Marketing Mix. The DI teaching strategy to be utilized in this lesson is that of â€Å"Problem Based Learning.† As with Sternberg’s Triarchic Theory of Learning this particular strategy also resonates strongly with me. Again, coming from the business world, I see great value in a Problem Based Learning approach. It is very often how business gets done. Answers to problems must be contemplated, researched, solutions designed, implemented, evaluated †¦process repeated. Taking both DI approaches a step further, I see that merging Sternberg’s theory with Problem Based Learning (PBL) is a way of maximizing the PBL approach. A quick summarization of PBL: Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with a situation that simulates the kind of problems they are likely to face as future managers in complex organizations. Problem-based learning is student-centered. PBL makes a fundamental shiftfrom a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach: †¢Learning takes place within the contexts of authentic tasks, issues, and problemsthat are aligned with real-world concerns. †¢In a PBL course, students and the instructor become co-learners, co-planners, co-producers, and co-evaluators as they design, implement, and continually refine their curricula. †¢The PBL approach is grounded in solid academic research on learning and on  the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. †¢PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning. (Purser) Below is a diagram located from the University of California, Irvine website. I found it succinct and anticipate it to be very helpful as I move forward in the implementation of Problem Based Learning in my classroom. WHAT: HOW? WHY? Student-centered Experiential Select authentic assignments from the discipline, preferably those that would be relevant and meaningful to student interests. Students are also responsible for locating and evaluating various resources in the field. Relevance is one of the primary student motivators to be a more self-directed learner Inductive Introduce content through the process of problem solving, rather than problem solving after introduction to content. Research indicates that â€Å"deeper† learning takes place when information is introduced within a meaningful context. Builds on/challenges prior learning If the case has some relevance to students, then they are required to call on what they already know or think they know. By focusing on their prior learning, students can test assumptions, prior learning strategies, and facts. The literature suggests that learning takes placewhen there is a conflict between prior learning and new information. Context-specific Choose real or contrived cases and ground the count in the kinds of challenges faced by practitioners in the field. Again, context-specific  information tends to be learned at a deeper level and retained longer. Problems are complex and ambiguous, and require meta-cognition Select actual examples from the â€Å"real life† of the discipline that have no simple answers. Require students to analyze their own problem solving strategies. Requires the ability to use higher order thinking skills such as analysis, synthesis, evaluation, and creation of new knowledge. Creates cognitive conflict Select cases with information that makes simple solutions difficult: while the solution may address one part of a problem, it may create another problem. Challenges prior learning as noted above. The literature suggests that learning takes place when there is a conflict between prior learning and new information. Collaborative Interdependent Have students work in small groups in order to address the presented case By collaborating, students see other kinds of problem solving strategies used, they discuss the case using their collective information, and they need to take responsibility for their own learning, as well as their classmates’. (Gallow) †¢What are the four components of the â€Å"Marketing Mix† and which component deals with the delivery of a product to the consumer market? †¢What are the three methods of distribution†? †¢How does the method of distribution a company selects impact availability to the consumer? Teaching Strategies â€Å"Problem Based Learning† Strategy for lesson on the Marketing Mix component of â€Å"Distribution†: †¢Problem/Scenario: In pairs, â€Å"Marketing Partners† will determine the best methodology to â€Å"DISTRIBUTE† the product assigned to their â€Å"Marketing Firm.† †¢Problems to solve/Questions to answer: †¢What distribution channels does the competitor use? †¢Create in table form your competitors names, distribution channels and relative success of the competitor †¢What distribution options are viable for your company? †¢Create in table form a list of all possible distribution channels for your product as well as the benefits and drawbacks of each channel †¢In email form, compose a letter to your Director of Marketing defining the three levels of distribution intensity (Intensive, Exclusive and Selective) and indicate which level you recommend utilizing and explain why. †¢Based on the distribution intensity strategy you selected, create a data base (excel or word using tables) of at least 10 stores that may be a good fit to carry your product. Database should include the prospects: name, address, phone number, email and a short list of products carried. †¢Create a â€Å"Marketing Proposal Presentation† to deliver to your co-workers (class) which outlines your proposed distribution plan. The fourth lesson plan created and to be implemented as part of my new-and-improved DI Classroom of the future will utilize the strategy of Extension Menus. This lesson, as with the previous lesson, will have as its content the â€Å"Marketing Mix.† However, the focus and essential questions will center on the concept of â€Å"Promotion.† I see the significance and benefits of extension menus as many. Among the value points of extension menus is that they can be created to meet student needs using all three of the discussed vehicles: Learning Profiles, Interest and Readiness. In researching and then summarizing Extension Menus I have summarized the key elements in bullet form: Definition of Extension Menu An extension menu is an array of independent learning activities to provide students with choices for extending or enriching the essential curriculum. Purposes of Extension Menus †¢Enrich or extend the essential curriculum †¢Challenge the abilities of highly able students †¢Provide alternative activities that address the differing abilities, interests, or learning styles of students Advantages of Extension Menus †¢Can be written for any curriculum area †¢Provide rigorous and challenging learning activities for highly able students †¢May be tiered to accommodate all levels of instruction in the classroom †¢Can be used to target specific learning activities for an individual student or group of students †¢Allow student choice as well as challenge †¢Encourage the development of independent thinkers †¢Allow the teacher to monitor students’ choices and behaviors to learn more about their interests, abilities and learning styles †¢Promote student use of higher level thinking skills †¢ Promote flexible grouping in the classroom †¢Allow the teacher to be a facilitator Varied Uses of Extension Menus †¢Follow-up activity after a lesson †¢Culminating activity at the end of a unit †¢Anchoring activity (defined by Carol Ann Tomlinson as, â€Å"meaningful work done individually and silently especially when children first begin a class or when they finish assigned work †¢Learning center for enrichment and/or extension of the curriculum †¢Independent activity for students who have compacted out of specific curricular objectives or who have completed their work (Byrdseed, 2009-1012) Below is an Extension Menu I came across in my research. It will serve as a model moving forward. I thought it appropriate to include as an illustration of excellence. Tic-Tac-Toe Menu Collect Facts or ideas which are important to you. (Knowledge) Teach A lesson about your topic to our class. Include as least one visual aid. (Synthesis) Draw A diagram, map or picture of your topic. (Application) Judge Two different viewpoints about an issue. Explain your decision. (Evaluation) Photograph Videotape, or film part of your presentation. (Synthesis) Demonstrate Something to show what you have learned. (Application) Graph Some part of your study to show how many or how few. (Analysis) Create An original poem, dance, picture, song, or story. (Synthesis) Dramatize Something to show what you have learned. (Synthesis) Survey Others to learn their opinions about some fact, idea, or feature of your study. (Analysis) Forecast How your topic will change in the next 10 years. (Synthesis) Build A model or diorama to illustrate what you have learned. (Application) Create An original game using the facts you have learned. (Synthesis) Memorize And recite a quote or a short list of facts about your topic. (Knowledge) Write An editorial for the student newspaper or draw an editorial cartoon. (Evaluation) Compare Two things from your study. Look for ways they are alike and different. (Analysis) (schoolloop.com) For my first crack at Extension Menus I am offering a choice between three options. The projects assume a given level of â€Å"Readiness† as they are culminating exercises. â€Å"Interest† and â€Å"Learning Profiles† are tapped into as the choices offered are through the mediums of graphics (brochure), audio recordings (radio announcement-recorded or recited) or writings (public relations article). Additionally, the exercises also tap in Sternberg’s Triarchic Theory by meeting â€Å"Creative† and â€Å"Practical† components. †¢What are the four components of the â€Å"Marketing Mix† and which component deals with making the public aware of a business’ products or services? †¢What are the various methods of â€Å"Promotion†? †¢How do promotional activities influence consumers? Teaching Strategies Extension Menus for lesson on the Marketing Mix component of â€Å"Promotions†: Following unit lesson regarding the â€Å"Promotions† aspect of the Marketing Mix, students will be provided the opportunity to select one of three extension projects to demonstrate their knowledge of the subject. The basic nature of each assignment will vary to allow students the opportunity to select a methodology in which they are more inclined. The students will create either an artistic, written or verbal/kinesthetic product. †¢Extension Menu Project An entertainment group has just booked a three week engagement at your cities convention hall. Your marketing firm is one of two firms being considered to promote this event. You have been tasked to provide a sample marketing piece to win the job. Choose one of the following methodologies and create a â€Å"Promotional† piece for this event. Details of the event will be distributed. †¢Tri-fold Brochure: Using â€Å"Word† or a similar program, create a tri-fold brochure which pictures the entertainment groups major events and as well as various features of their business. †¢Public Relations Article: Using †Word,† create an article publicizing the coming of the entertainment group to your city and generate a â€Å"buzz† that will draw attendance to the various events. †¢Radio Announcement: Using a recording program, create a radio advertisement announcing the coming of the entertainment group to your city and highlight several of the main events. Also promote your station’s on-site appearance at one of the events. OR Write your radio announcements and perform them live for the class. As the saying goes †¦.†If you’re not moving forward – you’re moving backwards!† The challenge for us in this course, through classroom instruction, discussion, exercises, text readings and research, is to move forward in our instruction by way of transitioning from traditional methods of instruction to differentiated methods. I came into the course skeptical. I exit via this LEP project as encouraged and inspired. We talked about starting small and moving towards the greater goal. With these lesson plans and the tools acquired during class/research the foundation of a start have been laid. Works Cited (n.d.). Retrieved July Wednesday, 2012, from schoolloop.com: http://pps-pajaro-ca.schoolloop.com/file/1303568322190/1312697332954/8516106516570643153.pdf Byrdseed, I. (2009-1012). Byrdseed. Retrieved July Wednesday, 2012, from Offer Choice with Extension Menus: http://daretodifferentiate.wikispaces.com/file/view/Extension+Menu+directions+9.1.04.pdf Gallow, D. .. (n.d.). University of California, Irvine. Retrieved July Tuesday, 2012, from Problem-Based Learning Faculty Institute: http://www.pbl.uci.edu/whatispbl.html Grants and Research Office. (n.d.). Retrieved July Monday, 2012, from Applying Research to Practice:

Tetanus Essays -- Health, Diseases

Introduction Clostridium tetani more commonly known as Tetanus is an acute infectious disease. Tetanus is not contagious and is a neurotoxin produced by Clostridium tetani. It is characterized by muscular spasms that mainly involve the voluntary muscle groups. Tetanus can affect horses, goat, swine, cat, dog, sheep, cattle and many other domestic animals. In cattle the disease is relatively rare, but in some cases can spread through a herd causing substantial economic loss. Clostridium tetani is a gram-positive anaerobic bacteria that can be found in the soil, intestines of many animals and therefore it is also naturally found in the feces of most animals. Tetanus is more common during warmer months and less common during the colder months when the ground is frozen. Tetanus enters the body through a wound, most commonly in cattle via a castration site or umbilical location of a newborn calf. History Tetanus is one of the earliest recognized diseases and was known and described by Hippocrates in the 6th century B.C. (Gibbons et. al, 1970) In 1844 scientist were able to produce tetanus in a rabbit. They had taken material from a human that died from the disease and injected into the rabbit. (Jensen et. al, 1973) Soon after the disease was produced in guinea pigs, mice and rats, this was accomplished by inoculating them with garden soil. (Gibbons et. al, 1970) It was not until 1889 that Clostridium tetani was cultured. Etiology Clostridium tetani is gram-positive, anaerobic bacteria that have poor motility and the ability to bear spores. The spores are strongly resistant to heat, light and drying and may survive in soil and feces for months to years. When the spores are allowed to be in contact with direc... ...g the skin. Vaccinations that protect against Clostridium tetani are also available. Treatment Without treatment the affected cattle may die in three to ten days and even so the mortality rate it sixty percent. In order to treat these animals they must be tranquilized. Penicillin or another antibiotic must be administered to halt bacterial multiplication and production on toxins. (Thomas et. al, 2009) Since the animals muscles will be in spasm and very rigid they will be unable to eat or drink, treatment must also include means of supportive care. This may be accomplished by giving intravenous fluids or force feeding via stomach tube. The supportive treatment must be maintained until the signs of muscle spasms have diminished and the animal regains control over its body. This may take as long as one to four weeks. (Thomas et. al, 2009)

Physical Condition Of Nepal Essay

Nepal is an independent democratic nation. The country is bordering between two big countries like China and India. It is developing country where the socio-economic status of the people is very low. The economic growth of the country has not improved substantially. According to the CBS, 2001. The total population is Nepal 23151423 where (11-587502) 50.06 percent are female and (11563921) 49.94 percent are male. It. means that women constitutes more than half of the population in Nepal. GEOGRAPHICAL MAP OF NEPAL In the national development, women play vital role, male dominated country females are considered low standard and of less value. Literacy rate differs vastly. 42.5 percent women are literate and where 65.1 percent men are literate. According to the CBS report, 2001. But in recent years people have started realizing the importance of women role and participation in the economy as well as social and developmental activities. So without women participation development goals can not be fully attained. Therefore we can say that men and F women are two pillars of the development. In recent world scenario, women have been actively participating in the political and social aspect. The voice of equality for men and women was raised first in the western countries, after the analytical revolution the women of these countries demanded equal rights for them. NATIONAL FLAG OF NEPAL Nepal is a multi language, multi culture, multi religion, and multi parti system country. There are many language and many culture but they believe in every language and culture each other. Tourism is about the movement of people. Tourists are the outside who travel away from their usual environment. They are from different countries, culture, tradition and  interest. Therefore, every tourist brings his own culture with him/her and there is a meeting of more than two cultures in tourism. Since, tourism is the hospitality or service industry, we are expected to behave as per liking, interest and style of the tourists. NEPALESE CULTURE Culture is tourism’s main attraction. Without culture, every place would be seen ironically the same. Without different culture heritage, the places around the world would have little to offer that could attract the purpose of tourism. The cultures of different countries can vary greatly to attract people from a particular country, which is important to know cultural differences. The choices of interest of determined by the age, sex, culture and nationality such as children are interested to play and enjoy, young generations like to be informal and take part in adventure activities where older generations are more disciplined, formal and enjoy cultural tours. An isolated, agrarian society until the mid-20th century, Nepal entered the modern era in 1951 without schools, hospitals, roads, telecommunications, electric power, industry, or civil service. The country has, however, made progress toward sustainable economic growth since the 1950s and is committed to a program of economic liberalization. Nepal has used a series of five-year plans in an attempt to make progress in economic development. It completed its ninth economic development plan in 2002; its currency has been made convertible, and 17 state enterprises have been privatized. Foreign aid accounts for more than half of the development budget. Government priorities over the years have been the development of transportation and communication facilities, agriculture, and industry. Since 1975, improved government administration and rural development efforts have been emphasized. Agriculture remains Nepal’s principal economic activity, employing 80% of the population and providi ng 37% of GDP. Only about 20% of the total area is cultivable; another 33% is forested; most of the rest is mountainous. Rice  and wheat are the main food crops. The lowland Terai region produces an agricultural surplus, part of which supplies the food-deficient hill areas. Economic development in social services and infrastructure has not made dramatic progress due to GDP dependency on India. A countrywide primary education system is under development, and Tribhuvan University has several campuses. Please see Education in Nepal for further details. Although eradication efforts continue, malaria had been controlled in the fertile but previously uninhabitable Terai region in the south. Kathmandu is linked to India and nearby hill regions by road and an expanding highway network. The capital was almost out of fuel and transport of supplies caused by a crippling general strike in southern Nepal on February 17, 2008.[2] Major towns are connected to the capital by telephone and domestic air services. The export-oriented carpet and garment industries have grown rapidly in recent years and together now account for approximately 70% of merchandise exports. Nepal was ranked 54th worst of 81 ranked countries (those with GHI > 5.0) on the Global Hunger Index in 2011, between Cambodia and Togo. Nepal’s current score of 19.9 is better than in 2010 (20.0) and much improved than its score of 27.5 in 1990.[3] Currency 1 Nepalese Rupee (NPR) = 100 paisa Fiscal year 16 July – 15 July Trade organizations WTO Statistics GDP $35.81 billion (2010 est.) GDP growth 4.6% (2010 est.) GDP per capita $1,200 (2010 est.) GDP by sector agriculture (40%), industry (20%), services (40%) (2002 est.) Inflation (CPI) 8.6% (September 2010 est.), 10.6% (October 2011 est. source: myrepublica.com) Population below poverty line 24.7% (2008 est.) Main industries Tourism, garment, food and beverages, metal manufactures, herbs. Ease of Doing Business Rank 107th[1] External Exports $849 million (2009) f.o.b.; note – does not include unrecorded border trade with India (2008) Export goods carpets, clothing, leather goods, jute goods, grain, herbs, tea Main export partners European Union 42.5%, United States 8%, Bangladesh 6.04%, Germany 5% (2009) Imports $5.26 billion f.o.b. (2008) Import goods Petroleum Products, Gold, Machinery Main import partners India 57%, China 13% (2009) Public finances Revenues $3 billion (FY 2010) Expenses $4.6 billion (FY 2010) The Nepali government has decided to bring timely changes to the country’s coat of arms and bring it into force on Dec. 30, the National News Agency RSS reported on Monday. According to the RSS, the new coat of arms is based on the people’s supremacy, the distinguished identity of the nation, national unity and self-pride. It was developed jointly by artists Nabindra Man Rajbhandari, Himayala Gautam and Krishna Shrestha. Approved by the meeting of the Council of Ministers held on Dec. 14, the coat of arms is made up of the national flag, the symbol of nationality; the world’s highest peak, Mt. Qomolangma; green hills symbolizing the hilly region; woman and man joining hands with one another to symbolize gender equality; yellow  color symbolizing the fertile terai region; a garland of national flower laligurans or rhododendron; paddy ears on the top and a red ribbon with the letters in white reading â€Å"mother and motherland are greater than heaven† in the bottom. Nepal is a secular state under the Interim Constitution, which was promulgated on January 15, 2007. The Interim Constitution provides for freedom to practice one’s religion. The Interim Constitution also specifically denies the right to convert another person. The now-defunct constitution of 1990, which was in effect until January 15, 2007, described the country as a â€Å"Hindu Kingdom,† although it did not establish Hinduism as the state religion. The Government generally did not interfere with the practice of other religious groups, and religious tolerance was broadly observed; however, there were some restrictions. The Government took positive preliminary steps with respect to religious freedom during the period covered by this report, and government policy contributed to the generally free practice of religion. The Interim Parliament, through the Interim Constitution, officially declared the country a secular state in January 2007; however, no laws specifically affecting freedom of religion were changed. Nonetheless, many believed that the declaration made it eas ier to practice their religion freely. However, members of minority religious groups occasionally reported police harassment. Authorities limited the location of and otherwise restricted many public celebrations by the Tibetan community, especially those with political overtones. Adherents of the country’s many religious groups generally coexisted peacefully and respected places of worship, although there were reports of societal abuses and discrimination based on religious belief or practice. Those who converted to another religious group at times faced violence and occasionally were ostracized socially but generally did not fear to admit their affiliations in public. Nepal is moving forward to become the newest republic of the world. After more than 200-years-long Monarchy, Nepal is finally becoming the country ruled by the general people instead of the kings and queens. Nepal has always faced political turmoil. This beautiful country, located in Himalayas in Asia, has very unstable political condition. The recent changes that have shaken Kathmandu with powerful voices, the commitment of leaders toward democracy and public right gives a hope that Nepal is finally moving toward democracy after the 200 years of bureaucracy and political turmoil.  The April revolution of 2006 changed the face of Nepal. It was able to end the decade-long guerilla warfare of Maoist and was successful to bring them into peace into this war-torn country. The Maoist was regarded as one of the big parties and was also offered good proportion of seats on the parliament. The parliament which was formed after the revolution deducted much of the power of the king and took away his authority and power over the military and the administration. An interim administration said he must pay taxes, placed the army under civilian control and removed his image from the 500-rupee note, replacing it with Mount Everest. The main purpose of the Maoist insurgents was to overthrow the Monarchy system from Nepal which has been deeply rooted in Nepalese society both culturally and politically making the political view of Mao Tse-tung, the communist leader of china, the communist party, Maoist, came to main political frame and the parliament after the revolution of 2006. On the Constituent Assembly elections conducted on April 10th, Maoist emerged as the biggest party of Nepal securing 220 seats of parliament while the biggest parties of Nepal, Nepali Congress only won 110 seats which shocked the entire nation as well as the whole world. With overwhelming support and che ers, the first sitting of the constituent Assembly collectively declared the country a Republic late on Wednesday night making Nepal the World’s newest republic and making the king a general, ordinary citizen. In the context of implementing a Republic in the country, the CA meeting directs the then king residing at the Narayanhiti palace and the private secretariat structure ordering him to leave within 15 days. A new Government will soon be formed and Nepal will be having its first president ever and as Maoist have won the election it is for sure that the first president of Nepal will be a Communist leader who is supposed to be the chairman of Maoist party of Nepal known as Prachanda. Nepal will have to face many hurdles even though Nepal has revived itself as a Republic country but people still have fear in their hearts about the condtion that will grow when Maoist will have their government and they fear how things are going to be on the coming days. But for the moment, much of Nepal enjoys and cheers for becoming the worlds new-born Republic country. Pokhara is a remarkable place for natural beauty at an altitude of 827 m above mean sea level & 200 km west of Kathmandu. This city is ever known  as a real paradise in Earth. The Valley is filled with swift flowing river and dotted with clear gleaming lakes. It is blessed with the back drop is the most dramatic sceneries in world. A 140km of panoramic Himalayan ranges seem close enough to be touched. But also can be felt. The magnificence of the Himalayas rising behind the lake create an ambience of peace & magic, popular for water rafting, Kayaking and trekking expeditions following the unification of Nepal in 1769. It took a shape of permanent bazaar (small town). Newar migrants from Kathmandu Valley established business and introduced new architecture design of the city. It grew as a catering place to caravan traders with limited infrastructure facilities located at the break of bulk point along the trans-Himalayan trade routes. Pokhara is a very beautiful natural place. It is rich in natural beauty, it is lies in western develop region of Nepal. Pokhara is a very famous city in Nepal. Many foreigner visit Pokhara to see it natural beauty. Pokhara is develop city. There we can get all facility The highest peak of the world Mount Everest is situated in Solukhunmbu District of Sagarmatha Zone. It is known by the name Sagarmatha in Nepal. It is located 27 ° 59†² North latitude, 86  ° 55†² East longitudes. The official height of this peak is 8848 meters. The temperature lies below 0 °c at the summit. Mount Everest was named after Sir George Everest who discovered this peak for the first time. It is very difficult to climb up this mountain because oxygen contained in air becomes lesser as the height increases then it will be difficult to breathe so the climbers take oxygen along with them. Carrying oxygen only also is not enough to climb this peak. You need the special practice that is Acclimatization. In this process a person goes to certain height and come down again so his/her body get used to the reduced oxygen content of the air. It is necessary for the safety climbing. Climbers acclimatize by ascending slowly; resting one day for every 1,000 feet they clim b in one day. On May 29, 1953, Tenzing Norgay Sherpa of Nepal & Edmund Percival Hillary of New Zealand climbed to the summit of Everest for the first time while the first woman to climb it is Junko Tabei of Japan. She succeeded her trip on 16 May, 1975. Chitwan District is one of the seventy-five Districts og Nepal, a landlocked country of South Asia. The district is in the western part of Narayani Zone with Bharatpur, the seventh  largest city of Nepal, as its district headquarters. It covers an area of 2,218 km ² and in 2001 had a population of 472,048 people. Bharatpur is a commercial and service centre of central south Nepal and merger destination for higher education, health care and transportation of the region. The district takes its name from the Chitwan Valley, one of Nepal’s Inner Terai valleys between the Mahabharat and Siwalik ranges, both considered foothills of the Himalayas. Narayanghat, on the bank of Narayani River, is the main town with numerous shopping zones where pe ople come from all over the district and neighbouring districts.

The Outsiders Movie And Movie Differences - 959 Words

The drive-in and Bob’s death. Living in an abandoned church. The fire, hospital and the rumble. All are apart of the book and movie, The Outsiders. In it, a group of Greaser boys have a close bond. An unexpected night occurs and Johnny murders a Soc. Johnny and Pony run away and soon, along with Dally, they save children from a fire. Johnny’s doesn’t look good and he dies. Dally gets into some trouble and gets shot. There are many similarities and differences between the movie and book version of The Outsiders because of events in the movie, book, and both. The book by S.E. HInton differs from the movie version because of appearances of the characters, ending being longer, and the introduction. First, in The Outsiders, it states Soda†¦show more content†¦The first chapter of S.E. Hinton’s book talks about Pony getting beat up by Socs. â€Å"There just isn’t a whole lot you can say while waiting to get mugged, so I kept my mouth shut†¦ He pulled a knife out of his back pocket and flipped the blade open.† (Hinton 5) In the movie it mentions none of the above. (The Outsiders) In the movie The Outsiders, Sandy is never showed. (The Outsiders) â€Å"‘You in love with Sandy? What’s it like?’ ‘Hhhmmm.’ He sighed happily. ‘It’s real nice.’† (Hinton 18) Later on in the book it states, â€Å"‘You going to take Sandy to the party?’ I asked†¦ ‘No she went to live with her grandma in Florida.’... ‘does he have to draw you a picture? It was either that or get married, and her parents almost hit the roof at the idea of her marryin’† (Hinton 111) It can be infered that Sandy got pregnant and she left. Lastly, the reason for Ponyboy writing was because of his English assignment. â€Å"And I decided I could tell people, beginning with my English teacher. I wondered for a long time how to start that theme, how to s tart writing about something that was important to me.† (Hinton 180) In the movie, it doesn’t have the concept of school. (The Outsiders) In conclusion, the movie from 1983 is a little bit different than the book. The movie and book, The Outsiders may have their differences. but they areShow MoreRelatedSimilarities And Differences Between The Outsiders Book And Movie1167 Words   |  5 Pagesnot fair.’† So many events have taken place in The Outsiders and some haven’t throughout both the book and the movie. So many themes have also connected the book and the movie as well. In the novel, The Outsiders, by S.E. Hinton, has many similarities, differences, and recurring themes that connects to the movie as well. In The Outsiders, there are many similarities and differences between the movie and the book. The main and biggest difference between the two is Ponyboy still narrates the storylineRead MoreThe Outsiders Movie And Movie Essay970 Words   |  4 Pages The book, and the movie, â€Å"the Outsiders† is about a conflict between greasers and socs. Up until the point where Johnny kills a soc, there are mostly only small fights and arguments between the two. The story â€Å"the Outsiders† takes place in the 1960’s, when there were two main lifestyles. Greasers and Socs. Greasers are known for greasing their hair. Socs are rich kids who have good clothes, drive mustangs, and always have an argument against the greasers. The main character in S. E. Hinton’s bookRead MoreComparing The Book The Outsiders 1514 Words   |  7 PagesComparison between the Movie and Book: The Outsiders It is an experience of a lifetime to read a story in a book and watch the movie. The book and movie, The Outsiders, share many similarities and differ in equally many ways. S. E. Hinton narrated the Outsiders, and this high-quality narration was equally translated to the movie (2). However, they seem to vary in so many ways. This write-up examines the similarities and differences between the book and movie, The Outsiders, in terms of the plot,Read MoreHoles Book Vs. Movie Essay794 Words   |  4 Pagesare examples of what a thesis statement should look like: The three major differences between the book The Outsiders and the movie version of The Outsiders were the courtroom scene, Ponyboy’s sickness after the rumble, and Dally’s death. Three of the major similarities between the book and movie version of The Outsiders were the death of Bob, Johnny, and Dally. The similarities between the book Holes and the movie Holes are the camp Stanley goes to, the way he is treated at the camp, andRead MoreComparions of the Book and Movie of The Outsides by S.E. Hinton561 Words   |  3 PagesWatching a movie based on a book and actually reading the book can be a rather similar experience or not. The Outsiders by S.E Hinton was published sixteen years before Francis Ford Coppola turned the book into a movie. After reading the book and watching the movie, there are obvious similarities and differences between the two as characters, plot, and details are compared. Cherry and Marcia are both Socs. Hinton describes them as â€Å"†¦ tuff looking girls – dressed sharp and really good-lookingRead MoreThe Awakening Of The Dark Corridor984 Words   |  4 Pagesspaceous, eerie boarding school that used to be a private mansion. This ghost movie derives from typical characteristics of the subgenre haunted houses. Unexpected sounds, intense music, and a ghostly monster scare the viewer as this movie plays out, but the twist is finding out the monster is not the ghost. The Awakening’s twist in plot allows the movie to surpass the layout of a haunted house movie by making the movie more interesting, suprising to the viewer. To begin, haunted movie’s subgenreRead MoreTruman Capote and Rachel Armstrong: Analysis of Critical Movie Characters1171 Words   |  5 PagesTruman Capote and Rachel Armstrong Critical Movie Character Analysis How the characters are positioned as Outsiders, in their lives and in the films (i.e. how do they behave as outsiders in their on-screen world, amongst friends, family, colleagues, etc., and how does the film emphasize that outsider position). The two characters, Truman Capote and Rachel Armstrong, are definitely to be considered outsiders. They both live outside the realm of what could be considered a normal life by mostRead MoreOutsiders Book and Movie Comparison Essay1004 Words   |  5 PagesThe book and the movie of the Outsiders are two very different stories. The book has so much more detail then the movie. The movie is not the most detailed but it does get its point across. There are may similarities and also many differences between the two the book is by far more interesting and more detailed then the movie. I enjoyed the book a lot and the movies a lot but the movie was missing a lot. A few similarities between the movie and book are that the movie still has the complete GreaserRead MoreThe Outsiders Movie Analysis938 Words   |  4 PagesA book composed into a movie is a delicate task. There are many components and scenes that are considered before being embedded in a film. In The Outsiders, there was a devious amount of detail neglected in the film. On the other hand, the book portrays the feelings and character relationships. Scenes that had specific meaning were shattered, several portions of the film were exaggerated, and the central message of the entire movie was mislaid. These fundamentals simply obscured the main messageRead MoreOutsiders Reflection on Difference783 Words   |  3 PagesDifference. The thing that makes a person a person. We would all be the same if differences never existed, not only differences in physical features, but personality, humor, and sincerity. In the book The Outsiders by SE Hinton, there are many details, some of minor si gnificance, some not as trivial. The movie The Outsiders, produced the endowed Francis Coppolas undiluted ingenuity, the director of the fine movie, contains these essential details obviously, but also adds in some lesser minutiae