My Favorite Place Essay Example for Free

My Favorite Place Essay My favorite place is my grandmother’s house, and l like to be there every weekend. It’s large and big, almost two thousand meters in front of sea side. Every Thursday, we gather there with all family members. Sometimes we invite our friends to join us there. There is no place like my grandmother’s house. It is always welcoming everybody. It has two gardens, a swimming pool, a long car garage, and domestic animals. I will give you a small description for the two gardens at my grandmother’s house. When you enter through the gate, you will find on your left hand the first garden. My grandmother and the gardener were planting the beautiful trees and plants you have ever seen in Kuwait. Also you can hear the sounds of birds chirping and the sounds of pets. The next garden is on the other side of the house, facing the seaside. When you enter, you will smell scents. Such as; Jasmine, basil, cloves, and sea smell. The house from inside is very interesting because it has a modern mixed with classic furniture. It has a huge classic gate. Then on the right hand, you will find long stairs, and on the left side a wide area and in the middle a round table. In front of you, there is a living room, where we sit together there. It always feels cheerful, enjoyable, and welcoming. Next to the living room, you will find the dining room with a huge long table, enough for almost all the family members. My aunty always adds other long tables for the kids. We spend amazing time when we eat there; it is crowded and noisy when everyone wants to talk. On the second floor, you will find eight bedrooms with their bathrooms and a little preparatory kitchen. In the summer, we spend all of our time swimming in the pool or in the sea. It has a large and deep swimming pool. My aunt bought a jumping slide for the children to jump. That item makes us crazy and mad. Sometimes we sleep in my grandmother’s home specially to swim at nights in the moonlight. It is an amazing feeling. In the summer holiday, we were spending wonderful when my mother and father decide to let us sleep at my grandmother’s house. We are three sisters, three brothers, and with my cousins. We are about fifteen kids. We look like a gang and make my grandmother and aunt angry. We spend the most enjoyable days at my grandmother’s swimming pool and gardens. At the end, I like my grandmother’s house, and I have plenty of good memories with all my family members. Now, the house has the same smell. It is mix between flowers and incense smells. In weekends and summer holidays’ we spend the most enjoyable time there. My grandmother let to us sleep in her house, plays in the garden, and swims in the swimming pool or the sea. Thanks to my grandmother, mom, dad, aunties, uncles, and nannies who had been patient with us.

The Environmental Tragedy of Coastal Erosion Essay -- Environment Ecol

The Environmental Tragedy of Coastal Erosion A very high percentage of the American population resides at or near one of the coasts. Preserving beaches is a very costly endeavor and there have been many debates over which way this country should go about doing so. On the east coast the current strategy is, â€Å"beach nourishment programs†, whereby sand is taken from available sources and put back onto the eroded beach (Michaels, 01). In 1999 the United States government spent about $150 million on beach nourishment programs, state and local governments along with those who own their own beach property spend even more on such projects (Michaels, 01). Recently, however, the amount reserved for these projects in the national budget has been decreasing. The problem with the beach nourishment programs is that they are very short term and too costly, resulting in beaches which are still being eroded and a what seems to many, as a waste of taxpayer dollars. So we have a high demand for beach use and a low will ing- ness to supply funds to preserve the same beach. The forces of man and nature have created a coastal erosion headache for millions of residents in the U.S. As is the case with many environmental problems, nature and man have combined forces to create a coastal erosion problem (Michaels, 01). Development along the coast line has contributed greatly to erosion and has done so in several different ways. Some property owners have totally demolished coastal dunes in an attempt to provide better views of the ocean for the properties they build, and along with that have also completely destroyed natural vegetation in order to construct jetties or other manmade devices to improve ocean access for the... ...rk, May 24, 1999. Vol. 246, issue 21, pp.55. Issacs, Lindsay. â€Å"Shoring up the nation’s coastline†. The American City & County. Pittsfield, September 2000. Vol. 115, issue 13, pp.56-61. Johnson, Dan. â€Å"Beaches vs. Buildings†. The Futurist. Washington, February 2000. Vol.34, issue 1, pp.8-9. Michaels, A. Patricia. â€Å"Beach Erosion†. http://envirionment.about.com Rinehart, R. James, Pompe, J. Jeffery. â€Å"Coastal development, environmental amenities, And market forces: An application of economic theory†. Southern Business Review. Statesboro, 2001. Vol.26, issue 2, pp.1-5. Ward, Christina. (Staff Writer) â€Å"Coastal Erosion Could Take 1500 Homes a Year, FEMA Says†. 2000. http://www.DisasterRelief.org. pp.1-5. Woodell, Gregory. Press Statement 2002. http://www.calcoast.org.

Academic and social-emotional development Essay

Academic development is associated with the educational growth of the student. Social-emotional development is another aspect of a student that allows children to interact with their peers. This paper seeks to compare and contrast the academic and social-emotional development of students with and without disability in the lights of broad and diverse academic resources. Comparison between Students with and without Learning Disability Learning disability is considered to be disorder which affects the learning processes of verbal communication, speaking, grasping new things, writing, mathematics, etc. It is caused by the failure of brain to execute its function systematically and by emotional or behavioral disorders. A research was conducted at various school levels where more than one hundred students were analyzed. Academic results of students with and with out learning disability were analyzed. It was concluded that disabled students got lower class rank as compared to their peers (Grites & Gordon, 2000). Academic Development Students with LD have found academic difficulties in various areas as compared to their abled counterparts. They have academic problems in math, reading and writing, and language, poor performance on timed test, theoretical reasoning and learning. Grites and Gordon studied performance of college students with and without LD and came to the conclusion that students with LD perform lower on all measures (Grites & Gordon, 2000). They find it difficult to understand and process information from diverse and several perspectives which often cause complicatedness and complexity in their academic development. These students have different pattern of learning which comes with strengths and weaknesses that differ from others. Their disability can create difficulties in academic field because they may have problems in basic skills such as reading, writing, art, etc (Jordan, 2000). It is essential that teachers and parents play a pivotal role in their academic development. However, most of the times they do not understand their problems and assume these students are lazy and unmotivated. Gunther-Mohr conducted a research and found out that students identified with LD have greater academic difficulties. They are more likely to struggle on timed tasked as compared to other students. In the same study, it was concluded that these special students showed no improvement as compared to their peers (Gunther-Mohr, 2003). Social-emotional development Several students with learning disabilities have some social and emotional problem associated with their learning difficulty. Experiential facts and figures suggests that more than sixty percent of students with LD under the age of eighteen committed suicide in Los Angeles (Bender & Wall, 2000). Literature suggest that students without LD are socially accepted if they are helpful, accommodating, communicate, exchange pleasant greetings, have positive interactions with peers and make conversation(Bender & Wall, 2000). It is true that not all students with LD have social-emotional problems. However, they are most likely to develop these problems than their non-disabled peers. In their early school life, they are often rejected by their fellow classmates and suffer from poor self-concepts. As teenagers, the wounds of scorn and rejection can be agonizing and not forgotten without difficulty. After assessing more than one hundred different studies, Jordan came to the conclusion that more than seventy percent of the students with LD display deficits in social skills (Jordan, 2000). Social skills deficits include recognition by classmates, trouble making friends, viewed as overly dependent, incapable of being leaders, managing conflicts, starting a conversation, showing empathy and maintaining companionship. Harwell discovered that students with LD suffer from depression because of social skills deficits. Kadison & DiGeronimo suggests that social-emotional develop of students with LD is the result of lacking social ability to understand (Kadison & DiGeronimo, 2004). It has been revealed that students with LD when compared to students without LD are less accepted by class mates, have poor self-concepts and are more likely to feel lonely. Students with LD are most likely to experience frustration more than students without LD because of negative behaviors from their classmates, inadequate services and programs and physical barriers. Studies suggest that students without LD interact with students with learning disabilities based on outlook and fixed typecast. Attempts to Cope with Learning Disability When coping with students who have LD, the teacher should employ such teaching strategies which effectively cater different learning styles. Special education involvement to handle LD should be applied. For example, Karmen recommends that using pictorial representation has constructive and helpful effect on students who have learning disabilities to comprehend new theories and concepts (Karmen, 2003). Teachers should give special attention to the student and discuss his or her anxiety or depression. They should also encourage and support them and boost their confidence. They should also allow them to participate in classroom activities so that they can show and reveal their talent and competencies. A study conducted at University of California selected thirty students (Mercer &Mercer, 1997). These students had taken reading comprehension and reading rate test. Sixteen students had learning disabilities and the rest were without LD (Harwell, 1996). Extra time condition was applied and students with LD performed at same level as normal students. In another study, eighty college students were selected. Forty students with learning disability and other forty without learning disability took math test under extended time conditions. The study demonstrated that the scores of students with learning disability improved under extended time condition. Conclusion This study has compared academic and social-emotional development of students with and without learning disability. Students without learning disability are more likely to be successful than their disabled counterparts. Students who have LD are most likely to suffer from academic and social-emotional deficits because of their disorder. They are more likely to develop anxiety, depression, low self-esteem, etc. However, these special students can learn to perform better at school with the help of parents and teachers. It is essential for teachers to encourage and support them and devise innovative methods in order to help them in their learning processes. They should also be given extra time because they grasp concepts slowly. In the lights of information provided in this essay, it can be concluded that students with LD need special attention so that they become competent. References Grites, T. , & Gordon, V (2000). Developmental academic advising revisited. NACADA Journal, 20(1), 12-15. Gunther-Mohr, S. (2003). Counseling college students with learning disabilities. (pp. 77-106). Putney, VT: Landmark College. Jordan, P. (2000). Academic advising in the 21st century. NACADA Journal, 20(2),21-30. Kadison, R. , & DiGeronimo, T. (2004). College of the overwhelmed. San Francisco: Jossey-Bass. Karmen, K. (2003). Advising students with learning disabilities: A developmental approach. (pp. 133-60). Putney, VT: Landmark College. Harwell, J. (1996). Ready to use tools and materials for remediating specific learning disabilities. Englewood Cliffs, NJ: Prentice-Hall. Mercer, C. D. , & Mercer, A. R. (1997). Teaching students with learning problems. Englewood Cliffs, NJ: Prentice-Hall. Bender, W N. , & Wall, M. E. (2000). Socialemotional development of students with learning disabilities. Learning Disability Quarterly, 17, 323-341.

Case Studies in IMFs Investment on the African Continent

Case Studies in IMF Investment on the African Continent Section I. Theoretical Background to Apply to Case Studies During the height of World War II, leaders from 45 nations met in Bretton Woods, New Hampshire, U.S. to promote international monetary cooperation through a permanent institution which provides the machinery for consultation and collaboration on international monetary problems, promote and facilitate the expansion and balanced growth of international trade, and to contribute thereby to the promotion and maintenance of high levels of employment and real income and to the development of the productive resources of all members (International Monetary Fund, Articles 2). Further mandates included orderly and stable exchange, avoiding currency depreciation wars and to remove hindrance to international trade caused by the immediate-term (current) technical complexities of currency exchange between nations. This would help recovery for European nations lying in ruins from war and prevent a return to the depression that had emaciated the United States, and global demand for exports, over the decade preceding World War II. Effectively, what happens is when countries want to import goods, they either have to directly barter those for their own exports, or first buy currency from the exporting country with which to purchase the exports. Exporting countries often want payment in their own currency, so if the purchasing country has a reserve of the foreignShow MoreRelatedBy Outlining the Current Global Political Economy, Discuss to What Extent the Current Global Political Economy Undermines National Development in the South.4509 Words   |  19 Pages and their relations with law, custom, and government, as well as with the distribution of national income and wealth, including through the budget process. Political economy originated in moral philosophy. 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