The real exchange rate and the nominal exchange rate

Introduction The essay is an in-depth examination of two major economic terms; real exchange rate and nominal exchange rate. It is no doubt that these terms are more often than not used in economy. Unfortunately, it does not only confuse non economist but also some of the economics students (O’Sullivan Sheffrin 24).Advertising We will write a custom research paper sample on The real exchange rate and the nominal exchange rate specifically for you for only $16.05 $11/page Learn More The paper thus seeks to clearly distinguish the two terms and succinctly explain the reasons behind real exchange rate being used rather than nominal exchange rates. It is worth mentioning here that exchange rate is of great significance in economics since it expresses a country’s currency quotation as compared to foreign currencies (Munro 41). It helps in specifying how much a currency of one country is worth compared to another. For that matter it is used in c onverting currencies. There are different types of exchange rate; sport, forward, bilateral, pegged real and nominal the last two are the center of discussion. Differences between real exchange rate and nominal exchange rate Nominal exchange rate has been economically defined as the actual foreign exchange quotation which is the opposite of real exchange rate that has been adequately adjusted to cater for changes in the purchasing power of a country currency. Mathematically, nominal exchange rate is considered in terms of prices of domestic currency of a unit of currencies from other foreign countries. It is worth noting that the determinants of nominal exchange rate are; changes in real side of economy, variability in monetary as well as financial attributes usually influenced by what has been termed as cross link market and finally past as well as current values of same financial markets with it independent variability (Smith par. 3). Additionally, nominal exchange rates are broug ht to play in financial markets. In that case they are more less the same as stock exchange market. It is worth noting that the establishment of the rate is done on a continuous quotation. Print media especially newspaper on daily basis report such quotations. There are also cases where the central bank might engage in fixing such type of rate (Sanderson 31).Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, real exchange rate has been thought of as a corrected nominal rate probably by considering issues relating to inflation. Strictly speaking, real exchange rate is different from nominal exchange rate as the former factors in issues of goods that are either tradable or non-tradable. With this in mind, when prices go up and other things remain constant, and then real exchange rate appreciates (O’Sullivan Sheffrin 345). Additionally, real exchange rate tell s us more about the differences in prices by weighting trade volumes. Similarly, it shows what a country really gets for one unit of her domestic currency. Reasons why real exchange rate is utilize According to Gillmore par. 5 the major reason for utilizing real exchange rate over nominal exchange rate solemnly lies on the concept that the former is a corrected version of the later. This means that the varying level of inflation rates in various countries as compared to that of a given country is adequately factored in (Sanderson 19). For that reason, this provides the relevant stakeholders with a more specific and informative value of their currency. This is very important considering doing business internationally (Engel 45). Conclusion From the review of the two economic terms, nominal and real exchange rate, there are indeed some distinguishing characteristics such as real exchange rate factors in issue relating to inflation rates while nominal does not. Similarly real exchange rate is utilize rather than nominal exchange rate since it provide individuals and government with informative information concerning the country’s currency strength as it considers inflation rates from different countries. Works Cited Engel, Charles. Exchange rates and prices, 1998. Web.Advertising We will write a custom research paper sample on The real exchange rate and the nominal exchange rate specifically for you for only $16.05 $11/page Learn More Gillmore, David. The costs of inflation, 2008. Web. Munro, Anella. What drives the New Zealand dollar? 2004. Web. O’Sullivan, Arthur Sheffrin, Steven. (2003). Economics: Principles in action. Upper Saddle River, New Jersey 07458: Pearson Prentice Hall, 2003. Print. pp. 458. Sanderson, Raymond. Exchange rates and export performance: evidence from the micro data 2009. Web. Smith, Mark. Impact of the exchange rate on export volumes, 2004. Web. This research paper on The real exchange rate and the nominal exchange rate was written and submitted by user Allan Powers to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Earn an Online Certificate From an A-List School

Earn an Online Certificate From an A-List School Did you know that you could earn a certificate from Harvard, Stanford, or Cornell without leaving your house and without having to meet rigorous enrollment requirements? Several prestigious schools offer open-enrollment distance learning certificate programs targeted to working professionals that dont have time for lengthy residencies. The coursework can be challenging. However, a certificate from a prestigious school can make your resume stand out from the crowd.Consider these certificate programs:​Stanford – Stanford offers a variety professional and graduate certificate programs that may be completed through distance learning. Many of the distance learning courses must be completed by watching live video broadcasts through the internet. Some of the science and technology based professional certificates such as the Computer Security Certificate Program (off-site link) may be earned in just a few hours online. This can be a particularly quick way to get formal recognit ion for skills you already have. Harvard - Through the Harvard Extension School, students can choose from dozens of distance learning courses each semester and even earn a graduate certificate by taking a series of five courses in a particular field. Certificates in sustainability, strategic management, web technologies, and religious studies education may be earned completely online.Cornell – eCornells distance learning website offers certificates in over twenty different subjects and five fields including Leadership and Strategic Management, Financial Management, Management Skills, Human Resources, and Hospitality and Foodservice Management. Some certificates such as the Financial Management Certificate (off-site link) ask students to complete as few as four courses. Others require more.Earning a distance learning certificate can be an effective way to improve your resume and your skills. Dont forget to mention it at your next job interview.

Science Fair Project Ideas for Materials Science

Science Fair Project Ideas for Materials Science Materials science involves physical science and engineering. Science fair projects can invent new materials, improve existing materials, test the properties of materials, or compare the suitability of different materials for a specific purpose. Heres a look at some science fair project ideas in this field of research. Which material is best at resisting corrosion?Which chemicals produce the most corrosion on a particular material?Which type of fabric survives repeated machine washing the best?Compare the strengths of various types of paper towels.Compare the effectiveness of different types of sunscreen products.What processes can increase the strength of metals?Which type of wood burns the most slowly? Which produces the most heat when burned?Which type of glue is strongest?How does the shape of a material affect its strength? For example, which is stronger... a wooden dowel, I-beam, U-beam, etc. of a certain length and weight?Examine how things break. Do they break in a predictable manner that you can model?How is the bond of adhesive tape affected by temperature?What type of flour produces the fluffiest muffins?How do you make a strong rope using hair? Is it better to lay fibers side by side or wrap them into a bundle or...?What materials resist fire the best?What household materials are effect ive anti-friction lubricants? What type of water filter removes the most impurities?

Robinson-Patman Act Assignment Example | Topics and Well Written Essays - 250 words

Robinson-Patman Act - Assignment Example It required that the seller offer the same price terms to customers at a certain given level of trade. It is meant to cub discrimination on the sale of goods to equally-situated distributors when the effects of such sale are aimed at reducing competition (American Bar Association, 2002, p. 463). Large stores and wholesalers can undercut small stalls selling similar products and services in such a way that can attract customers to buy from them. This can force such small retailers to go out of business; hence the Act can stem the vice of undercutting other small general business. Wholesalers and chain stores have to operate under the same business environment with the small retailers so as to offer the same prices to the end users of the products. Without the law, competition will be lessened and monopolies created in the line of commerce hence injuring small retailers and granting huge benefits to the large stores. This law applies to goods and services of the same grade, calibration, and quality (American Bar Association, 2002, p. 495). Such big multinationals like Pepsi and its competitor Coca Cola are the two major soft drink manufacturers in the world. They enjoy wider market coverage around the world which can be considered to be monopolies in some cases, especially if one of them operates, and the other is not in that market. Their market positions have been considered harmful as they enjoy huge capital outlay and wider market coverage. These enable them to cause undesirable competition to small manufacturers. They yield harmful price controls which they can manipulate markets in their favor to reduce competition by reducing prices at will across their products; soft drinks, juices, bottled water, sports drinks, and snacks. Such antitrust law as Robinson-Patman Act is meant to prevent such multinational from creating restraints on trade and commerce and

Discuss the evolution and problems of post colonial african Essay

Discuss the evolution and problems of post colonial african governments. What trends can we dicern What theories have been offered to explain these development - Essay Example Encouraged by the findings of European explorers Livingstone, Pinto, Burton, and Grant in the early 19th century, hordes of Europeans backed by their armies sailed south of Europe and began the work of colonization. It was to avoid the infighting and conflict that the Berlin Conference was organized. The colonization efforts were ruthless and resulted in the near-total destruction of African culture. Africa at the time was a land of more than a thousand tribal kingdoms, each with its specific culture and forms of government, and as is common with peoples the world over, likewise engaged in their own intergenerational and inter-tribal wars involving territory and natural resources. Ravaged by diseases and harsh living conditions, the populations of these African kingdoms were expanding slowly, limited only by their ability to tame nature. This was the continent which the Europeans invaded with "guns, germs, and steel" (Diamond 4) and set quickly to work in ravishing. Another strong influence of the colonists was their belief that Afric... Thus, aside from ambitious explorers, businessmen, and soldiers, the European nations sent Christian missionaries to teach Africans the European ways that the latter deemed more superior. How the combined efforts of material and spiritual colonization affected African culture explains much of what happened after their colonial masters left by the end of the 20th century. The decision that probably caused the most damage was the territorial boundaries established by the European powers in complete disregard for natural boundaries formed by the language, religion, or ethnicity of the Africans. Almost overnight, tribes were split, dividing families and societies. Until 1914, the Europeans divided Africa into fifty states, putting together warring tribes and dividing friendly tribes. This explains the incidents of ethnic violence that continue to explode in recent times in countries like Nigeria, Rwanda, Sudan, and Somalia. In each of these countries, different warring tribes were forcibly put together, continuing the tribal conflicts whenever people from each tribe assumed political power (Shillington 115; Pakenham 174). It is this tribal conflict that is also a prime cause of so much government corruption, because the tribal links are stronger than the artificial sense of nation that decades of colonization failed to achieve. Aside from the forced union of tribes, colonization had as a major objective that of spreading cultural influence through the language, religion, and customs. This is what the French did, and explains why former French colonies like Algeria have better infrastructure such as a functioning education system, government bureaucracy, and are better assimilated with European culture. It also had better telecommunications and transport

A Violent Illumination Of Salvation :: essays research papers fc

A Violent Illumination of Salvation Flannery O'Connor uses violence to return characters to reality and prepare them to accept their moment of grace. The New Encyclopedia Britannica defines grace as the "spontaneous, unmerited gift of the divine or the divine influence operating in man for his regeneration and sanctification" (401). At any cost, a soul must find salvation. O'Connor states, "In my own stories I have found that violence is strangely capable of returning my characters to reality and preparing them to accept their moment of grace" (qtd.in Bain 407). Dorothy Walters, Associate Professor of English at Wichita State University, believes O'Connor's single theme is the battle between God and the devil "dueling for the human soul in the ancient clash" (105). The illumination of salvation through violent means is essential because "both O'Connor and her God are ironists [unyielding] . . . her heros are willful characters who must be humbled in learning that the will of God must prevail" (Master-pieces 497). O'Connor portrays two varieties of sinners who possess either excessive pride or aggressive evil traits. The price of redemption is high. O'Connor violently shocks her characters, illuminates their shortcomings, and prepares them for redemption as seen in: "A Good Man is Hard to Find," "Revelation," "The River," and "The Lame Shall Enter First." Walters reasons, "The instruction of pride through lessons of humility is, in each story, the means by which the soul is prepared for its necessary illumination by the Holy Spirit" (73). The grandmother in "A Good Man is Hard to Find" and Rudy Turpin in "Revelation" is each convinced that she is a lady of elevated status. When threatened by superior beings, their self-imposed facades fall. Inherent human weaknesses are not tolerated and the faulty soul is damned or violently returned to reality (Walters 72). In The Habit of Being, O'Connor emphasizes: "My devil has a name . . . His name is Lucifer, he's a fallen angel, his sin is pride, and his aim is destruction of the Divine plan" (456). The grandmother is extremely prideful and identifies herself as a "lady" as O'Connor reveals in the clothing description: The children's mother still had on slacks . . . but the grandmother had on a navy blue straw sailor hat with a bunch of white violets on the brim and a navy blue dress . . . trimmed with lace . . . In case of an accident, any one seeing her dead on the highway would know at once that she was a lady. (A Good 11) When the grandmother's trivial scheming causes the family to leave the paved

Running head: WHAT ARE ADULT LEARNING PRINCIPLES?

Running head: WHAT ARE ADULT LEARNING PRINCIPLES? Title Principles about Adult Learning Author Michael McElrath Author Affiliation Liberty University Author Note This paper was prepared for INFT-101, B61, taught by professor K Abstract Adult learning theory became well known in the US during the 20th century. Industrialization resulted in substantial demands for training. Then, they continue education for adults for the one already completed their elementary and secondary education.There is several numbers of dimensions of learning. There are also several kinds of memory. The training performance should remember and exercise the independence of the trainee as a self-directed person. The training materials should guarantee the trainee as a self-directed person, as well as exercise the experiential base that the trainee brings to the training position. Adult learning theory can certain improve and format training activities. They should be carefully by being reviewed by both the traini ng staff and line manager. What Are Adult Learning Principle?A previous issue of â€Å"Effective GMP† (Journal of GXP Compliance, Summer 2009, Volume 13, Number 3) identifies and briefly discusses the following key points that should be considered in management of GXP training program: 1. Training policy, standards, and procedures documented. 2. Training process strategy and approach defined. 3. Principles of adult learning theory considered. 4. Training needs analyzed and prioritized by risk analysis. 5. Collaboration of affected groups with defined responsibilities and requirements for each group. 6. Trainees and their organizations are â€Å"customers† of training. . Training appropriate for task. 8. Training materials and materials and methods appropriate and effective. 9. Qualified training personal. 10. Training performance. 11. Training effective monitoring and maintenance. 12. Change training if needed. 13. Training documentation. 14. Efficient and cost-effecti ve training. 15. Senior management support training. Also, the authors of the Journal of GXP Compliance have received several questions about the principles of adult learning. The questions were combined into seven and they have important material for learning in them.Principles about Adult Learning Learning Theory Adult learning practice and theory became well known in the history and education in the new life age. There were so many reasons for this. Industrialization results in many requests for whose training and continuing education for their self as an adult. The requests were on the rise by the development of the science-based companies. Adult education became organize in the system and then they learned professional. †During the 1920s, Lindeman, proposed a set of adult learning principles† (see in Table 1) (Eduard C. Lindeman, 1926, p. 39-40).Implications For Training Persons are responsible for organizing the training programs to classify to the groups about the differences in conduct training. The questions that are considered: 1. Is this training for new hires or repeat training for people who have been doing the job for 20 years? 2. Will the trainees be doing this work for one week and then be released, or will they be doing this work for an extended period-like one year? 3. What are the perspectives of the individuals to be trained? 4. Are they highly educated and experienced pharmaceutical scientists or newly hired workers without any background in the industry?Each of these questions can highly affect the performance of your training or your work. Table 1: Lindeman’s principles of adult learning| MotivationOrientation to learn| As adults experience needs and interests that can besatisfied through learning, they are motivated to learn. Adults have a life-centric orientation to learning. | Experiential base| The richest source for adult learning is experience. | Self-direction| Adults need to be self-directed. | Individual diffe rences| Individual differences increase with age. | Adults Learn Differently Than ChildrenThis is a principle of adult learning theory that discuss that adult learns differently than children do. Pedagogy comes from a Greek name. 1Pedagogy means the teaching of children. The spokesman during the adult training was Malcolm Knowles. â€Å"Influenced by a Yugoslavian adult educator Dusan Svicevic, Knowles began to use the term â€Å"andragogy† (Malcolm S. Knowles, 1989, p. 8). 2Andragogy is the meaning of teaching of adults. â€Å"Knowles stressed the difference between the education and training of children (pedagogy) and the education and training of adults (andragogy)† (Malcolm S. Knowles, 1989, p. 79). He argued that there are a number of dimensions along which adult learning differs from that of children† (Malcolm S. Knowles, 1984, p. 12). †These include self-concept, experience, readiness to learn, orientation to learning, and motivation to learn† (see Table2). (Malcolm S. Knowles, 1970). Table 2: Dimensions of Andragogy vs. Pedagogy. | Self-concept| The maturing person’s self -concept moves from one of being a dependent personality toward one of being a self-directed human being. | Experience| | Readiness to learn| The maturing person’s readiness to learn becomes oriented increasingly to the developmental tasks of his social roles. Orientation to learning| The maturing person’s time perspective changes from one orknowledge to immediacy of application, and accordingly the orientation toward learning shifts from one of subject-centeredness to one of problem centeredness. | Motivation to learn| As a person matures, the motivation to learn is internal. | There are some many that are alike and different in Lindeman’s principles. The principles of Knowles are clear. There is a major difference in one of Knowles principle that he stresses it is called vocational learning. Implications for Training The i mplications of Knowles’ principles for training are also clear† (James C. Fisher and Ronald L. Podeschi, Oct-Dec. 1989, p. 345-353). †There are two implications that should especially be stressed† (Malcolm S. Knowles, Dec. 1979, p40-42). The trainee’s should understand remember the process of the training as a self-directed person. †The trainee’s experiential base† (D. Randy Garrison, Fall 1997, p. 18-33). The manager of the training materials should advance the material to involve the trainee as a self-directed person.They also applied the experience to the training program. An example to this is that when someone reads you something out loud that is poor approach to training -it means that the trainee can’t read for themselves. The program gives you least one or two days to read over the procedure. Then you can bring anything that you need to discuss with you during your training at your work. †Technical training is a response to some performance gap on the part of employees† (p. 18-33). 3No gap means no training is needed. When work places require unneeded training it has a negative effect on it that’s the bottom line.During, a training session let the employee test out in a training session. This way it will be cheaper, faster, and better for the employee’s to meet the training requirements. How Can We Tell If Employees Have Really Learned? The best way to discuss this question is to recognize the complex of the problem. † There are a number dimensions of dimensions of learning; there are several kinds of memory; there are multiple environmental and cultural factors; and there are methodological differences between various studies of learning across the lifecycle (Christopher Hertzog and John R.Nesselroade, 2003, p. 639-657). All of these factors are the answer to the question. †In 1950s,in a series of publications called the Taxonomy of Educational Objectives, Benjamin Bloom (1913-1999) and his colleagues distinguished three domains of learning: cognitive, affective, and psychomotor â€Å"(David R. Krathwohl and Lorin W. Anderson,2009,p. 107-110). † For instance, within the cognitive domain are the categories of knowledge, comprehension, application, analysis, synthesis, and evaluation† (Benjamin S. Bloom, 1956, p. 62-200). These groups are ordered: to understand a fact.The affective departments are the groups of receiving, and responding are the inputs. The other groups are organizing, valuing, and internalizing values. The groups are also ordered to receive an input. † The knowledge dimension has four categories: factual knowledge, conceptual knowledge, procedural knowledge, and meta-cognitive knowledge† (Hugh Munby, Nancy L. Hutcchinson, and Peter Chin, 2009, p. 1765). All of them are nouns. †The process dimension has six categories: remembering, understanding, applying, analyzing, evaluating, and creatin g.These are all verbs. Like Bloom’s earlier categories, these categories are ordered†(Lorin W. Anderson and David R. Krathwohl,2001). This allows the development of a taxonomy table that handles the behavioral objectives. (see Table 3) Table 3: Taxonomy table for cognitive domain (2001). Categories of knowledge Categories of Categories of Categories of process Remembering process Understanding process Applying Factual Conceptual ProceduralMeta-cognitive Categories of knowledge Categories of Categories of Categories of process Analyzing process Evaluating process Creating The proper cell is identified in each of the training objectives. For example, the manger comes up to you at end of your shift to ask you to clean the machine. This way you can â€Å"identify† any visible residue on it. 4Identify refers to process category remembering, specifically to this particular behavioral objective. Visible residue refers to the knowledge category factual, specifically to the sub-category specific detail. To make sure as a trainer your train your trainee right way through the objectives and adult learning theory. How Can We Tell If Employees Will Remember The Training? You know you do a good job at training other people, but how do we know they are going remember and use the training that you taught them? This leads a long talk about the measurement of memory. Dimensions of Memory Turning from all the involvement of the learning domains and it is measurement.Turning all the groups into a learning department is a process of memory is just as difficult. † The supposition that exists a unitary memory has been abandoned decades ago in favor of the concept of the fractionation of memory (Alan D. Baddeley, 2007, p. 151-154). †Different kinds of memory involve different systems within the brain (Neuroscientists Ranganath and Robert S. Blumenfeld, August 2007, p. 208-291). Three of the systems are short term, long term, and working memory. We as an adult going have them sometime in our lifecycle. ConclusionsIn conclusion, the points have been discussed. There is a person responsible for all organizational training programs. They must make sure the groups they are training become most successfully in conduct training. There are so many differences among employees that can impact the effectiveness’ of training, and plus they should be taken into account to make training be as effective as possible. Reflection We are fixing to get into my point of view in adult learning theory. First I want to tell you what I have learned during while I am an adult.M y kids come in from school asking me questions that I didn’t even get to learn while I was in school. I think that’s why we as adult go back to school to get updated on the new things in education. Another thing I have learned when I got married to my wife now is I didn’t know how big of a challenge it is having an autistic child . I got on the computer research something’s on it. Then, my wife sat me down to explain how to do everything with him. The 2nd point of view I want to tell you about from my point of view is collaboration of affected group request responsibilities and requirements for each of their groups.You learn as an adult to make sure you clean and keep things clean where you won’t spread any germs. Kids don’t understand what germs are because they spread them easier than adults. That’s why you want to teach them to clean everything where they won’t spread germs to one thing to another. For example, you want teach your child to do good hand washing. That will reduce the spread of germs. You may get request to go do some type of cleaning while you are at work. This request helps us not to spread germs to everyone.For example, if you are working in a fast food place and you go to use the bathroom you have to wash your hands. This helps use not spreading germs to everyone even to the customers. While you are at home you always make sure things stays clean where you won’t spread or have germs. This helps with your kids not getting sick so much. The 3rd point of view I want to tell you about from my point of view is training needs analyzed and prioritized by risk analysis. By being in school, we all will have to have short term and long term memory. We have to use this to learn different things in life.You will use short term memory for a short period of time it can be for rest of your life. Sometimes, I go back ask myself if I really did do something I post to do for that day. What is that called? That means you has a short term memory lost for a short period of time during the day that you didn’t remember if you did it or not. When you get older you can have long term memory lost or even if you had head trauma you can also have it. The working memory has control over your behaviors that you do on a daily day. How do you control that? Nobody can con trol it but you.You have to control your own behaviors because nobody else can control them for you. There are some many principles in adult learning theory that you need to know. Adults have their ways learning differently and children have their ways of learning. We all have to learn the principles in life to be able to learn throughout life as we go. We as adults have our own ways of learning things. You have to find the way you like to learn. You have to ask yourself if you like learning by pictures, diagrams, voices, or even sound References (1. ) Eduard C.Lindeman, The Meaning of Adult Education, NY: New Republic, 1976, p. 39-40. (2. ) Malcolm S. Knowles, The Making of an Adult Educator, San Francisco: Jossey-Bass, 1989, p. 8. (3. ) Malcolm S. Knowles, The Making of an Adult Educator, San Francisco: Jossey-Bass, 1989, p. 79. (4. ) Malcolm S. Knowles, The Modern Practice of Adult Education: Andragogy versus Pedagogy, Englewood Cliffs, NJ: Prentice Hall, 1970. (5. ) Malcolm S. K nowles et al. , Andragogy in action. Applying Modern Principles of Adult Education, San Francisco: Jossey-Bass, 1984, P. 12. (6. ) James C.Fisher and Ronald L. Podeschi,†From Lindeman to Knowles: A Change in Vision, â€Å"International Journal of Lifelong Education, Vol. 8, No. 4, Oct-Dec. 1989, p. 345-353. (7. ) Malcolm Knowles, Training and Development Journal, Vol. 33, No. 12, Dec. 1979, p. 40-42. (8. ) D. Randy Garrison,†Self-Directed Learning: Toward a Comprehensive Model,† Adult Education Quartly, Vol. 48, No. 1, Fall 1997, p. 18-33. (9. ) Christopher Hertzog and John R. Nesselroade,†Assessing Psychological Change in Adulthood: An Overview of Methodological Issues, â€Å"Psychology and Aging, Vol. 8, No. 4, 2003, p. 639-657. (10. ) David R. Krathwohl and Lorin W. Anderson, â€Å"Bloom’s Taxonomy, â€Å"Psychology of Classroom Learning, Eric Anderman (ed. ), NY: Macmillian, 2009, Vol. 1, p107-110. (11. ) Benjamin S. Bloom (ed), Taxonomy of Edu cational Objectives. Handbook I: The Cognitive Domain, NY: David McKay, 1956, p. 62-200. (12. ) Hugh Munby, Nancy L. Hutchinson, and Peter Chin,† Workplace Learning: Metacognitive strategies for Learning in the Knowledge Economy, â€Å"International Handbook of Education for the Changing World of Work, 2009, p. 1765. (13. Lorin W. Anderson and David R. Krathwohl (eds), A Taxonomy for Learning, Teaching, and Assessing, NY: Longman, 2001. (14. ) Neuroscientist Ranganath and Robert S. Blumenfeld,†Prefrontal Cortex and Long-Term Memory Encoding; An Integrative Review of Findings from Neuropsychology and Neuroimaging,† Neuroscientist,Vol. 13 ,No. 3, 2007, p. 280-291 (15. ) Alan D. Baddeley,†Working Memory: Multiple Models, Multiple Mechanisms, â€Å"Science of Memory, Henry L . Roediger III, Yadin Dudai, and Susan M. Fitzpatrick (eds. ), NY: Oxford University Press, 2007, p. 151-154. | |