Why Do Nations Engage In Trade?

Why Do Nations Eng senesce In Trade?Regional Economic Integration Why is it happening? Why do nations engage in make do? Provide examples of the levels of scotch integration.The reason why the Regional Economic Integration is happening because nowadays we get under ones skin the open securities industry in which every countries or state can obtain the free trade to others countries. This integration results from regional economic integration blocs in which member countries turn back to eliminate tariffs and other restrictions on the cross-national hang of products, services, capital and in much advanced stages labor within the bloc (3). One of the intimately great things that twist to this integration is the globalization. It affects no on many types of life including the economy. So that, this is a significance to have the Economic integration in order to have the break d bear economy in which the globalization is making its tacks on.Nations engage in economic integrati on because each country cannot rear all the goods and services it needs. Therefore, countries produce what they ar good at and have abundant supply of raw materials, and then they trade another country in exchange for something that they need. Some countries trade with other nations for particular goods and services because they either lack the technology to produce the goods themselves or the other countries can do it cheaper. One country may have the advance at producing high quality cabinets and entertainment stands for large screen televisions. Another country may have the resources for producing goods but they dont have the technology. It would benefit both countries to trade with one another for their different but complementary goods and services.There atomic recite 18 several levels of the regional economic integration which be the necessitous Trade Area, The Custom Union, The Common Market, and The Economic Union. The Free Trade Area is the least restrictive form of economic integration among countries. In a free trade land, all barriers to trade among member countries argon removed. (1) Therefore, goods and services are freely traded among member countries in much the same way that they flow freely between, for example, Southeast Asia and America. There are no discriminatory taxes, quotas tariffs, or other trade barriers are allowed. Sometimes a free trade area is formed only for certain classes of goods and services. The most notable feature of a free trade area is that each member country is free to engraft any tariffs, quotas, or other restriction that it chooses for trade with countries outside the free trade area. European Free Trade necktie (EFTA) and North American Free Trade Agreement (NAFTA) are one of the biggest free trade areas in the world.The custom union is one step further a coherent the spectrum of economic integration. standardised a free trade area, it eliminates trade barriers between member countries and adopts a comm on external trade policy (2) in goods and services among themselves. One of the biggest customs unions is the Andean Pact. It has Bolivia, Columbia, Ecuador, and Peru as its members. In addition, however, the customs union establishes a common trade policy with respect to nonmembers. Typically, this takes the form of a common external tariff, whereby imports from nonmembers are subject to the same tariff when sold to any member country. Tariff revenues are then shared among members according to a perspective formula.The common commercialise has no barriers to trade among members and has a common external trade policy like the customs union. Additionally, the common market removes restrictions on the movement of the factors of production (labor, capital, and technology) across borders. (2) Thus, restrictions on immigration, emigration, and cross-border investment are abolished. When factors of production are freely mobile, then capital, labor, and technology may be employed in thei r most productive uses.An economic union has the free flow of products and factors of production between members, a common external trade policy, a common currency, a harmonized tax rate, and a common monetary and fiscal policy.(2) EU is the most important economic in the world in which almost European countries are the members. It has the great effect to the world economy. The creation of a true economic union requires integration of economic policies in addition to the free movement of goods, services, and factors of production across borders. downstairs an economic union, members would harmonize monetary policies, taxation, and government spending. In addition, a common currency would be used by all members. This could be accomplished by members countries agreeing to a common currency or in effect, by a system of fixed exchange rates. Clearly, the formation of an economic union requires nations to surrender a large measure of their formation of an economic union requires nations to surrender a large measure of their national sovereignty. Need little to say, the barriers to full economic union are quite strong. Our global political system is built on the autonomy and supreme power of the nation-state, and attempts to undermine the authority of the state will undoubtedly endlessly encounter opposition. As a result, no true economic unions are in effect today.Montessori Education Principles, Philosophy And normalMontessori Education Principles, Philosophy And PracticeThe Montessori Method developed initially at the first Casa dei Bambini that Montessori established in 1906 in San Lorenzo in Rome. As with modern Montessori pedagogics, the basic principles were straightforward. First, Montessori believed that children were innate knowledge seekers and that they taught themselves. As she expressed it, young learners were self-creating. Second, Montessori believed that, at each stage of evolution, pedagogy should include and evolve within prepared environme nts, environments that enabled children to take on accountability for their own encyclopedism as they engaged the processes relevant to becoming able and actu alized adults and citizens. More specifically, according to the American Montessori Society (AMS), Montessoris pedagogy stressed the following critical and structuring notions The aim of Montessori education is to foster competent, responsible, adaptive citizens who are lifelong learners and problem solvers Learning occurs in an inquiring, cooperative, nurturing atmosphere. Students increase their own knowledge by dint of both self- and teacher-initiated experiences Learning takes place through the senses. Students learn by manipulating materials and interacting with others. These meaningful experiences are precursors to the abstract understanding of minds The individual is considered as a whole. The physical, emotional, social, aesthetic, spiritual, and cognitive needs and interests are inseparable and equally important a nd Respect and caring attitudes for oneself, others, the environment, and all life are necessary. 5Pedagogically, perhaps the most important, and most famous, emphases are Montessoris conceptualizations of the prepared environment and the developmental plane. correspond to the Association Montessori Internationale (AMI, founded by Montessori herself in 1929), the prepared environment of the Montessori classroom is onewhere children are free to respond to their natural tendency to work and where their innate passions for eruditeness are further by giving them opportunities to engage in spontaneous, purposeful activities with the guidance of a trained adult. Here, and through their work, the children develop compactness and joyful self-discipline. Within a framework of order, they rise at their own pace and rhythm, according to their individual capabilities. 6These are environments thatallow children to take responsibility for their own education, giving them the opportunity to b ecome merciful beings able to function independently and hence interdependently. 7From this view, the prepared environment is one that can be designed to facilitate maximum independent skill and exploration by the child, one in which there is a variety of activity as well as a great deal of movement. In this situation, according to the Montessori flak, this necessary preparedness enables children to work on activities of their own choice at their own pace. Further, they children experience a blend of emancipation and self-discipline in a place especially designed to meet their developmental needs. 8The notion of prepared environment is related, more(prenominal)over, to the manipulation of learning materials and to the understanding of normalization.From the Montessorian view, materials are to be accessible (e.g., placed on appropriately high or low shelves) and available for individual student choice, interest, and use. They are, to a large finis, fully the responsibility of students-regardless of age (e.g., students obtain, return, and maintain them). More pedagogically precise, these materials aim at inducing activity, isolating a particular learning quality (e.g., comparison and contrast, size, color, shape, etc.), and inducing self-correctivity (i.e., students can compass errors relative to their learning via the materials and correct them without or with minimal adult intervention) and interrelationality (i.e., that the various materials should build one upon the others). 9 Normalization, for Montessori, meant not its typical (or normal) definition of conformity and what is normal but, instead, a developmental process, one inextricably tied to the appropriate preparation of the pedagogical environment. Montessori observed that children do best in schools (and education more broadly) given maximal emancipation in an environment designed to meet their unique growth and personal and social needs. Through continued work with materials that held their interest, selected independently from within the prepared environment, Montessori tell that children eventually acquired an increased sense of satisfaction, self, and inner fulfillment. The course through which this evolution occurred defined for her the nature and significance of normalization. As she wrote in The Absorbent Mind scarce normalized children, aided by their environment, show in their subsequent development those wonderful powers that we describe spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others An kindle piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the childs energies and mental capacities, and leads him or her to self-mastery One is tempted to say that the children are performing spiritual exercises, having found the path of self-perfectionment and of revolt to the inner heights of the soul. 10As E. M. Standing, in Maria Montessori Her Life and Work, defined the characteristics of normalization, they are Love of order Love of work involuntary concentration Attachment to reality Love of silence and of working alone Sublimation of the possessive instinct The power to act from real choice Obedience Independence and initiative Spontaneous self-discipline JoyAs the North American Montessori Teachers Association (NAMTA) says, Montessori believed that these are the truly normal characteristics of childhood, which emerge when childrens developmental needs are met. 11 The idea of developmental plane designates the transitions that occur during the birth through adulthood evolution of human beings. According to AMI, the specific planes are Birth to age six children are sensorial explorers, constructing their intellects by absorbing every aspect of their environment, their language, and their culture Age six to age twelve children become conceptual explorers they develop their powers of abstraction and imagination, and dupe their knowled ge to discover and expand their worlds further Age twelve to age eighteen children become humanistic explorers, seeking to understand their place in order of magnitude and their opportunity to contribute to it Age eighteen to age twenty-four as young adults, individuals become specialized explorers, seeking a niche from which to contribute to customary dialogue. 12More specifically, Montessori classrooms are divided into three-year groups, the purpose of which, according to Montessoris theories and observations, is to facilitate precisely and appropriately the continuum of growth and learning via human interaction and personal development and exploration, here both in terms of the individual and the social. 13 The multi-age divisions of the Montessori program are (1) parent-infant (ages 0-3), preschool (ages 3-6), lower and upper elementary (ages 6-9 and 9-12), and middle school (ages 12-14). Again, each presents its own precise purposes, materials, and activities and methodologie s. 14 And yet Montessorian curriculum and instruction can be both complex and multiple, formal as well as unpredictable and less than rigid. Consider the following applied example. At the elementary level, the expectations of the learner and the appropriate pedagogical principles include1. Lesson repetition among students separately, that is after the initial presentation by the teacher, in order to concretize abstract concepts2. Cross-curriculum webbing3. The view that ability is individual-adults and children work to the potential of each person, not to the average4. Ever-deepening interest on the part of the learner5. The perspective that respect, freedom, and responsibility are interdependent.Our question, of course, is what these might mean in practice.Lesson repetition implies recurrence and redundancy-not in a negative way but as individually developed experiences in an effort to habitualize, routinize, and conceptualize key (especially unfamiliar) ideas, such as, perhaps, c ounting and various other mathematical notions. Webbing suggests that each new idea leads to-and connects with-others, whether presented former or presented later. The individual nature of ability, as opposed to the average level of students, indicates focusing on children moving forward according to their own singular lesson paces without unused stigmatizations and without undue pressure to track. The idea of ever-increasing interest insinuates learners follow their own natural curiosities and inclinations (a la Kilpatrick?), particularly vis--vis engaging the essential question of why? Lastly, regarding the case of the interconnection of ideas, such as respect, freedom, and responsibility, Montessori understandings suggest a relationship among values, culture, growth, success, and maturity, settings important, ultimately, to both liberal and conservative critics of contemporary American general schooling.DEFENDING PUBLIC SCHOOLS AND MONTESSORI EDUCATIONAccording to NAMTA, wel l over 200 U.S. usual schools are now Montessori-oriented, a number that continues to grow. 15 When viewed within the context of other contemporary creation (though, granted, sometimes private as well) school reform trends (e.g., Waldorf education, charter schools, vouchers, creation school choice), the commitment to Montessori public education seems to support at least two hearty points. First, it represents, to some extent, the present dissatisfaction with traditional public schooling (or at least dominant images of it). Second, it supports the notion that another way-Montessori, Waldorf, and so on-might provide and prove to be a better way (especially within the contexts of the No Child Left Behind Act and standards-based educational reform).Fundamentally, Montessori education offers but one alternative to the rebukes leveled at public schools from critics both of the political and pedagogical left and the political and pedagogical right. The standard right-wing critique cen ters on the beliefs that schools today are failing because they (1) have standards that are too low, (2) replicate the worthless theories and perspectives of the liberal educational establishment, (3) maintain a monopoly, (4) focus on self-esteem (and the like) over content, (5) rely on progressive methods at the expense of direct instruction, (6) have privileged cultural relativism over traditional values and character, (7) have usurped the power and position of parents, and (8) misguidedly throw more money at schools even though this is neither (from this view) a solution to educational problems nor the answer to educational improvement. 16The standard left-wing critique is that schools fail students because they (1) stifle freedom and creativity in favor of conformity and discipline, (2) are dominated by noneducators (e.g., corporations, politicians, managers, test companies), (3) are too centrally controlled, (4) focus too much on fact- based, standardized content, (5) are to o traditional in terms of assessment and instructional methods, (6) hyperemphasize homogeneity at the expense of diversity and difference, (7) neglect neighborhoods and local communities, and (8) are underfunded. 17 Conceivably, of course, one could make a case in favor of the truth or utility of either or both of these critiques (although, indeed, we are more sympathetic to contemporary left-based criticisms). And, most likely, Montessori educators and other interested stakeholders probably possess and espouse a range of viewpoints relative to the overall effectiveness of traditional public schooling. Yet, what the Montessori approach does is connect with the concerns many (though not necessarily most) parents have (rightly or wrongly) that, at least broadly speaking, American public schools are failing or at least not up to snuff. While our own position is that this is not inevitably the case, 18 even so, Montessori education provides one appropriate and lucid response to dominan t modes of public schooling that can be consistent with a multitude of philosophical, pedagogical, political, and sociocultural goals. In fact, arguably, Montessorianism takes seriously the apprehensions of the entire spectrum of educational criticism (relative to official schooling). It emphasizes, for example, freedom, mastery, diversity, scientific research and methodologies, formal curriculum, individuality, fairness, planning, and grave work (among others)-each of which to some extent can meet the demands of both conservatives and liberals (if not others). That is not to say, of course, that the Montessori system is perfect-obviously, it is not. Yet, it does favorably compare with many aspects of more established modes of public education. According to NAMTA, the quintessential (and implicitly negative) characteristics of contemporary public school classrooms are their propensities toward Textbooks, pencil and paper, worksheets and dittos Working and learning without emphasis on social development Narrow, unit-driven curriculum Individual subjects Block time, period lessons Single-graded classrooms Students who are passive, quieten, in desks Students who fit the mold of their schools Students who leave for special help Product-focused name cards 19Although, to some, this version of traditional education might seem to describe perfectly only the conservative agenda, increasingly it can be seen to qualify what we have previously called the liberal-conservative consensus and to indicate the current will-to-standardize or the standardization imperative of both the liberal and conservative race to the middle of the road. 20 In contrast, NAMTA characterizes the Montessori approach as favoring Prepared kinesthetic materials with incorporated control of error and specially developed reference materials Working and learning matched to the social development of the child Unified, internationally developed curriculum Integrated subjects and learning based on dev elopmental psychology Uninterrupted work cycles Multi-age classrooms A setting in which students are active and talking, with periods of spontaneous quiet and freedom to move A setting in which schools meet the needs of students A setting in which special help comes to students Process-focused assessment, skills checklists, and mastery benchmarks 21In effect, Montessori education provides parents and students an alternative pick within the standard frameworks of public schooling. For those (generally liberal) critics who believe that traditional public education stifles freedom, individuality, and creativity, Montessori instruction offers spontaneity, choice, and creative student-centeredness. For those (generally conservative) critics who believe that public education has been dumbed down, is anti-knowledge, and is too touchy-feely, Montessori instruction offers hard work, discipline (in the most positive sense), and an emphasis on fundamental skills.CONCLUSIONSMontessori educa tion in the public schools raises a number of questions, yet it implies, as well, a number of productive and pedagogically sound principles and practices.Some of the difficulties with the historical criticisms of the Montessori approach include such concerns as immutability versus evolution (i.e., the extent to which Montessori education changes or the extent to which it should or must change), truth or universality (i.e., the degree to which it implies a structure that can, or does, meet the needs of all individual students), and teacher education (i.e., the potential conflict between individual interpretation, creativity, and independence and individual teacher conformity and disciplinarity). At the extremes, these issues (rightly or wrongly, for good or bad) weigh heavily on the capacity of the Montessori approach to meet its educational agendas and its stated purposes.On the other hand, Montessori education represents a little known alternative to more traditional modes of publi c schooling most members of the citizenry have no idea that such a state of affairs even exists. When most people think of public schools-their own, their childrens-they think of a homogeneous setting of traditionalism or of progressivism-either way, the same setup for everyone. Yet Montessori education demonstrates the diversity-often little understood, even unknown-that characterizes contemporary teaching and learning. This is most often, we think, quite a good thing. In any event, it presents the condition of effective methods regardless of ones political or pedagogical orientation-that is, whether one is conservative, liberal, reactionary, or radical. There is more going on, that is, than most people perceive. And, most profoundly, the Montessori effort-the movement-is on the ascendancy.In the end, with respect to public education, the Montessori philosophy and its attendant methodologies imply something new, ironically new given the long and successful history of Maria Montesso ris efforts and influences. If nothing else, it remains, after all this time, an option worth exploring and taking seriously. It is a viewpoint that should be reconsidered, reckoned with, and continuously and rigorously pursued. It is, that is, not the same old thing.