The Workplace Challenge Essay Example for Free

The Workplace Challenge Essay Unit 5 serves students ages 14-21. The program matches suitable jobs for every adolescent through evaluation of their interests and developing skills for future jobs. (Shafallah 2007) Aside from these major programs, the school also offers clinical and therapeutic services as well as school health and nutrition oversights. The Students The population of students in Shafallah is 426 who are between ages three to twenty-one years. The students are with mild, moderate, and severe learning challenges. These are children, adolescents, and young adults with Down Syndrome, cerebral palsy accompanied by intellectual or developmental disabilities, and autism spectrum disorders and they make up the majority of our student population. Class size ratio of teachers to students is 1:3 in all school programs except the Autism Unit, where the ratio is 1:2. The Teachers There are currently 125 employed by the school. These are all professionals with varied expertise. Due to the limited professionals who have specific expertise in the fields needed by the school, many, about 25% of the teaching force are foreign nationals from the United States, Canada and other European countries, to serve for at least two (2) years in the school. The remaining 75% are from the different provinces in Qatar. All teachers in the academic unit are degree holders, mostly with masters and doctorate diploma with corresponding licenses in the fields of education, medicine and psychology. The age range is wide, from 25 years to 60. This includes teachers who are at the same time in the management level. The Management Policies and legislations in the school are made by the school board headed by Her Highness Sheikha Moza Bint Nasser Bin Abdullah Al-Missned, the Chairperson of the Supreme Council of Family Affairs. The executive functions are performed by the management team composed of 20 experienced professionals organized in the form of a Management Committee. The head is the Managing Director who is from the United States, followed by an Assistant Managing Director who is from Qatar. 75% or majority of the members of the ManCom are foreign nationals while 25% are from Qatar. The academic and service units are fully manned with leaders but it is noticeable though that in the backhouse, the school has not installed a department that will handle the concerns of human resource or a human resource department. In its absence, the public relations department handles the processing of teachers and other admin staff recruitment. On the surface, observing the transactions in the offices and the other facilities, the movements in the school campus, the school was seemingly operating normally. But as we dig deeper, we would find some areas of major concerns which should be cause for immediate and decisive actions by the school. The school has been experiencing high turnover of teachers for the past two years. Because resignations were frequent, recruitment which is done regularly by the Public Relations Department. The massive tasks in recruitment have eaten up much of the time of the PR staff, so that major functions of the department are de-prioritized. The ManCom with its American Managing Director concentrated on sourcing funds to augment to the schools facilities. The proceeds from the students’ tuition were not sufficient to finance the expansion programs and the upgrading of facilities of the school. The ManCom had to source for international funding agencies for additional support including the schools benefactor and strong advocate, Her Highness Sheikha Moza Bint Nasser Bin Abdullah Al-Missned, the Chairperson of the Supreme Council of Family Affairs, who is also the Chairperson of the school board. In the first quarter of 2007, the ManCom’s attention was called by the school board to solve complaints by the parents and the community about the declining quality of services provided by the school. This resulted to the ManCom’s creation of an adhoc committee to investigate the facts, study the causes of the problems and recommend solutions to the findings. The adhoc committee reported the major findings of their investigation. The complaints of the parents and the community were due to overcrowding of students in classes, where instead of 1:3 ratio, there were 10 students already being handled by each teacher. This was due to the lack of teachers handling specific subjects.

Dulce et Decorum Est - Wilfred Owens Poem Essay Example for Free

Dulce et Decorum Est Wilfred Owens Poem Essay Dulce et Decorum Est Wilfred Owens renowned war poem for its frowning on the glorification on war, and The Last Night by Charlotte Gray, similarly depicting the effects of war on the unimpeachable youth, in prose form. Both are excellent representations of the devastation that war truly is and can only result in, and are both written in historical context, only Dulce et Decorum preceded the latter. Dulce directly juxtaposed another war poet, Jessie Pope, who romanticized the concept of it and really manipulated the patriotic conscience. The irony here is that the even after the former described the trauma that war produced, and the unacceptable manner in how people revered the act, the world went on to WWII. Which almost questions why did it happen, did not the destruction of the previous war play any guilt or effect on the countries leaders? Over the course of this essay, I aim to reveal the physical and mental effects of war as well as covering the idealism and the theme of slaughtering the innocents. In the beginning verse of Dulce, the author plays upon the image of a man walking. Contrastive to the propagandizing posters that were often seen at the time that rendered an erect, striding man holding a gun confidently- a picture of tired, old men is illustrated, which emphasizes the idea that they have aged far too quickly. Bent double, like old beggars and knock-kneed delineate a pigeon-toed figure suffering from pure fatigue an inadequacy to be what is defined as a soldier. In the simile, Coughing like hags, we cursed, we can hear the witch hoarseness of the cough the enigma here is the build-up this state if they have been simply marching through battles, like Jessie Pope presumed. A sense of utter sensory deprivation is conveyed through, Men marched asleep limped on, lame, all tired, drunk with fatigue, deaf even to the hoots. The immediate assumption here is that the men would, if given the choice, collapse in a heap of discomfort, subconscious, and fall asleep. The fact that they are compared to drunken men only accentuates their circumstance, a probable disparity between when they started out as recruits and this moment in the poem. They conjured up a web of deception, and empathy from us, as well as in The Last Night, when the children rest in deep sleep despite the appalling environment really showing their desperation for a moment of peace. The accumulation of all of this is that war has finally taken its toll, the young men evolving or more appropriately, regressing into haggard and withered creatures that have faced acute pain and loss. However, the change in pace within the stanza is evident when faced by death, we experience an ecstasy of fumbling, and this change in speed exposes their anxieties when in the full, frontal face of death, or perhaps the inexplicable torment of a gas attack, as they have seen their peers die in the hands of it before. As they fumble stressing the urgency of the situation not everybody manages to clamber on a gas mask in time. The poem is told from a first-person perspective, although this is not made clear at first, however, this allows us to interpret it from a first-hand simulation. The inevitability of the gas floating towards them like a death sentence is horrific -one soldier inhales it, and the devastating effects described in detail. We watch helplessly at him floundring like a man in fire or lime, which links to burnings at the stake, arguably the worst torture in existence. We see his eyes writhe in his face, a clear connotation of a loon, suggesting he is in an insane, maniacal state. And then his hanging face, like a devils sick of sin., only serves to show how much pain has been delivered. The men then fling him in a wagon which shows the dehumanization of the moment, and they watch him froth and gargle blood, twisting unnaturally. The incurable sores is exactly what it says, incurable. The physical effects are irrevocable, physically and mentally. Through use of emotive metaphors and similes, Owen molds an indubitably sickening portrayal of a suffering man, introducing the readers to the realities of war. Likewise, The Last Night also paints a picture of suffering, but in a far subtler manner. Unlike the soldiers in Dulce, the fate of these innocent, Jewish children is unavoidable for everyone, thus having a certain sadness to it. They have been sentenced to the gas chambers as well, and we can deduce that they will face like pain to the soldier in the previous paragraph, which, for a child, we all know is terrifying and never deserved. The pain we encounter in this extract is more that of basic deprivations, like food, water, and love too. We can understand that the children are exhausted because, despite the most likely uncomfortable surroundings, many of the children were too deeply asleep to be aroused. The children sleep in dung: the soft bloom of cheek laid, uncaring, shows a child with a tinge of rose in his cheeks, the sweetness and the unfairness of this trial he must endure. Again, they are reduced to an animalistic level, Jacobs limbs were intertwined with his [his brothers] for warmth.; this imitates two young, baby animals that lie together, unknowing of the worlds cruelties or the predators that stalk them. The children are ravenous and denied of sufficient food and drink, as they cluster around a woman holding out sardine cans for water, and as we know, these cans are remarkably slim and unsuitable to drink water from, especially when the can is passed around of a crowd. They are each provided with a sandwich, this severe rationing a punishment they do not deserve. The physical pain that is shown in this section of The Last Night is purely tiredness and hunger, two qualities good parents ensure their children are not. Their frail bodies find it difficult to withstand this, but the dramatic irony here is that their fate in store is much worse and absolutely inhumane. A shower of scraps was thrown towards them reiterates the animals they are being essentially treated as. As for the mental pain faced by the soldiers, it must surpass the physical by far. From the lies, to leaving their loved ones, the pain and the distant memories are even more difficult to face. Homesickness, when really experienced, can be a very intense and sad feeling, and this does not really raise any morale. One can only imagine their befuddlement when arriving to the trenches and wondering where their accommodation was. As continued from the previous, their mental velocity increased tremendously when in the face of adversity and death. This can only be expected, and is marked by the Gas! Gas! Quick, boys!. The mental anguish when they see their peer suffer but are utterly of no use in this is astounding, and the scene runs almost as a nightmarish sequence, as signified by Dim through the misty panes, and thick green light. In all my dreams before my helpless sight.. The dramatic verb drown is used, and they watch their former companion die in the sea of gas, they having escaped the same fate by only a second or two. This fact is enough to leave them in a state of momentary shock, and in the future, a play back of this episode is probably revisited by every soldier who saw the sight and regretted having being unable to help him in any way the same shock was experienced when all the Jews realized their time had come: a quickening of muscle and nerve in The Last Night. Through each line, we must remember whom the poem was addressed to, and we can sense some underlying bitterness. The triplet guttering, choking, drowning throws itself out with a dynamic impact. It wouldnt be expected for the children to know of their demise, but as seen in the excerpt, they seem to sense something wrong. This is why In the filthy straw, they dug their heels in and screamed. Instead of just struggling, they choose to scream, which reveals their internal uncertainties and distress. The metaphor dig means they are trying to fix themselves in the straw, and how they distrust the officers. They are forced towards and crammed in a bus, which again, brings back the animal-like treatment motif. As the adults wrote their possibly last messages which had no to little guarantee of delivery, some wrote with sobbing passion and some with punctilious care. Both adjectives suggest a degree of great mental turmoil, the only difference being the latter having some restraint. Yet there is a recognition of hopelessness in the atmosphere, the adults in the room sat slumped against the wall., the emotions going through them must have been complex, but ultimately, an increasing feel of nothing can be done, and giving up. This is not a movie where the resolution magically occurs, but this is a depiction of reality. As the officers call out their names alphabetically, in a standardized order, this shows how devoid of emotion or remorse they are, and how each child and each person is reduced to just another name. There is a nervous and tense atmosphere, it seems as if everybody is waiting for some justice to occur, but as we know, this does not happen. They are quickly thrown into the buses, the homely sound of a Parisian bus is somehow mocking to the whole scene. Probably the most heart-rending image is when a mother sees her child for the last time her eyes were fixed with terrible ferocity intensely open to fix the picture of her child, for ever. To see your child for the last time, to know of the death, to be able to do nothing about it, as in Dulce, there is the same sense of no faith or hope. The wails and screams of the women as they throw food towards the buses from the camp knowing the food will never reach, but desperately wanting to do something anyhow is the final time they will ever see their maternal figures, and the children are, precisely put, doomed. The fact that none of the officers act even merely touched by their fellow humans sadness is repulsive. Five municipal buses now stood trembling in the corner of the yard the buses are personified, which is a symbolic representation of their fear. The story concludes with the bus turning away, the headlights, for a moment, light up the cafà ¯Ã‚ ¿Ã‚ ½ opposite before the driver turned the wheel and headed for the station. This glimpse of something perfectly normal spotlights the unfairness of it all on the children who at one time, had that other life. The theme of glory and innocence is well covered in Dulce. In fact, the title is sufficient, To die for your country, is a sweet thing. The poem runs on to contradict it, ending with, The old lie: Dulce Et Decorum Est, Pro Patria Mori. And we are forced to agree, having been witness to the preceding bloodshed. If you could hear, at every jolt, the blood come gargling from the froth-corrupted lungs thy friend, you could not tell with such high zest, to children ardent for some desperate glory, The Old Lie:, this quotation sums up all the contempt he has for any form of glorification of war, when really it is ones own sacrifice rather than an obligation. It has a tinge of instruction to it, almost as if he trying to convince her in an angry, forceful way, and if he said it verbally, it seems as if it would increase with volume. This is quite justified, as Jessie Pope idealized war as fun, and liked it to a game, and that anybody who chickened out was basically a coward. This induced such an outrage that Owen felt he needed to prove how nauseating the concept was. He addresses the soldiers as children, which somehow brings out their naivety and how easy it is to convince adults generally lie to children in order to mask the truth. The young men were obviously targeted for recruiting and decided to join more out of fear of mockery rather than pure patriotism. The concept of innocence in The Last Night is brought up quite often, the youngness of the children is stressed upon. For example, Some children were too small to manage the step up and A baby few weeks cot was crammed into the bus. If the children are too small to even step onto the bus themselves, and require support, and they really criminals or infested jews? They are too young to even know the reason for their death, and as soon as they came into this world, they were stolen just as quickly. They have no ability to reason, no ability to know of the dangers, no ability to believe in anything, yet simply because of their religion something they are most likely unaware of they have been sentenced to die and never experience any of lifes pleasures. If they havent learnt simple motor skills, how can they be expected to react to a gas attack? The pure horror of it can never be condensed it is like those horror stories materialized. Dulce and The Last Night are both classic pieces of history, genuine and likely more realistic records of those corrupt events that hopefully will not happen ever again. They are both timeless, and dark reminders of why war shouldnt happen, although pain is still inflicted, every second. These two pieces are a reminder that pain can never truly be prevented as that is how a few are wired to work and these few have the power to influnce many others. However, the main point the pieces try to bridge across is the innocence of the fighters who are more like pawns or victims and the superfluous glorification of war. Something that pains another should never be laughed or promoted in any form, as fundamentally, we are one species, we are the same, as Shylock in the Merchant of Venice so eloquently expressed. The quotation Do unto others as others would do unto you, applies to both concepts the writers try to draw, but in the end, the sadness in both renditions of war is the dehumanization and of course, the gruesome massacres, but mostly, the indifference. The indifference of the bystanders as well as the leaders.

Advantages of Cooperative Learning for English Language Learners

Advantages of Cooperative Learning for English Language Learners Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, participate in a variety of learning activities to improve their understanding of a subject (Noyes, 2010). Each member of a team is accountable not only for learning what is taught but also for helping teammates learn, thus creating an environment of success (Kagan, 2002). Students work through the task or assignment until all group members successfully understand and complete it. For English language learners, cooperative learning is critical, because it truly accelerates learning. There is no better way to learn language, other than using it. Teachers often model language but, hamper students by not providing them with opportunities to apply it and master aspects of the language as rapidly as possible (Noyes, 2010). Cooperative learning provides the opportunity for English language learners (ELL) to accelerate learning of the language skills required to be doing well in academic subjects. The purpose of cooperative learning is each member of the team is accountable for not only learning what is taught, but also helping their teammates learn. It creates an atmosphere of community and achievement (Kagan, 2002). The students are actually teaching each other and a function thats community based and builds collaboration. Cooperative learning is a strategy that can be used with all students. Benefits for English Language Learners Cooperative learning is usually valuable for any student learning a second language. Cooperative learning activities support peer communication, which helps the expansion of language and the learning of concepts and content (Kagan, 2002). It is essential to assign ELLs to different teams so that they can benefit from English language role models. ELLs learn to convey themselves with greater independence when working in small teams. In addition to picking up vocabulary, ELLs benefit from observing how their peers learn and explain problems. Roles need to be assigned and rotated each week or by activity. By rotating, students increase skills they mainly need to perform. Cooperative learning builds learning communities as students grow to be experienced at how to get along, how to be concerned for themselves and for each other and how to deal with their own performance as they work on the way to a common objective (Kagan, 2002). Cooperative learning groups make best use of the swift attainment of English because it provides students with understandable contribution in English in encouraging, non-threatening surroundings (Noyes, 2010). Academic and language learning requires that students have opportunities to figure out what they hear and read as well as express themselves in significant tasks (McGroarty, 1993). Cooperative learning creates normal, interactive contexts in which students have bona fide reasons for listening to one another, asking questions, expounding issues, and re-stating points of observation. The foundation of school achievement is academic literacy in English; age appropriate comprehension of English is a requirement in the accomplishment of content standards. We learn mainly through language and use of language to convey our knowledge. Cooperative learning increases opportunities for students to construct and figure out language and to gain modeling and criticism from their peers. A great deal of the significance of cooperative learning lies in the way collaboration encourages students to connect in such high level thinking skills as analyzing, explaining, synthesizing, and elaborating (McGroarty, 1993). Teachers Role in Cooperative Learning Standards must be taught. The rules of learning groups must be understood by all students (Noyes, 2010). The learning groups must be free from negative comments which hinder learning and growth. Everyone must be active listeners; each team member must participate, and help everyone understand the objective and what is being learned. Additionally, noise levels must be kept in perspective and the group needs to keep on the assignment. Schools must provide teaching that assists ELLs in acquiring content area comprehension along with resources for becoming skilled in English (NCLB, 2001). Cooperative learning is not just group work (Noyes, 2010). For it to be effective, the teacher must teach high utility words that appear within the content areas that are a means to comprehension along with definitions and examples of use in context. The group must engage each member in learning words through an assortment of methods of comparing, analyzing, and using target words because academic language is important for reading and mastery of skills in all subject areas. Careful planning is a must for cooperative learning to be effective. ELLs working in cooperative learning groups must be given assignments according to their levels of English proficiency. The teacher must be aware of their stages of language acquisition. Class building and team building activities such as mix pair share, mingle and match, give one/get one, find someone who, think pair share, round table, and roam the room are useful ways to integrate cooperative learning into the classroom (Noyes, 2010). Conclusions Research suggests that cooperative learning techniques boost ability for all students (Noyes, 2010). Cummins (2001) considers cooperative learning an empowerment pedagogy because students have greater opportunities to practice oral language. Cooperative learning is a successful approach in which small teams, each with students of diverse levels of capability, use a range of learning activities to advance their understanding of a topic (Noyes, 2010). Each member of the team is accountable not only for learning what is taught, but also for helping teammates learn through the formation of an environment of accomplishment (Kagan, 2002). Cooperative efforts result in members motivated for mutual achievement so that all gain from each others efforts, recognize that all members share a common fate, know that ones performance is caused by each other working together and feel proud and jointly celebrate when one is recognized for success. Cooperative learning is not just group work or a way to keep students busy. Teachers must provide key instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension and allow the dynamics of cooperative learning to provide practice for proficiency.

Shocking the Sensibilities in A Modest Proposal Essay -- Swift Modest

Shocking the Sensibilities in A Modest Proposal Two Works Cited Three years after Gulliver's Travels was published, Jonathan Swift wrote "A Modest Proposal," a work grounded in thoughtful satire. Swift describes the destitution that characterized the life of Ireland's poor in the 18th century then renders a brazenly inhumane solution to their problems. He shocks the sensibilities of the readers then leads them to consider the inhumanity of the destitution in the first place. Although he was born in Ireland, Swift considered himself an Englishman first, and the English were his intended audience. Swift used the good reputation afforded him by previous works to expose an otherwise indifferent English public to the circumstances of Irish misery. Unfortunately, many of the English were so predisposed to hatred of the Irish that they would disregard the point of Swift's essay and might go so far as to endorse Swift's proposal. For the people of Ireland, "A Modest Proposal" built upon Swift's earlier Drapier's Letters and made Swift a national hero (Bookshelf). "A Modest Proposal" begins with a description of the state of 18th century Irish life. Ireland was a place where children too often became beggars or thieves to sustain themselves or their families, women had abortions because they could not afford to raise children, few jobs were available to the workforce, and landlords abused poor tenants. As miserable as the picture Swift painted of Irish life was, the brushstrokes of history were even harsher. Actions of the English in the previous century had thrust the Irish people into a state of diaspora; tens of thousands had been ... ...al footnote, not something that pertains to the present. Yet we need only look to poor children huddled on the streets of Brazil, or hear accounts of people who have resorted to using human flesh as sustenance to endure the North Korean famine, to realize that the misery of the world's poor has yet to be tempered by the progress of a modern age. "A Modest Proposal" could have been written yesterday; it might well be written tomorrow. Works Cited Swift, Jonathan. "A Modest Proposal: For Preventing the Children of Poor People in Ireland from Being a Burden to Their Parents or Country, and for Making Them Beneficial to the Public." 1729. Rpt. in Current Issues and Enduring Questions. Ed. Sylvan Barnet and Hugo Bedau. Boston, MA: St. Martin's 1996. 111-117. "Johathan Swift." Bookshelf 1996-1997 Edition 1996. CD-ROM. Redmond, WA: Microsoft, 1996.

History of the Old Testament of the Bible Essay -- Religion Christian

Studying the Old Testament is not as straightforward as some may think. Being able to recall stories of the Bible does not necessarily mean you have a thorough grasp on the history of Israel and the surrounding nations. Some people read and discuss the Bible without a solid understanding of the history and social issues that were going on at the time. Being able to relate to the stories in the Bible and struggle with some of the same problems faced by the people in the Bible gives you a greater appreciation for the works in the Bible. I feel that having a firm understanding of all the related history of Israel gives a student of the Old Testament a far greater understanding of why these stories are in the Bible and what was meant to be learned from them. In this paper I give brief, yet significant, explanations of the Old Testament from the death of King David to the Maccabean revolt. To begin our study and understanding of old testament it makes sense to start from the earliest time. King David is responsible for bringing together Israel into one nation. The idea that David is a prophet is debated among scholars and is something worth looking into, since these are decisions we must make regarding the Old Testament. Some believe that Psalms 22 is an accurate account of the crucifixion of Jesus; others find that there are large discrepancies within the passage and claim that the metaphors in the passage are taken too literally. As students of the Bible knowing the history of these works can help us better form our own opinion on such topics. We will find that this will be a common argument within the bible, whither to take it literally or metaphorically. After the Death of King David, his son Solomon becomes... ...nant of land, people and a blessing to all families. By this time in the Bible all three of these promises have been demonstrated. And the love of God for his people is finding to be everlasting, an idea that will be then carried into the New Testament. After reading these brief accounts of an enormous span of time we can begin to understand how and why the stories of the Old Testament are complied into the Bible. There is far more detailed accounts of all of the stories, people, places and issues I have mentioned yet this paper ties together all of them into a comprehensive paper which displays the interaction of all aspect of life from the time of the old testament. My goal for this paper was not to simply give a factorial timeline of events but go through the history of Israel and make connections within the span of King David up to the Maccabean Revolt.

Neuropsychological Testing Essay example -- Health, Diseases, Brain Im

Neuropsychological testing is used to assess and diagnosis brain impairments, such as a head injury, dementia, or Alzheimer’s (Gregory, 1999). Purposes of neuropsychological assessments include determining if the problem is physiological (e.g., brain damage or lesion), the nature of the dysfunction (e.g., location or type), and cognitive deficits caused by the problem (Class Notes VIII). For example, following a brain injury, a neurological battery of tests may be given in order to assess the individual to see if there has been any change in cognitive functioning. Results from neurological assessments can provide information on the individual’s current mental capacities, which allows for the development of a specific diagnosis and an individualized treatment plan (Gregory, 1999). Additionally, these tests help document the effects of a progressive illness (i.e., Alzheimer’s) or can confirm the individual’s recovery (Gregory, 1999). Furthermore, if suspici on or referral questions about cognitive functioning are presented, then screening tests are often given beforehand to assess whether or not a neurological test battery or flexible battery is required. These screening tests are shorter versions that are easier to administer and interpret than the long intensive neurological test batteries (Gregory, 1999). A neuropsychological battery of assessments examines areas that are sensitive to brain trauma or disorders, such as intelligence, memory, language, visuospatial and motor abilities, and frontal lobe functioning. The WAIS is specifically useful to neuropsychological testing because it can be used to examine these same areas. The intelligence aspect is generally measured by a standard intelligence test like the WAIS-III or WAIS-I... ...r-level concept formation. Furthermore, reading ability on the WAIS-III can predict the score on the Wechsler Test of Adult Reading (WRAT). Some problems with using this approach is that reading is dependent on education and verbal abilities and brain damage can cause problems with reading ability (e.g., aphasias), so another test would have to be administered in the neuropsychological evaluation (Schoenberg et al., 2002). Overall, the WAIS can be a useful tool to include in a neuropsychological battery. It can help estimate a person’s premorbid IQ and some of the individual subtests can provide insight into the section of the brain that may be dysfunctional. However, the WAIS may also be a difficult test to use to estimate cognitive decline, because there are so many tasks involved in the WAIS tasks that it is hard to separate out what they real problem may be.

Difference between Nominal GDP and Real GDP

The Gross Domestic Product (GDP) of a country is the value in the market of all goods and services produced in a certain area or a certain country within a certain period of time (Investopedia. com). It is usually used to measure the size of the country’s economy. However, there are other aspects that should be considered in the measurement of the country’s GDP. This is where the Nominal and Real GDP comes in. The Nominal GDP is gross domestic product in that year’s prices (Investorwords.com).For example, the GDP of 2006 is dependent on the value of the dollar in 2006. It is not affected by other factors like inflation rates and others that would tend to decrease the actual GDP. Nominal GDP on the other hand, may increase due to the increased output of an economy, or when the prices in that economy have also increased. However, Nominal GDP may not be that useful as a gauge of the country’s production, since it is not affected by the actuality of the curren t inflation rates.Because of this, the Real GDP is a much preferred measure. The Real Gross Domestic Product on the other hand, is defined as the number that results from computing all the productive activity within the country depending on that certain year’s prices (FX Words). But when what is being valued is the economic activity of more than one period of time, and then the purchasing power will be computed and compared.Because of this, the effects of the inflation at that year should be removed by maintaining constant prices. This usually lowers the computed GDP value instead of increasing it like the effect in Nominal GDP. It is the nominal GDP stated in the base-year level of price, wherein it is the nominal GDP of a certain year adjusted for inflation. The Real GDP is being expressed as a percentage.