The Nile Egyptian Schools

The Nile Egyptian Schools I have accepted a new position in a new school. The school is new in everything; new school campus, new staff and team, new students, and last but not least a new system. The later is what concerns me; it also interests me and is what I find challenging. I believe it is a great idea and deeply hope it works. It is important to remember that starting an assessment of a program should not wait until the school starts. An evaluation plan should be part of the planning of the initiation of the school, and should be implemented when the teaching begins and even before once the students are accepted. And so, documentation starts from the beginning, and baseline data on students, teachers, and administration personnel can be collected before instruction begins (Fleischman Williams, 1996). The Nile Egyptian Schools Mission states that: NES will provide quality affordable education that is locally and internationally recognized and accredited. The Schools will be recognized for excellence in teaching and learning characterized by quality facilities, strong effective leadership, outstanding teachers and excellent community support. NES will prepare students for academic success and encourage them to be responsible and productive citizens with a strong Egyptian identity. The vision of the school: The Nile Egyptian Schools will provide Egypt with world class citizens who can serve globally as ambassadors of excellence and help position Egypt as a vibrant nation keen on achieving progress, prosperity and well-being for its citizens and the world community. The schools website also shows the aims and values of the school; The NES aim to meet International education standards in terms of recognized curricula, certified teachers, qualified administrative staff and school buildings constructed and equipped to contemporary international standards. These not-for-profit schools will provide high education at affordable fees in partnership with civil society. The curriculum has been designed to meet the needs of the individual learners in the twenty first century, whilst taking account of the aim and objectives of NES project and of Egyptian standards. The system is based on the principles of humanism, tolerance, diversity, democracy, and open-mindedness. The Nile schools are going to be twenty-nine schools; for now, only five will open. The plan is to open one school in every governorate; which would entail a great diversity in the students and in the cultures of each school. The students profiles are going to be extremely diverse, from Upper Egypt in Aswan to Alexandria and Port Said. As such the students will have the same curriculum, same facilities but different teachers and different backgrounds. My students at El-Obour branch will be assessed and compared to other students in the other schools. I find this challenging and needs to be put in consideration when I am evaluating the course and its outcomes. Reflecting on the mission and vision of the schools, and on my new role as the head of the science department in a new school it came to mind that I would need different tools to help me evaluate the teachers in the department, their teaching methods, their ability to interact and handle the students. As such is the case I am attempting to research and probably find or design a tool that would help me achieve my goal. I chose to adopt this framework and tried to adapt it to my needs. This framework, presented here includes both the process and outcome side. It also, focuses on the students and their individuality. Accordingly, I would be able to determine the effectiveness of the science program execution, also understand how the curriculum and teaching process produced this result and how the program could be upgraded to produce a better result more efficiently. To reach the goal of assessing the program and evaluating the outcome, there are three components that should be addressed. Data should be collected and used from these perspectives.  · Students;  · Instruction; and  · Outcomes. Each one is described below. Students This part of the evaluation tool should focus on the students information including, for example, grade level, age, the culture where they are in is it urban or rural (according to the location of the school), socio-economic background (e.g. parents education), skills, grades and test scores from previous schools and all through the year. This data has a great descriptive value; it is also useful for comparisons between other students in the same school or in the other school branches. All the Nile Egyptian schools are providing the same services to all students, but students backgrounds and cultures are going to differ according to the school location. For this I would use these two sheets one general and one specific for each student. This data could be collected once at the beginning of the year and updated if needed. It could be distributed to the parents and filled to save time. I would need this information when reviewing the collective data; it will be also useful when comparing with other schools. The general sheet: Questions How many students are in the same grade in my school (El-Obour)? Number of students taking science in each grade. How many students are in the same grade in all NESs? Number of students taking science in each grade. How many students are in the class to be observed class? Number of students in class. What is the students level in language and science? Scores on achievement tests from previous schools. What is the students basic scientific knowledge before? Scores on a pre-test related to curriculum being evaluated; i.e. an MCQ test to be given on the first or second class session. Second sheet (for individual students): Name Grade Age/ Gender Grade from previous school Comments Instruction (teaching and teaching materials) I think this part is the very essence of my job. I will eventually be leading a team of science teachers asked to deliver the curriculum by the means and the facilities available. According to the school profile, state of the art facilities that are highly technological and laboratory equipment would be available. Through monitoring and observing using an assessment tool I would be able to evaluate the process by which the outcomes or results were achieved and by what is actually taking place in the classroom, rather than what was planned to happen. This would allow us to work on the weaknesses and share the strengths with the other branches. As such I believe my role as a monitor of the science program, whether in the classroom, the laboratory or elsewhere, like field trips inside and outside the school is my number one task. To observe how the program is implemented, and develop teacher training activities that would help them. I would have to include instructional measurable objectives, hours of teaching, teacher characteristic, experience, and innovation in my assessment tool. Being the instructional leader would entail not only observations and evaluations but also building rapport with the teachers and meeting with them before and after class observations, and on regular basis to share ideas and experiences. I would like it too, if the teachers on my team would attend some of my classes; it is good for my professional development, it would also enhance the sense of team collegiality. Pre-observation Conference Date: Teachers Name:______________________ What and when would you like to be observed? (maybe set a time frame for my visit; like in the next week) How do you feel about the lesson? Walk me through your lesson plan. Why did you choose this lesson? What do you want the students to learn by the end of the lesson? How will you check if they got it? What concerns you the most about this lesson? Take me through your lesson plan What is the teaching strategy you want to be observed in this lesson? Classroom management, positive support, instructional monitoring, questioning, other instructional strategies Why did you choose this behavior? Observation instruments to be with me in the lesson while observation: Lesson plan Seating chart and where I would sit Notebook Other: Special conditions/students Reflect on Learning outcome/ objectives met Classroom management Teaching behavior focus Set the date for the post-conference meeting time and place: Any questions? (This sheet is adapted from M. MacCormick 2006) Post-Conference Date: Teachers Name:_____________________ How do you feel about the lesson? My feelings Were the learning objectives achieved?) Teachers comment My comment Discuss changes or suggestions if the lesson would be done again or differently, what would be needed? Classroom Management Teachers comment My comment Suggestions for next classes Teaching Behavior Focus Teachers comment My comment Discuss changes Future training Plan The teachers next teaching behavior focus Develop a training plan with the teacher Summary Summarize and record what was discussed Try to put the conclusions in points I have to remember to give encouraging statement Questions? Complete record of the observation cycle summary Give an estimated time for the next class visit (This sheet is adapted from M. MacCormick 2006) I would like also to use this next tool to have background information of the classes and teachers. This tool also helps me to be clear and set or request from the top management the appropriate training and development programs. Questions Variables 1. What are the measurable objectives? Are these objectives stated clearly? Unit or chapter goals and lesson objectives 2. What are the total hours of teaching per week? Hours/ week 3. What is the teacher/student ratio? Number of students/ class 4. What are the teachers qualifications and experience)? Teachers previous experience 5. What is the type of training available to teachers? Are they fitting and enough? Training and development activities 6. What are the teachers tools, materials and instruments available? Are they suitable and used? Materials and equipment available. (Adapted from Hopstock, Young, and Zehler, 1993 cited in Davis (Gene), 2005) Outcomes This is the last part of what I feel is an effective evaluation; It deals with what to do next. The results of the Cambridge exams are going to be a very important part of the evaluation of the outcome. The top management will look at these results as the sole reflection on the educational process. On the other hand I would like to put into consideration the project work of the students and their portfolios. By this we can evaluate the outcome using both authentic and traditional assessment tools. Assessment is a way we can document our progress. A systematic, ongoing cycle of setting goals or objectives, measuring the achievement of those goals, and using these results to make knowledgeable decisions vital for the departments continuous improvement (Davis (Gene), 2005). Good assessment can enhance the quality of education by providing the necessary evidence to guide us to make the best decisions we can make in many areas: including changes in curriculum, classroom teaching methodology, support individual students, and improvement of the school culture. In other words, we need to know where were standing before we can go any further. In addition to the benefits I will get in my department and school, we, the NESs could use this assessment to improve as a new educational system. With these three key purposes of assessment in mind: à ¢Ã¢â€š ¬Ã‚ ¢ To improve Evaluation should be formative. Assessment provides feedback to help form better programs and services. à ¢Ã¢â€š ¬Ã‚ ¢ To inform Assessment should show a clear image of what is really happening in a classroom or laboratory and can inform others of the effort that is done there. à ¢Ã¢â€š ¬Ã‚ ¢ To demonstrate A good assessment process can answer three related questions: à ¢Ã¢â€š ¬Ã‚ ¢ What are we trying to do? à ¢Ã¢â€š ¬Ã‚ ¢ How well are we doing it? à ¢Ã¢â€š ¬Ã‚ ¢ How are we using what we discover to improve what we will do in the future? The following diagram illustrates this cycle of goal setting tied to evaluations (Davis (Gene), 2005). Analysis of data and presenting it for further use: After collecting the data, starts the next step in the process of evaluation, data analysis and producing a report. This is important for the documentation and writing recommendations to be checked in the next cycle. The evaluation report will include: A description of the achievements of the program, stating and highlighting those instructional methods that were the most effective; A description instructional elements that were unproductive, inefficient and even problematic it will also state areas that need improvement in the future; and A description of the outcomes and the effect of the material taught and how it was delivered on the students as shown by their test scores as well as their portfolios. Thorough observation with accurate documentation will make the data useful for and allow us to make well informed decisions to improve the curriculum and the way it is delivered. In other words, the evaluation report is a tool supporting decision making, program improvement, accountability, and quality control (Davis (Gene), 2005).

Observational Research

The textbook defines observation research is the systematic process of recording patterns of occurrences or behaviors without questioning or normally communicating with the people involved. Additionally, we define observational research as a blanket term for a variety of techniques that are used to gather important data pertaining to optimizing market share in both the business to consumer and business to business world. Information for observation research must be repetitive, frequent, or in some way predictable in order for observing techniques to be successful. We discuss several categories of observational marketing research including: (1) Naturalistic situations, (2) contrived situations, (3) human observation, (4) Machine observation, and (5) direct and indirect observation. Observational research for marketing purposes has roots in experimental psychology. Famous experiments on conformity from the psychology lab can either directly or indirectly apply to marketing research that is done today. Three examples discussed are as follows: * â€Å"Study of prisoners and guards in a simulated prison. (1973) * â€Å"Environmental and Social Correlates of Physical Activity in Neighborhood Parks: An observational Study in Tampa and Chicago†. (2008) * â€Å"An Observational Method for Tim Use Research: Lessons Learned from the Middletown Media Studies†. (2009) The biggest advantage of observation research is that researchers can see how people actually behave rather than having to rely on what they say they did, which eliminates many biasing factors. Also, some forms of data are more quickly and accurately gathered by observation. The primary disadvantage of this type of research can only examine the behavior and physical characteristics of research participants. The researcher learns nothing about motives, attitudes, intentions, or feelings. People watching or objects can take the form of ethnographic research, mystery shopping, one-way mirror observations, shopper pattern and behavior studies. For our hands-on project, we conduct a disguised observation where we monitored shoppers in two Wal-Mart stores without them knowing they were being watched. The study was designed to analyze consumer buying behavior based on gender, age, number of people shopping together, and brand name vs. store brand. Two products, soup and laundry detergent, were chosen to observe consumers in order to perform our observational research study.

Essay on Book Review of Eight Men Out - 2131 Words

A Review of Eight Men Out By: Eliot Asinof The time was the fall of 1919, the country lye on the doorstep of what was to be known as the roaring twenties, a time best described as when the country lost its innocence, a time when a people discovered the pleasures of sin. In 1919, the U.S. has just come out of World War I, at that time known as The Great War. Our service men had went overseas for long periods of time, and spent that time among cultures it had never seen, consequently bringing back part of it when they came home. This was a time of disruption in the country, the world had changed. It was now evident that man was capable of atrocities that could end the human race, and wars that could span long years and cost many†¦show more content†¦The man said to be able to knock down fences with the balls he hit, a man who when he played left field was were triples went to die. He got the name Shoeless Joe, when he was coming up in the farm system he lost one of his cleats and played the rest of the game with one shoe, hence the name Shoeless Joe. The team was managed by a great old man of the game Kid Gleason, a man who once through a no hitter against Cy Young. This was the greatest team ever assembled; a team who could not be beat by anybody, except themselves. And that is just what they did. There were many reasons the scandal that was the 1919 World Series happened, none more important, and maybe less mentioned than the greed of Charles Comiskey, the teams owner. This club may have been the best ever assembled, but it may have also been the most underpaid. No incident explains this any better than the salary of Eddie Cicotte, Eddie had won 28 games in 1917, the war had harmed 1918, but Eddie was back for 1919, but Eddie was only paid $6,000 for the 1919 season, many pitcher in the league with much less talent was paid more than twice that amount. Eddie wasnt the only one, as a whole Comiskey was paying a much smaller salary to his players than any other team would have to pay for the same talent. But for Comiskey it was all about the money. So the stage is set, we have the best team n baseball, the tightest ownerShow MoreRelatedBook Review of Eight Men Out The Black Sox and the 1919 World Series by Eliot Asinof1124 Words   |  5 PagesBook Review of Eight Men Out The Black Sox and the 1919 World Series by Eliot Asinof In the golden age of baseball, where the heroes of the diamond became gods, an incident that would scar baseball for life was committed in the World Series of 1919. Eight men of the Chicago White Sox team conceived a plot to throw the World Series for a sum of $80,000. 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My Experience At New Horizon s Reach Center - 860 Words

During my time of facilitating group, I learned that setting rules and boundaries in the initial meeting is very imperative. It sets the atmosphere for the group members to understand what is expected of them and for them to feel comfortable while receiving the help they need. My primary rule is â€Å"RESPECT†. When respect is the foundation, there would not be much interrupting of the facilitator or group members. However, not everyone will follow the rules. There will be many that may need redirecting because they are considered to be problematic clients. According to Yalom, there are eight problematic clinical types: The monopolist, the silent client, the boring client, the help rejecting complainer, the psychotic or bipolar client, the schizoid client, the borderline client, and the narcissistic client. Also, Yalom finds it necessary to keep group therapy notes on the individuals and the general group. 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The Importance Of Deaf Culture - 1445 Words

It is quite a task to identify oneself within a â€Å"culture† due to the unique social, behavioral, and physical traits each culture represents themselves with. As I began learning about the hallmarks of Deaf culture such as â€Å"language, heritage art and history†, I began wondering about how the historical significance of each one impacted the modern choices of Deaf individuals (Holcomb 17). Our textbook Introduction to American Deaf Culture makes references to how important American Sign Language is to define the Deaf community which leaves me wondering how strong the foundation of Deaf culture would be if based on heritage rather than on language. Being Jewish I never learned Hebrew but knew all the prayers, values, and traditions to feel†¦show more content†¦Language never played in a role in how people viewed me as a Jewish youth nor did people believe I was not culturally experienced because I could not hold a conversation in a certain language. The Je wish people went through oppression both in the stories I grew up learning as well as historical events like the Holocaust which emotionally changed the lives of the Jewish population to this day and for years to come. The point of my experience as a Jewish individual is to lay the idea of how I grew up feeling appreciated by my population without a language and how the community I grew up with experienced oppression much as the Deaf community faced and show how the events we endured made our culture stronger in the long run. I believe that much like the Jewish people, Deaf people show the same pride in their community because of the oppression they faced and how the pride they feel is attributed more to their history than to language. When thinking about the historical impact against the Deaf community, the primary instance that arises in my head is the oralist movement which was supported by hearing people like Alexander Graham Bell. 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It also gave an even deeper analysis of the personal lives of those who are deaf and the societal and emotional struggles they face every day. This was done through the eyes of an Israeli immigrant named Aneta Brodski and her empowering journey to share her story through signed slam poetry. Through watchingRead MoreDeafness Has Been A Negative Label. Being Deaf Is Considered1528 Words   |  7 PagesDeafness has been a negative label. Being Deaf is considered to be a disability solely on the belief that an individual who is Deaf is not â€Å"normal† due to their hearing loss. Most individuals do not believe that there are any benefits or positives from being Deaf, nor do they believe that a Deaf individual will ever be able to live a happy and fulfilled life. However, Deaf individuals do not view themselves as disabled nor do they view their lives lacking anything, rather they view their Deafness

Self Awareness and Opportunity Awareness Free Essays

I have undertaken 5 classes to evaluate my strengths and weaknesses on various topics associated with employability and careers. The classes use a variety of tests and other methods to analyse me in order to produce reports on each topic. This report will summarise these topics and my conclusions from the classes, as well as reflecting on the exercises and how I found the results and their consequences. We will write a custom essay sample on Self Awareness and Opportunity Awareness or any similar topic only for you Order Now Employability Skills Employability skills are one of the most important skills a person can learn. It is one thing having the necessary qualifications for a job, but if you don’t have the employability skills required, you will not succeed. From Class 1 on â€Å"Employability Strengths and Weaknesses† I found out that my main strengths were my organisation and work skills. For organisation, the class discovered that my main strengths were setting and reaching targets, prioritising tasks and meeting deadlines. These points are all related and vital at University and also at a job in â€Å"the real world†. Without being able to set targets and accomplish them, nothing would ever get done and in life targets need to be set and reached in order to progress. They can be used to monitor you and see improvement, which is a large benefit. My main weakness in my organisation category is my motivation. Sometimes I can’t get motivated into doing a piece of work, but once I start and get flowing, I do it till it’s finished. Its one of the areas that I have improved on, but there is still room to develop. For work skills, the class confirmed that I am good at using and applying financial information which I gained and developed at college studying maths and business studies which could open up different types of careers, associated with computing also. My weakness in work is teamwork, but only with something academical. I have no problems team working in a sport or socially, but would often prefer to complete a piece of work individually rather than in a group of people as I get more control in the content. The skill that is my main weakness is my adaptability. My strength in this area is the ability to learn from experiences and develop new strategies for tasks that I experience. My weaknesses in this skill are finding creative solutions to problems and I think this is because overall I am not a particularly creative person. Another weakness in this area is that I am not resilient to change and the exercise states that most of us have this as a weakness but its something that is always going to happen and we need to accept change and thrive upon it. Another possible weakness in this area is transferring skills from one situation to another. The test results for this class state that people often have many skills that they have attained from every day life that they do not realise and these skills can be transferred into University or the work place. To improve in this area I have completed the exercises that are contained within this class and this will help me to identify improvements that can be made so that I can turn weaknesses into strengths to maximise my chances of getting a successful career. For this class, I found that I had done most of the activities before gaining similar results so I didn’t actually learn much about myself, rather confirming the thoughts that I previously had. The most beneficial part of this class was getting a summary of each individual area of employability that related to me. It showed a graph as an overview of the skills and then described them in detail, which was really helpful as it stated what I am good at and what needs further work on. Occupational Interests Class 2’s aim was to help me identify the nature of occupation that was suitable for me and to learn about why it is important to recognise career preferences for choosing an occupation. The test that I completed in this section didn’t tell me anything that I didn’t already know. The main point that the test found out was that I am not very artistic, which I have known for a long time and anyone else that knows me will know this also. For the other 5 areas, it found that my interests were divided across the board. Apparently this will lead to a â€Å"conflict† in terms of career choice as â€Å"it may prove difficult to find a career area that satisfies all of my interests†. It implied that my answers may have been incorrect, but I feel this is because the questions were too general and could only be answered with a â€Å"yes† or a â€Å"no†. As this was the case, I answered â€Å"yes† for most questions as I felt that it was either correct or partially so. Due to the format of the questions, I felt the summary of answers was irrelevant and conclusions could not be formed from the questions asked. An improvement to the questions could have been to answer on a scale of 1 to 10 and make conclusions based on the scale; this would have given a more in-depth summary on career interests which would have made it more relevant to each person, rather than general answers. Learning Style Team Working The aim of class 3 was to identify my role when working in a team and my strengths and weaknesses of team working and my learning style when working alone and in a team. Although I participated in the Belbin method of identifying team roles before, it was in the first week that I was at University and my role has changed over this time as I have became more involved in groups and grown as a person. After completing the test as part of the class, the team role that best suited me was â€Å"Team Worker†. The main points of this role are that I support members in their strengths and improve communications between members and help create team spirit within the group. Qualities in this role contain humility, flexibility, popularity and good listening skills, all of which I believe to have. Weaknesses are a lack of decisiveness and toughness and distaste for friction. When I originally did the Belbin test, I didn’t rate it highly and didn’t pay much attention to the ro le it gave me. After completing it this time, I agree with the entire summary and believe the method to be informative and helpful in deciding roles for members within a group in order to get the best out of the team members. Employment Opportunities The main employment opportunity that I have in the near future is the year long industrial placement that takes place after my current year. The industrial placement will refine my employability skills in the workplace and also teach me new skills that will increase my knowledge and level of work ready for the final year and progressing from there onwards. Experience in industry for a year will also increase my job prospects once I leave University, as many jobs now require that people have at least 1 year’s experience, but to get experience you need a job. It’s a cycle that is hard to enter but the industrial placement joins the cycle and gets that valuable experience required. My current employment is working in a high street electrical store. Working with them has improved my communication and team working skills as I work as part of a small team which requires constant communication for us to function efficiently. As part of a team, we get assigned roles and each role in the team is vital for the running of the store. I took this job mainly to fund myself at University but it has taught me skills that I can transfer into my work and for future jobs and career opportunities. Career Decisions The aim of class 4 was to identify my own decision making style and find out and use two methods of improving the quality of my decision making. Also this class helped to prepare to take appropriate action to progress to career plans. I am a mixture of decision making types, including rational, intuitive and â€Å"please everyone†. I discovered that I tend to collect information about the possibilities and weigh up the pros and cons of each outcome to base my decision upon. Other times, I tend to know intuitively which decision to make. I can often not explain or justify these reasons for choosing a particular decision, but I’m drawn towards it. I also like to please as many people as I can when making a decision. If I have no preference on a decision, or would be pleased with a number of outcomes, I would choose the most popular vote to prevent conflict and make the most people happy. The test on Career Decision Making stated that I have a good idea of where I am heading in career terms and that I may have a good record of successful decisions and a strong idea of what career I wish to enter. I agree with this summary of my career progress but was unsure that the test would come to this justification. In the test, there were only 3 options per question and only 12 questions in total so I was sceptical whether it would come to an accurate decision given the lack of depth of the questions, but seeing as though it proved accurate for me, I cannot fault the process too much. Conclusion These classes have enhanced my knowledge of myself and the current skills that I obtain, and also the skills that I need further development on. Some of the classes have exercises that I have experienced before and weren’t particularly useful as they told me nothing new, but they confirmed the results that previous tests had found. Other classes and exercises were new that I hadn’t done before showed me my learning style which I hadn’t previously known and I found out which team role I belong in, which has changed from the last time I did the exercise 14 months ago. One improvement that could have been made to the course was if there were practical classes, roughly once every 2 weeks that we could attend and get a better idea of what was happening and receive any help if we required it and a physical class would have been easier to keep up to date with the certificate than it all being online. Overall I think that these classes, and exercises within then, have be en worthwhile as I have learnt which skills I posses and am good at, and also which skills I need to work on to improve my employability. 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International Economics for Destructive Economic - myassignmenthelp

Question: Discuss about theInternational Economics for Destructive Economic Phenomena. Answer: The Great Depression of 1929, which is until now one of the most destructive economic phenomena was in existence for almost a decade, mainly had its origin in the USA. The main policy blunder which the central bank of the country, the Federal Reserve did at that time was that it constantly kept on increasing the rate of interest in the country, even during the time of recession which started in August 1929. This in its turn led to a massive crash in the stock market in the last quarter of the same year (Berton, 2012). Another factor, which contributed to the decision of the Federal Reserve of raising the rate of interest to preserve the value of the dollar was the Gold Standard which existed at that point of time. The Gold Standard, which prevailed in the global economy at the time when the Great Recession struck the international economic scenario, was basically designed and implemented to maintain a stability in the foreign currency and exchange scenario. However, this standard also had its contribution in increasing the effects of the Great Depression. To maintain the Gold Standard and to prevent the gold outflows, the central banks all over the world prevented themselves from taking any expansionary policies, which in its turn, in the period of Great Depression and deflation, increased the financial crisis even more (Temin, 2016, pp. 144-153). During the time of the Great Depression of 1929, the Gold Standard was still prevailing in the global economy. Though this standard was supposed to bring back stability in the financial sector of the world, this clubbed with the financial turmoil in the economy, aggravated the crisis. The Great Depression, which started with a huge stock market crash, led to a lack of confidence in the investment sector and was also followed by a deflationary state (Brunner, 2012). In this situation, instead of taking expansionary monetary policies, the central banks of many countries resorted to decreasing money supply and taking contractionary policies in order to stop the outflow of gold and to safeguard their gold reserves, which in turn aggravated the financial crisis even more. With the onset of the Great Depression of 1929, many countries abandoned the Gold Standard, which in turn helped the countries to recover early from the acute financial crisis. The countries, which abandoned the Gold Standard early, had the provision of engaging in the expansionary monetary policies, which in turn helped the economies of these countries as they could manipulate their supply of money and levels of prices, which in turn helped in bringing flexibility in the economy of the country (Eichengreen, 2012, pp. 117-134). The countries, which did not abandon the Gold Standard early, could not bring this liquidity in the financial market, which led to a prolonged suffering on their part. On the other hand, the countries which let go off the Gold Standard early could get out of the constrained monetary policy framework and their fear of outflow of gold reserves, which in turn helped the countries to get out of the acute financial crisis more smoothly. References Berton, P. (2012).The Great Depression: 1929-1939. Anchor Canada. Brunner, K. (Ed.). (2012).The great depression revisited(Vol. 2). Springer Science Business Media. Eichengreen, B. (2012). When currencies collapse: will we replay the 1930s or the 1970s?.Foreign Affairs, 117-134. Temin, P. (2016). Great Depression. In Banking Crises (pp. 144-153). Palgrave Macmillan UK