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Among the guests were mainly representatives of foreign banks, law offices and consultancy companies. This module focuses on contextualization through an examination of South and North Korea. The two activities lead toward a document-based question DBQ that has students evaluate the extent to which the Cold War affected economic and technological development.
Students work collaboratively to better understand the current context surrounding South Korean economic development. Students will explore economic developments in South Korea through a structured source analysis of common and paired readings, referred to as the Box Protocol. This task is designed for students with little to no understanding of the Information Age and economic liberalization trends in the post-World War II era.
Students will need prior knowledge of basic economic concepts like gross domestic product GDP and conglomerates to access the homework and opening stages of the activity. Students work collaboratively to investigate the impact of the Cold War, economic liberalization, and the Information Age on North and South Korea. Students will read paired sources, one on North Korea and one on South Korea, to compare the responses of each to the three twentieth- and twenty-first-century historical developments.
The Korean War
This activity is designed to engage students in an analysis of the impact of the Cold War, economic liberalization, and Information Age technological developments on North and South Korean development. Students should have general knowledge of each of the three historical developments mentioned above. Students will work in collaborative pairs on an analysis of one of three sets of paired sources.
Each set explores one of the three historical developments—the Cold War, economic liberalization, or the Information Age—through North and South Korean sources. In the second stage of the lesson, student pairs will join other pairs to develop a short presentation to share their learning.
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At the conclusion of the lesson, students will demonstrate their learning by writing responses to Short Answer Questions SAQs. Teachers should note that students are initially divided into pairs with only one set of sources to allow for deeper exploration of one historical development. The lesson could be extended to allow pairs to explore all three historical developments, if time permits. The sources will demonstrate how North and South Korea responded to the larger historical developments of the period.
For instance, though the second historical development is economic liberalization, the North Korean reaction was to reject this trend and focus instead on continued central planning according to communist command-economy principles, while South Korea introduced elements of central planning and state coordination onto a capitalist framework.
The Information Age sources likewise reflect the distinct differences between the types of technology on which North and South Korea focused. This activity is designed to engage students in the complete DBQ writing process. Students will complete a DBQ that assesses their ability to argue about the relative influence of the Cold War on economic and technological development. Students work collaboratively to interpret a set of four sources.
Students will analyze evidence to determine how several belief systems were utilized in Korea to legitimize rule. This activity is designed to engage students in critical thinking about how states utilized belief systems to strengthen the legitimacy of their rulers and regimes. Students will benefit from some prior knowledge of Confucianism, Neo-Confucianism, and the cultural connection between China and the Korean peninsula.
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Students will view a collection of primary and secondary sources to better understand how Korean states—the Goryeo and Joseon Dynasties and the South Korean government—have utilized belief systems to strengthen their legitimacy over time. After the lesson, students will complete a short answer question based on a written primary source.
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Students work in jigsaw groups to analyze sources in an investigation of how South Korea was able to grow economically after the Korean War. Students are assigned one of three expert groups—corporations, government, or citizens—to explain the cause of the economic miracle in South Korea.
This activity is designed to develop student historical reasoning skills in causation and continuity and change over time CCOT through the use of primary and secondary sources. This lesson is best used after students have acquired some background knowledge of the Cold War and global economic developments in the late twentieth century. In these activities, students are asked to take on the role of a historian. Teachers should be aware that many contemporary historians grapple with this debate over South Korea's "economic miracle" and therefore, this activity can be an opportunity to encourage diverse interpretations by students, as well.