Using fibonacci extension levels for forex

Using fibonacci extension levels for forexusing Fibonacci Extension levels for forex

Fibonacci Extension

The next use of Fibonacci you will be applying is that of targets. Lets start with an example in an uptrend.

In an uptrend, the general idea is to take profits on a long trade at a Fibonacci Price Extension Level. You determine the Fibonacci extension levels by using three mouse clicks. First, click on a significant Swing Low, then drag your cursor and click on the most recent Swing High. Finally, drag your cursor back down and click on the retracement Swing Low. This will display each of the Price Extension Levels showing both the ratio and corresponding price levels.

On this 1-hour USD/CHF chart, we plotted the Fibonacci extension levels by clicking on the Swing Low at 1.2447 on 08/14/05 and dragged the cursor to the Swing High at 1.2593 on 08/15/05 and then down to the retracement Swing Low of 1.2541 on 08/15/05. The following Fibonacci extension levels created are 1.2597 (0.382), 1.2631 (0.618), 1.2687 (1.000), 1.2743 (1.382), 1.2760 (1.500), and 1.2777 (1.618).

Click the Image for large Size

Now lets look at what actually happened after the retracement Swing Low occurred.

* fell back to the 0.382 level which acted as support

* then rallied all the way to the 1.382 level

* consolidated a bit

* then rallied to the 1.500 level

Click the Image for large Size

You can see from these examples that the market often finds at least temporary resistance at the Fibonacci extension levels - not always, but often. As in the examples of the retracement levels, it should be apparent that there are a few problems to deal with here as well. First, there is no way of knowing which level will provide resistance. The 0.500 level was a good level to cover any long trades in the above example since the market retraced back to its original level, but if you didnt get back in the trade, you would have left a lot of profits on the table.

Another problem is determining which Swing Low to start from in creating the Fibonacci Extension Levels. One way is from the last Swing Low as we did in the examples; another is from the lowest Swing Low of the past 30 bars. Again, the point is that there is no one right way to do it, and consequently it becomes a guessing game.

Alright, lets see how Fibonacci extension levels can be used during a downtrend. In a downtrend, the general idea is to take profits on a short trade at a Fibonacci price extension level since the market often finds at least temporary support at these levels.

On this 1-hour EUR/USD chart, we plotted the Fibonacci extension levels by clicking on the Swing High at 1.21377 on 07/15/05 and dragged the cursor to the Swing Low at 1.2021 on 08/15/15 and then down to the retracement High of 1.2085. The following Fibonacci extension levels created are 1.2041 (0.382), 1.2027 (0.500), 1.2013 (0.618), 1.1969 (1.000), 1.1925 (1.382), 1.1911 (1.500), and 1.1897 (1.618).

Click the Image for large Size

Now lets look at what actually happened after the retracement Swing Low occurred.

* The market fell down almost to the 0.382 level which for right now is acting as a support level

* The market then traded sideways between the retracement Swing High level and 0.382 level

* Finally, the market broke through the 0.382 and rested on the 0.500 level

* Then it broke the 0.500 level and fell all the way down to the 1.000 level

Aboriginal education and training policy

Aboriginal education and training policyAboriginal Education and Training Policy

Defines the Department's commitments in schools, TAFE NSW Institutes and community education settings. Developed in response to the Report of the Review of Aboriginal Education 2004, in collaboration with Aboriginal communities and key partners.

1. Objectives - Policy statement 1.1 Commitments 1.1.1

The NSW Department of Education and Communities including schools, TAFE NSW and community education settings (The Department), is committed to improving the educational outcomes and wellbeing of Aboriginal and Torres Strait Islander students so that they excel and achieve in every aspect of their education and training.

It is the goal of the Department that, Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population.

The Department is committed to increasing knowledge and understanding of the histories, cultures and experiences of Aboriginal and Torres Strait Islander people as the First Peoples of Australia.

The Department will provide Aboriginal cultural education for all staff and education about Aboriginal Australia for all students, as it is everybodys business.

The strength, diversity, ownership and richness of Aboriginal cultures and Custodianship of Country are respected, valued and promoted.

The Department is committed to collaborative decision making with Aboriginal Peoples, parents, caregivers, families and their communities.

The Department recognises the NSW Aboriginal Education Consultative Group Incorporated (NSW AECG Inc.) as the peak Community advisory body to the Department on Aboriginal education and training at all levels and in all stages of planning and decision making.

These commitments affirm the inherent right of Aboriginal students to fair, equitable, culturally inclusive and significant educational opportunities so that all students obtain a high quality education as a platform for enriching their life chances and achieving their full potential.

Aboriginal education and training is core business for all staff.

1.2 Aboriginal education and training involves continuous, lifelong learning. It includes: 1.2.1

delivery of quality education and training to Aboriginal students in schools (including, where relevant, preschools), TAFE NSW Institutes and community education settings

education about Aboriginal Australia for all students

mandatory Aboriginal cultural education through professional learning and career development experiences for all staff

identifying and engaging the NSW AECG Inc. and Aboriginal communities as partners in Aboriginal education and training.

1.3 The Department values the skills, experiences and knowledge of Aboriginal people and will: 1.3.1

increase the participation and retention of Aboriginal students in schools, TAFE NSW Institutes and community education settings

increase employment, promotional opportunities and retention of Aboriginal people in a broad range of positions across all areas of the Department

engage the NSW AECG Inc. and Aboriginal communities as partners in Aboriginal education and training.

1.4 The Department will improve lifelong learning pathways for Aboriginal learners. This will include transitions: 1.4.1

from home to school

through primary and secondary education

from school into further study and employment

through vocational education and training and other pathways into further study or sustainable employment.

1.5 The Department in partnership with the NSW AECG Inc. and Aboriginal communities and organisations will: 1.5.1

value and acknowledge the identities of Aboriginal students

provide supportive and culturally inclusive learning environments for Aboriginal students

assist Aboriginal students to access educational opportunities in a range of settings

implement:

Aboriginal studies programs

Aboriginal languages programs

Aboriginal cross-curriculum content within schools

Aboriginal perspectives in relevant further/alternative education and training programs.

1.5.5

incorporate the cultural contexts, values and practices of local Aboriginal communities into the mainstream delivery of education and training.

1.6 The Department will consult with local Aboriginal communities and support teachers to: 1.6.1

develop and demonstrate their high expectations of all Aboriginal students

engage and motivate Aboriginal students for successful participation in education and training

encourage Aboriginal students to pursue personal excellence, including a commitment to learning

use quality teaching and assessment practices and resources that are culturally inclusive

enable Aboriginal students to achieve age appropriate syllabus outcomes in schools and module and course completions in vocational education and training

provide all students with opportunities to develop deeper understandings of Aboriginal histories, cultures and languages through:

Aboriginal studies

Aboriginal languages

Aboriginal cross-curriculum content in schools

relevant studies in TAFE and community education.

1.7 Working together to build capacity within Aboriginal communities 1.7.1

The Department will work with other government agencies and non-government organisations to build capacity within Aboriginal communities to ensure that Aboriginal people participate as equal partners in education and training.

1.8 Training and assistance 1.8.1

The Department will provide appropriate and relevant training and resources to assist with the implementation of this policy in line with the key focus of achieving improved educational outcomes in Aboriginal education and training.

2. Audience and applicability 2.1

The policy applies to all employees of the Department.

Programs funded by the Department are expected to operate in line with the policy.

3. Context 3.1

The Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (PDF 1.14MB) (ATSIEAP) provides a consistent approach across states and territories to deliver and report on Aboriginal Education.

The purpose of the Plan is to assist schools to accelerate improvements in the educational outcomes of Aboriginal students. NSW and other jurisdictions have contributed to the Plan.

The National Indigenous Reform Agreement and NSW 2021 include commitments to close the gap in educational outcomes between Aboriginal and non-Aboriginal students.

The Technical and Further Education Commission Act (1990) requires that TAFE NSW provides Aboriginal people with access to technical and further education services, including a range of appropriate specialised services.

4. Responsibilities and delegations 4.1

The Secretary is responsible for ensuring the implementation and monitoring of the policy and reporting to the Minister, the NSW AECG Inc. and the broader NSW community on the implementation of the policy and achievements within Aboriginal education and training.

implementing the policy

developing plans that comply with the policy

monitoring the effectiveness of their plans

reporting on achievements in Aboriginal education and training against outcomes and targets.

4.3 School principals are responsible for: 4.3.1

implementing the policy

incorporating strategies within the school plan that comply with the policy

supporting staff to participate in learning pathways to build competencies in Aboriginal cultures

monitoring the effectiveness of their plans

reporting on achievements in Aboriginal education and training through improved practices and student outcomes.

developing plans that comply with the policy

supporting staff to participate in learning pathways to build competencies in Aboriginal cultures

monitoring the effectiveness of their plans

reporting on achievements in Aboriginal education and training against outcomes and targets.

Staff in schools, TAFE Institutes, field and state offices, are responsible for implementing the policy and ensuring their actions comply with it.

4.6 The Director, Aboriginal Education and Community Engagement 4.6.1

is responsible for publication and currency of the policy and coordination of support material through consultation with, and endorsement from, the NSW AECG Inc.

5. Monitoring, evaluation and reporting requirements 5.1

The Department will report on outcomes for Aboriginal students in the Departments Annual Report.

The Director, Aboriginal Education and Community Engagement, will monitor progress on the implementation of this policy and report to the Secretary.

In honouring the Maintaining a Collaborative Partnership into the Future partnership agreement, the Department will collaborate with the NSW AECG Inc. in the monitoring and evaluation of strategies and will report on progress in implementing this policy against outcomes and targets for Aboriginal education and training. The Department will also consult with the NSW AECG Inc. on future policy directions.

Educational Services and TAFE NSW Institutes will report annually through their respective reporting mechanisms.

Schools will report through the schools annual report.

6. Contact

Director, Aboriginal Education and Community Engagement, (02) 9244 5378.

Displaying human resource development strategy powerpoint presentations

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