Supercontinent

This paper will probe the theory that the continents of the Earth were originally a single supercontinent. It will describe the reasoning behind the theory, review the evidence that supposedly supports it, and present the reasoning for its rejection. It will also present an alternative view. It will explain the use of fossil records to link pieces of history, and why they may be one of the more significant methods used. The paper proposes that the theory of the supercontinent and the study of fossil records lack a confident conclusion to the geological history of the Earth and its present state, meriting the consideration of an alternative view. In 1912, a German meteorologist submitted the idea of the continental drift. His name was Alfred Wegener, and although he was not the first to explore this theory, his pursuit of the idea held more determination than any other did. 1 Wegener believed that the continents originally were attached in a single supercontinent he called Pangaea (â€Å"all land† or â€Å"all earth†). He also believed that the continent, surrounded by one global ocean, then broke apart and drifted to separate places on Earth. He reasoned that the process repeated itself over a period of time. A complete cycle from beginning to end could take approximately 300-600 million years. To support his theory, Wegener provided evidence, such as how the shapes of the continents appear to fit together like the pieces of a puzzle. He is also noted how mountain ranges continued between continents, and appear to link them together. Wegener also submitted evidence that fossils and rock matter found on different continents were very similar to each other. Most interestingly, were the instances in which plant and animal fossils were found on the coastlines of South America and Africa (If looking at a world map, it can be said that Africa‘s west coast and South America‘s east coast seem to fit together). To Wegner, this was the most compelling evidence that the two continents once were one. 2 Although all of Wegner’s evidence seemed to coincide, his theory lacked a crucial point: a valid explanation of what pushed the continents apart. Wegener reasoned that the continents plowed through the ocean floor. His peers immediately rejected this idea. Studies conducted years later aided in the development of the concept of plate tectonics, as well as the subsequent confirmation of continental-drift theory. As previously mentioned, fossil records were among the evidence used to support the continental-drift theory. They provide some evidence of when and how life began, what types of organisms existed and how long they lived. Fossils also tell what the climate was and how it changed, as well as provide clues to the Earth’s tectonic evolvement. With the study of fossil records, it is conceivable that when the continents separated and rejoined, that animals once known to one specific region, now traveled in and about the other continents. 3 The shifting of the continents caused climatic changes that influenced this migration; however, climatic change was not the sole reason. Animal migration is indicative of the fact that animals were adapting to their surroundings (the availability of food, water, etc. in a specific area). Fossils have had great historical influence. Much of what we know about history has come from the study of fossils. The idea of plate tectonics was significantly aided by the notion that fossils now found widely spaced across the globe had to exist on the same original landmass that subsequently split apart. The African fossil record is arguably the most significant source of evolutionary history. Its fragmented components may be scattered throughout the continent, but considerably an integral part of piecing together history. Even with its supporting evidence, there are notable flaws in the idea of the continental drift. The theory states that all continents were once part of a single supercontinent, but does not explain how the supercontinent itself formed. The Creationist view offers an answer. By account of the Bible, the creation of the supercontinent and the subsequent shifting of the continents are explained in Genesis: In the beginning God created the heavens and the earth†¦God said, â€Å"Let there be a firmament in the midst of the waters, and let it divide the waters from the waters. Thus, God made the firmament, and divided the waters that were under the firmament from the waters that were above the firmament; and it was so. And God called the firmament Heaven†¦Then God said, â€Å"Let the waters under the heavens be gathered together into one place, and let the dry land appear†; and it was so†¦. This is the history of the heavens and the earth when they were created†¦4 Genesis also tells us that God caused it to rain on the earth for forty days and nights. This event is recorded as the Great Flood. Arguably, the division of the firmament, in addition to the effects of the flood, caused the shifting of the continents. The Bible also states that during the flood God destroyed both man and cattle from the earth. Those on the ark were the only survivors. Therefore, it is reasonable to believe that those human and animal remains would later be discovered fossilized deep within the earth. The continental-drift theory reasons that all continents formed from a single supercontinent. The use of fossil records has been used to support this theory. Initially rejected, other studies reportedly confirm the theory. However, upon closer inspection the theory raises more questions than answers. One is the question of the supercontinent itself. The theory tells us that subcontinents formed by the breaking apart of one supercontinent, but does not elaborate on how the supercontinent formed. Creationist suggests a different view. The idea of biblical creation tells us that God created the earth and then caused it to break and shift apart. Endnotes 1. John Reader, Africa: A biography of the Continent (New York: Vintage Books, 1999), 21. 2. NASA. â€Å"Evidence supporting Continental Drift†, 2003. http://kids. earth. nasa. gov/archive/pangaea/evidence. html. 3. Reader, 39. 4. The Holy Bible: New King James Version (Nashville: Thomas Nelson, Inc. , 1984), Genesis 1:1, 6-9, 2:4. Bibliography Answers. com. â€Å"Plate tectonics: definition and much more from answers. comâ€Å", 2008. ttp://answers. com/topic/plate-tectonic (accessed 8/4/2008). John Reader, Africa: A biography of the Continent (New York: Vintage Books, 1999). NASA. â€Å"Evidence supporting Continental Drift† Sharron Sample, 2003. http://kids. earth. nasa. gov/archive/pangaea/evidence. html. The Holy Bible: New King James Version (Nashville: Thomas Nelson, Inc. , 1984). Wikipedia. â€Å"Superc ontinent cycle† 2008. http://en. wikipedia. org/wiki/supercontinent_cycle Wisegeek. â€Å"What is the supercontinent cycle? † http://www. wisegeek. com/what-is-the-supercontinent-cycle. htm (accessed 8/4/2008)

Favorite Teacher

Hi! My name is Ameha Tsegai. My favorite teacher is Mrs. Magnusen. She is my favorite teacher because she has done a lot for me. She always makes teaching fun and easy. The students in her class learn faster because the way she teaches. I learn fast too because I am also in her class. She is a special teacher, and she is very nice and kind. She is a good teacher because she always makes sure everybody learned the lesson. If one student does not understand the lesson, she carefully teaches them until they understand it before moving on. She does that because she is trying to make sure every body in our class passes the CRCT. She is a really awesome teacher. She is my math and science teacher. I love those two subjects for two reasons. The first reason I like those two subjects is because their real interesting and fun; the second reason is because she teaches it! Another reason Mrs. Magnusen is my favorite teacher is because she knows my family and culture really well. She has also tried the cultural food that the people in the country that my parents were born make. Anyway, she is a one of a kind teacher. She is because she actually cares about if the students completely understand the lesson. Some teachers just teach the lesson and let the book teach them. Mrs. Magnusen goes beyond that point and does most of it on the board, while she’s explaining it. Mrs. Magnusen likes giving extra help to students. When a lot of students need extra help she goes on the computer, finds something that explains our lesson, and pulls it up on the promethean board. That actually helps the students in our class because it explains the lesson step-by-step. The students can take notes on what the board is saying and study it for the next test. That way more students could pass the tests. Mrs. Magnusen also makes the class laugh. That is another good reason for her to be your favorite teacher. Sometimes in the classroom she makes jokes while no one expects it. I have one more favorite teacher. Her name is Mrs. Goff. She is also generous and kind. Her and Mrs. Magnusen are a lot alike.

ANALYSIS ON THE EUROPEAN UNION Essay Example | Topics and Well Written Essays - 1750 words

ANALYSIS ON THE EUROPEAN UNION - Essay Example A Commissioner can be responsible for policy areas that belong to different DGs. Cabinet portfolios are basically function-based. National officials are invited by the Commission to participate on expert and advisory committees in the preparatory stages of a policy process. They attend as area experts, and do not formally represent their governments (Docksey and Williams, 1997, p. 141). Interest group participation is functionally based. The geographical principle is apparent in several respects. At the apex of the organization, the College of Commissioners is comprised of persons proposed by the member governments. They are served by personal secretariats that are composed of compatriots of the respective commissioners. For the Commission services, the recruitment of officials is drawn from national quotas but merit criteria is also applied. The EU has 27 member countries. ... (since 2004-05-01), Lithuania (since 2004-05-01), Luxembourg (EUR), Malta (since 2004-05-01) (EUR: 2008-01-01), the Netherlands (EUR), Poland (since 2004-05-01),Portugal (EUR), Romania (since 2007-01-01),Slovakia (since 2004-05-01) (EUR: 2009-01-01), Slovenia (since 2004-05-01) (EUR) , Spain (EUR), Sweden (since 1995-01-01) and the United Kingdom of Great Britain and Northern Ireland. III. Economic Total Value of Trade The EU has a tremendous trading partnership with various countries in Africa, the Caribbean and the Pacific (ACP). The total value of EU trade with the ACP countries reached approximately 80 billion for 2007. The breakdown of trade transactions reflected figures of EU importation worth 40.2 billion and EU export figures of 39.7 billion. For the African countries, the EU is their largest trading partner.In terms of trade composition, the profile of key products which are currently traded are as follows: the ACP countries export petroleum (42% of total exports), cocoa beans, (5%) and diamonds (5%). The EU exports machinery (22%), oil (11%), vehicles (7%), boats (7%), and medicines (3%). The EU also poured considerable foreign direct investment to the ACP countries which had increased from 1,922 million in 1996 to 4,319 million in 2002. This value of investment represents approximately 3.3% share out of the total investment outflows of the EU.In terms of foreign direct investment breakdown, foreign dirext investment flows to ACP Africa peaked from 1,532 million in 1995 to 2,799 million in 2002. Hence, the ACP has increasingly become a destination for investment by the EU.According to EU Trade Commissioner Peter Mandelson (2008), the continued prosperity of Europe hinges on business certainty, tariff predictability,

ANY Coursework Example | Topics and Well Written Essays - 250 words - 1

ANY - Coursework Example However, proper tool selection is a critical and a difficult undertaking. The methodology defines specific deliverables and artifacts that are created for the purpose of maintaining an application. The programming languages also known as codes are used to instruct the computer to perform certain tasks. Therefore, the programmer must complete the objective of making the language easy to comprehend and efficient in the sense that few instructions are written to complete the required task. It is significant to note that the languages range from first-generation to fifth-generation languages. However, these languages are set by ANSI and ISO which guarantee program portability among operating systems and application programs (Systems Architecture Sixth Edition Chapter 10 25). In the compilation process, the program editor ensures that input is from the programmer, program, template or both. The output also referred to the source code should be partial or complete. The output is stored in a file and the file is named to indicate its functionality as well as the programming language. Therefore, the compiler checks syntax errors, translates code into instructions and generates CPU instructions among other instruction (Systems Architecture Sixth Edition Chapter 10). Most importantly, the compiler completes data declaration, data operation, control structures and functions which include subroutine calls. Link editing is also carried out by the link editor and searches for external function calls in the compiler library. Link editing is either dynamic or static. In addition, interpreters are part and puzzle of the software development lifecycle. They interleave source code translation, foresee link editing and execution. After interpreting, symbolic debugging is carried out. It refers to the use of an automated tool for testing executable programs. This is enhanced through the use of symbol

Philosophy Essay Example | Topics and Well Written Essays - 500 words - 17

Philosophy - Essay Example Nehamas examines what he refers to as â€Å"Nietzsche’s ambiguous attitude toward the question whether truth is discovered or created.† What is not being considered here on the part of Nehamas is the possibility that the attitude is less ambiguous in a sense that Nietzsche didn’t consider the full implications of this sort of attitude than it is that Nietzsche unambiguously considered this attitude to be the only defendable position. There are two basic parts of this attitude to examine. First, we must consider the aspect of the unity of the self. As Nehamas states, Nietzsche considered there to be an utter lack of unity of self, considering that one’s thoughts and desires so readily contradict each other, and even one’s own desires change and run contrary to each other as well. In this sense there is no single self that uniformly acts upon a person’s behalf. In considering this attitude with the assertion that Nietzsche’s attitude was ambiguous in matters of whether the truth was discovered or created, Nehamas’ attitude does not hold up as well. If people are always in a state of becoming because there are so many tendencies that work in contradictory manners, then obviously the truth is both found and created. This is less a matter of ambiguity than an attempt to be contradictory. The truth cannot be determined by a person who is in such a state of determining what one thinks about things. If we are attempting to determine something that is considered to be fixed and finite such as the truth, then there would be no way for people who are ever shifting in their self-perceptions to discover such a thing. Therefore, in the process of the organization of the unity of the self, the truth is created for an individual, and an individual who is constantly shifting is able in a sense to discover the truth that the organization of the unity of the self has created. Secondly, we must return to the idea

Business of Law Essay Example | Topics and Well Written Essays - 2250 words

Business of Law - Essay Example Task 1: Contract and Tort: As far as the case is concerned it can be understood that Alice and Cyril had been to Purple Pumpkin for their lunch where after having their food, both suffer from food poisoning. The fact that needs to be considered in this case is that Purple Pumpkin is actually responsible for the food that they serve to their customers since they are the customers to Purple Pumpkin and not the companies that supply the food. It was supposed to be the potential liability of Purple Pumpkin to test the food that is supplied to them before providing them to the customers. Hence Purple Pumpkin can be sued by Alice and Cyril in this case. Considering the tort of negligence in this case, in the first step of the law that states about the duty of care, it can be said that neither the act of the defendant or Purple Pumpkin or the consequences were not foreseeable nor there existed any legal or physical closeness among the two parties. However from the losses or the suffering of the customers, there taking legal actions against Purple Pumpkin can be considered to be fair and just. ... This includes the third stage of the law of tort of negligence that considers the issue of the damage caused by the defendant. As the law states in terms of the remoteness of damage and as suitable in this particular case, â€Å"The defendant will be responsible for the harm caused to a claimant with a weakness or predisposition to a particular injury or illness† (Tufal, n.d., p.3). Hence it can be concluded on this case that Alice and Cyril being the suffered customers of Purple Pumpkin can sue the organization for providing them with foods that caused food poisoning to them. However they would require proving that it was the food supplied by that organization that caused them the poisoning. Moreover, on the part of the company, Purple Pumpkin may sue Mactavish Sea Foods Ltd that had supplied the lobsters to the organization proving the same. Liability at Contract and Liability at Tort: A Contrast: The primary difference in the liability at contract and liability at tort is i n the fact that the responsibilities assumed in contracts are completely voluntary. Thus there arises no force on any individual for the liabilities to be maintained. On the other hand, in case of tort, the potential liabilities are enforced on the individuals without letting them know or be aware of such potential liabilities. â€Å"The law sometimes requires compulsory insurance to protect against claims of liability in negligence or other torts, but it may be prudent for businesses to carry insurance for their property and possessions in the event of claims against them† (Negligence and Nuisance, n.d., p.257). Thus it can be said that in case of contracts, the law of contract would enable

Cloud Computing Essay Example | Topics and Well Written Essays - 750 words

Cloud Computing - Essay Example Tayade (2014) explains that due to the emerging complexity of mobile devices, security trends are becoming more prevalent in various firms. Yang et al. (2011) explains that cloud computing in organizations has been essential in the fact that it assists easier access and processing of information. The cloud computing systems have also assisted in effective storage of sensitive information in order to provide minimum security operations. The organizations have been made possible to use enforceable password to unlock screens and implement automatic lock on the device using cloud computing. Cloud computing systems also result in fixed device encryption, which has been installed to maintain the confidentiality of sensitive data whenever there is any theft or loss of the device. Anti-virus, firewall, or anti-malware software is installed in cloud computing systems (Tayade, 2014). Performing system scans has been beneficial since it assists check for any malicious threats or viruses. Ren et al. (2011) argue that cloud computing users do not install applications directly from the internet without having any assurance that the product to be installed is safe or has no malicious code. As such, restrictions on cloud computing users are advantageous because the operators can download applications from any websites and perform third-party software installation (Tayade, 2014). Cloud computing has become an attractive target for many cybercriminals, and the susceptibility of open source application is well documented. This occurs mainly in organizations that use mobile and cloud computing appliances to download apps without applying security practices like installing antivirus software to their devices (Tayade, 2014). Ren et al. (2011) indicate that when suspicious threat occurs, the organizations can limit and restrict mobile access by customers by applying some hardening steps to mitigate security trends. Various organizations face refined cyber security problems

The Oil Industry Essay Example | Topics and Well Written Essays - 1000 words

The Oil Industry - Essay Example This research will begin with the statement that the oil industry is not a modern development. It traces back its history to ancient ages. The only problem that has necessitated changes pertains to refinery and exploitation of oil. The modern oil industry emanated from an invention by Colonel Edwin Drake. It involved a steam-driven rig for drilling. This set up an expensive machine that most individuals could not be acquired. The only strategy was to harness resources for acquiring such machines. The machines became more expensive to acquire as time progressed since the demand for oil necessitated very quality product. The first companies progressed to attain revenues that offset their high costs. In this sense, they became monopolies. The main reason of monopoly pertained to the fact that it was becoming difficult to attain the minimum efficient scale.   The established companies were experiencing economies of scale. However, this trend stalled on the formation of unions such as o ligopoly.   The OPEC was composed of Middle East Asia countries and Venezuela. They emerged to form a substantial influence on the market. In spite of the fact, oil was a unique product, it could be refined to several products. These products helped create companies such as shell and BP who later influenced entry of other companies. In spite of the domineering presence of unions such as OPEC, prices usually shift in response to notable factors... There are notable factors that affect the demand of oil. To begin with, there is the concept of the cyclical demand of oil. This pertains to demand of oil that swings according to growth of economies. As economy grows, the demand of oil rises to the same. This is because oil is an essential input of many industries. It is vital to note that oil forms a core part of the production chain. The growth of economies is proportionate to growth of industries. In turn, the industries are triggered to increase production in order that the same meets the increasing demand out of surging income. A relevant example concerns with the case of China. Its demand of oil has substantially increased because of the growth in its economy. In addition, the price of substitutes is a core determination of oil’s demands. This pertains to produc5ts such as gas and coal. In the long-term strategies of many countries, they seek possible alternatives for oil. In this sense, the demand of oil would reduce. For instance, there was a demand of oil in 2004 to 2006 that led to substantial research into its possible alternatives. Additionally, change of climate serves to affect the demand of oil in the countries that experience the four seasons. This is eminent in European countries, USA and Russia. In this sense, there is high demand of oil during winter. This is because individuals require substantial energy in heating systems. For instance, there is increased demand of oil, for heating houses and work places, during fierce winters. In addition, speculative forces influences demand in distinct ways. Due to its imitable qualities, there are always speculations of rise in prices of oil. In one of the most recent instances, individuals rushed to attain

I had experience scary,haunted hotel Essay Example | Topics and Well Written Essays - 1000 words

I had experience scary,haunted hotel - Essay Example The front desk was deserted, so I rang the bell and waited for someone to come and attend to me. I ended up waiting what seemed like a couple of hours even though in reality it was no more than two or three minutes. There was an eerie feel to the place. Part of me wanted to leave right then and there because I could sense that something was not quite right, but I needed a hotel room and there were very few rooms available in this town during the busy holiday season. Eventually a man dressed in a suit came down the stairs and introduced himself to me as the manager of the place. Before I could even enquire about a room, he immediately told me that I could stay in the VIP room for a discounted rate. This seemed too good to be true, but I took him up on the offer right away. The manager asked me if I could follow him upstairs so he could show me to my room and I promptly did. While going up the stairs, I noticed dark paintings on the walls of ghosts and skulls. An old man, probably one of the guests, came out of a room with a look of horror on his face. I stopped to see more of his facial expressions, but I was swept off my feet by a sudden gust of wind from down the corridor. The manager turned around with a smug look on his face and showed me into my room. One drawback to this room was that the lights did not turn on. As a result, the room was a little darker than usual, but I was not complaining since I was getting a discount. At that moment, the manager left the room and told me that he would be downstairs if I needed anything. I closed the door and lay down on the bed for a few minutes so I could gather my breath. Before long I had fallen into a deep sleep. A few hours later I woke with a hungry feeling in my stomach, so I got changed and headed out for a bite to eat. By this stage in was close to midnight, so I was not expecting for anyone else in the hotel

Bruxism Essay Example | Topics and Well Written Essays - 1000 words

Bruxism - Essay Example In one study, it was found that the level of pressure exerted on the teeth, gums and joints is as high as three times the forces experienced during normal chewing (Castaneda, 1992: 46). In the case of those individuals who experience bruxism primarily when they’re asleep, the condition may not be diagnosed until well after complications arise, making it essential that the signs and symptoms of bruxism be recognized by dental practitioners as a means of reducing the level of damage. In learning to recognize the condition from a dental standpoint, it is important to note one of the primary symptoms of extreme bruxers is significantly worn down tooth enamel. â€Å"Instead of a white enamel cover, one often sees the more yellowish and softer dentin. The back teeth of some chronic bruxers often lose their cusps and natural contours, appearing instead flat, as if they had been worked over with a file or sandpaper† (Nissani, 2000a). This wearing down of the enamel has the obvious consequences of leaving teeth more vulnerable to cavity-causing bacteria requiring greater need for bridges, crowns, root canals, implants, partial dentures and sometimes even full dentures. â€Å"In one study, more than 75 percent of observed implant fractures occurred in patients with signs and histories of chronic bruxism. Hence, in cases of untreatable severe bruxism, the use of implants is strongly counterindicated† (Rangert et al, 1995). There are several other visible sy mptoms of bruxism as well. These include changes in appearance over time, as the teeth become shorter, bringing the chin and the nose closer together, and the overdevelopment of facial muscles, especially those most concerned with chewing. The causes of bruxism remain unknown. Stress is one important recognized factor in the development of the disorder, but other considerations may also play a part. In very young children, the disorder has a tendency to work itself out

Ten Most Effective Ways to Improve Your English Essay Example for Free

Ten Most Effective Ways to Improve Your English Essay 1. Read : Read anything and everything in English. You can read story books, newspapers, magazines, blogs, comics, English textbooks, instructions and ingredients on food packages, advertisements, etc. For story books, don’t force yourself to read something too difficult or something you know you won’t enjoy. Make reading fun! Read books that you ENJOY reading. I hate to read books that bore me too. Opening up books before you buy one and flicking through them to find one with lots of direct dialogue in it has several advantages. If there is less text on the page due to all the speech marks etc, this can make it easier to read and easier to write translations on. Dialogue is also much easier to understand than descriptive parts of a book, and is much more like the language you will want to learn in order to be able to speak English. 2. Start your own English language blog : Even for people who dont have to write in English, writing can be a great way of properly learning the kind of vocabulary you need to describe your own life and interests, and of thinking about how to stop making grammar mistakes. The problem most people have is that they dont know what to write about. One traditional way to make sure you write every day in English is to write an English diary (journal), and a more up to date way of doing this is to write a blog. Popular topics include your language learning experience, your experience studying abroad, your local area, your language, or translations of your local news into English. This is one way for you to practice your writing. Blog on something that you love. If you are a fan of movies, start a blog and write about your favourite movies, your favourite characters, what you think could be improved in the movie, what new movies to expect next year, etc. Besides blogging, try joining online forums, engage in online chatting and more . 3. Be best friends with a good English dictionary : You can use Oxford, Collins, Cambridge, etc. Buy a dictionary that you’re comfortable with and USE it at all times. Keep it next to you when you’re reading. I always put my favourite Oxford dictionary by my side when I’m reading. So when I stumble upon a word I don’t know, I don’t have to get up and look around for it. It’s right there by my side. Thus, I have no excuse for not looking the word up! Try and familiarize yourself with the phonetic symbols of your dictionary. Look up the correct pronunciation of words that are hard for you to say. Write down words and their definitions in a notebook for future reference it may come in handy! 4. Watch English movies with subtitles : This would be my favourite way of learning English. Not only do I get to have a fun time watching the movie, I’d be learning new words at the same time and knowing how to pronounce them! Usually, you can get movies with English subtitles on DVDs. 5. Listen to English songs : Read the lyrics as you listen to the songs. Listen to your favourite songs and sing along to them. Although just listening to a song in English can be a good way of really learning the words of the chorus in an easily memorable way, if you want to really get something out of listening to English music you will need to take some time to read the lyrics of the song with a dictionary. Once you have read and understood the lyrics, if you then listen and read at the same time, this can be a good way of understanding how sounds change in fast, natural, informal speech. 6. Relax and have a positive, confident attitude : If you make a mistake or forget a word when you are speaking English – it’s OK! Don’t be nervous or afraid. The person who you’re talking to will understand and be patient with you. If you are insecure when speaking English, it will be even more difficult to think of the words you know. 7. Learn a new word a day : Keep your own vocabulary notebook and write a new word and its meaning in it every day. Refer to it as often as possible so that the new words will stick in your head. 8. Read aloud in English for at least 15 minutes every day : Research has shown it takes about three months of daily practice to develop strong mouth muscles for speaking a new language. Find something you enjoy reading especially if it has a lot of dialogue, and read it aloud. Even if you dont speak aloud, reading as many English books as possible will increase your vocabulary and knowledge of sentence structure. Make sure when you read these books that you understand what the author is trying to say. 9. Record your own voice and listen for pronunciation mistakes : Many people hate to hear the sound of their voice and avoid listening to themselves speak. However, this is a very important exercise because doing it will help you become conscious of the mistakes you are making. 10. Speak the language whenever you can : Speak it with friends and family. You can also sing along to English songs! Try karaoke! Don’t be shy to try speaking the language. Don’t be afraid that others will tease you. In fact, they’ll admire you for your courage and confidence. References: 1. http://www.malaysia-students.com/2009/08/10-simple-ways-to-improve-your-english.html 2. http://www.espressoenglish.net/speaking-english-10-ways-to-improve/ 3. http://english.learnhub.com/lesson/4231-10-ways-to-improve-the-way-you-speak-english?id=4231-10-ways-to-improve-the-way-you-speak-english 4. http://www.usingenglish.com/articles/70-ways-to-improve-your-english.html

Reflection on Becoming a Teacher

Reflection on Becoming a Teacher I have always had aspirations to be a Primary teacher. Although I am relatively new to the profession I am ] However despite the challenges that face me I am trying to remain positive and make the best out of this situation Before I started writing I felt the best start way to reflect on my practice was to conduct a SWOT Analysis (Strengths, Weaknesses, Opportunities Threats) to analyse my CPD opportunities in a way to focus on my goals and reflect on my practice so far. (See Appendix 1) By doing this I was able to highlight what I believe to be important and factors that I would like to improve on. I will now look at the political issues affecting education in Scotland, current research and how each have had an impact on my own learning. From this I will then review my position and set my goals for the future. The Political Position Harold Wilson the former Labour P.M. once said: A week is a long time in politics First Minister Alex Salmond discovered to his dismay the meaning of this quote in the first week of December last year. On Tuesday the 1st December 2009 Fiona Hyslop was redeployed from her position as Education secretary marking the first change in the Scottish Government Cabinet since the SNP came into power over two years ago. (Swanson 2009) The question is what happened? Alex Salmond made this decision only days after the Scottish government statistics showed a fall in teacher numbers of 1,348 over the past year, despite his plea to increase them. Fiona Hyslop has suffered a lot of criticism as education secretary the main reason being her failure to deliver the SNPs biggest education pledge of lowering primary 1-3 class sizes to 18. The final straw was Ms Hyslop threatening to centralise education taking power away from local authorities. The opposition parties also threatened a vote of no confidence in the Education Secretary if the First Minister did not do something to deal with the situation- a threat that could not be taken lightly. (Macleod 2009) By the 8th of December the SNP Government and the new Education Secretary Mike Russell faced its first challenge an enquiry into the class sizes pledge a major part of the SNP 2007 manifesto was called into question of whether or not the pledge was deliverable in their time in office. As if the current situation wasnt bad enough on the 11th Dec 2009 the General Teaching council published their report of probationers gaining employment after their initial year and their findings were not encourage able. The report stated that out of teachers surveyed only one teacher in five (20.2%) gained a full time permanent job after completing probation this summer and a significantly greater number of new teachers more than 1 in 4 have been able to gain employment as a teacher at all. Commenting on this report EIS General Secretary Ronnie Smith said The fact that so many of our newly qualified teachers are unemployed or under-employed on very patchy, short-term, contracts is a tragedy not only for these individual teachers but also for Scottish education and its pupils. (EIS 2009) Current Research and Personal Experiences Every aspect of being a teacher draws on both your professional and personal resources and values (Moyles and Robinson 2002 cited Asprey, Hamilton and Haywood 2002) Watzke (2007) amongst others talks of stage theory in teaching stating that there are distinct changes in a teachers thinking throughout his or her career. Fuller (1969) was one of the first to comment on this matter and suggests that in the beginning teachers are not concerned about teaching but their own survival. This stage known as self concerns e.g.. Can they survive and pass their probationary year? Later in their career Fuller stated the focus is on actual performance as teachers calling this stage task concerns. This makes sense as it is only natural once you have confidence in yourself to then focus on improving your learning experiences. The last stage after successful teaching the focus then moves on to having a meaningful and positive influence on their pupils which is known as impact concerns. As teachers learn and grow in the teaching profession they learn what works and what does not and this is something that comes from experience therefore it makes sense to follow a path like Fuller suggested. All teachers are very different and each have their own unique learning style. However, one thing what I would hope all teachers would have a shared value is the belief that the children are the most important part of their job and is their job as teachers to get the best out of the children they teach. As humans we all have our own values as individuals and as teachers. Eisner and Vallance (1974) talk of three main dimensions on which varied value positions are held. They suggest that that they are best represented as continua: Individual society This is the concept of whether education should be geared to meet individuals needs rather than educational terms being planned to meet the needs of the society. values skills This is the concept of whether education should focus on developing individuals sense of values in a moral ethical context, or on developing their skills. adaptive reconstructive This is whether education should prepare children to fit into the present society, or strive to change and in turn changing society. ( Eisner and Vallance 1975 cited in Pollard 2005) By looking at these three dimensions, we can perhaps see where our own values fit in. Pollard (2005) like Watzke (2007) talks of how teachers change and adapt as they gain more experience throughout their career. Pollard (2007) uses this example; a newly qualified or student teacher may place their self at the individual extreme of the first dimension placing more importance on skills extreme and feel more comfortable with the adaptive extreme of the third dimension. However, as time goes on and more experience is gained opinions may change. Being on supply I am able to see good practice in many different schools in my area. I also have the opportunity to be flexible and work in different establishments Nursery, Primary and the Additional Support Needs (ASN) sector. Working on supply you get to know particular schools and soon realise the schools that are nice to work in and the ones you may want to steer clear of. The question is how do we know this? What makes something feel like this?   I think what it comes down to is the culture of each individual school. Culture is both a dynamic phenomenon that surrounds us at all times, being constantly enacted and created by our interactions with others (Schein 2004 p1) Every organisation whether they realise it or not has their own unique culture. Being in so many different schools you come across just how different the working environment can be from school to school. The tricky part is being able to gauge the culture and act accordingly because what wouldnt be an issue in one school could be in another. The most popular example is the staff room. If it is my first time working in a particular school you have to gauge the environment and try to follow suit for example the seating arrangements, the biggest mistake you can make is to sit on someone elses seat if this happens you may either depending on the school get asked to move or be given the evil eye for the rest of the day. Another example especially in a big staffroom is when you sit down and other groups come in after and sit in little groups and you are left in the middle on your own twiddling your thumbs. To be on the safe side I usually wait until everyone is in the staffroom and then ask is it ok to sit in a particular seat. Sometimes you ask Is it ok to sit here?   To which the reply will be Oh yes you dont need to worry, we dont have particular seats in here but then you realise that every break time and lunch all of the staff remain in the same seats. Therefore culture is so in built they dont even realise its there but from an outsiders point of view it is more apparent. Once youve got your seat the next obstacle is talking to people. As soon as you walk in to a staffroom you can immediately sense the ambience, it is hard to explain but it is very apparent. As noted above you soon realise what schools you prefer to be in and those you arent as keen on, because in some schools you are only the supply teacher and you can sit and be ignored. On the other hand you walk in to some schools and you immediately feel a good atmosphere and although you still go through the same ritual in the staffroom asking where to sit you dont feel as apprehensive as the staff talk to you and make you feel welcome and generally seem interested in you as a person. Although I dont currently have a base school I do have schools where I work in more often. One such school is the school I worked in during my probationary year. Looking back it is funny how your first impressions of a place can be somewhat different after you have worked in a place for a while. The dynamics of a place can be very different on the outside than they are on the inside. NEED TO ADD MORE HERE On the whole my probationary school is a very good place to work on and portrays an ethos of respect and supportiveness. During my time in the school I had two very good mentors who I could always go to when I needed help which was the case for  most  of the staff in the school. However, I found out very quickly who I could ask advice from and who not to bother. My class had a lot of problems and was one Continuing professional development (CPD) is now an obligatory and accepted part in the contracts of all teachers who teach in Scottish schools. 35 hours worth of professional development activities is required over the course of the year. Teachers decide on what goals they would like to achieve over the school year and tailor this around what courses they will attend. With the advent of the Curriculum for Excellence (CFE) the Government is proposing CPD opportunities to be more specific and clearly linked to the priorities of the CFE. The biggest study carried out on CPD in the early stages of teachers career was by Draper et al., 1991, 1997, 1998 The Scottish Study of Probationers: 1988-1991 and 1995 -1996.   The research followed a group of teachers as they completed their probationary year. The researchers hypothesised the CPD would be at the fore front of the probationers activities and believed they would regard it as a priority. However, what they did find was probatio ner teachers stated that they spend more time proving to others that they could do their job rather than trying to further develop their practice. From a personal experience this is something that I myself can relate to. From the minute you walk into a school as a probationer you (unconsciously in some cases) are being judged for competency. This idea also ties in with Fuller (1969) first stage of self concerns teacher are concerned with their own learning and the thoughts of others around them. Draper et al also found that the teachers who completed their probationary year on a supply based method was more likely to threaten their development as they were not in the same place for any one time. Results showed that the second cohort 1995/96 was more satisfied with their professional development experiences than the first cohort 5 years previous to them. However, those teachers who completed their probationary year through short term contracts reported lower levels of satisfaction an d perhaps have an impact on their practice in the future. As one of their participants in the study commented: The effect of short-term contracts on initially keen and dedicated staff is disastrous. Morale, dedication and professionalism quickly evaporate. (Draper et al., 1997, cited in GTCS 2006) This is not surprising as the chances of those teachers being in a position to partake in many CPD sessions are rather low as what school nowadays would fund a place on a course for example for someone who a) isnt a permanent member of staff and b) probably wont be in the school long enough for the training to benefit the school. Without a doubt this will have an effect on a teachers morale if little or no opportunities to develop present themselves. I myself find myself in a similar position a supply teacher the professional development opportunities are little or none. (Draper et al cited in GTCS Research Jan 2006) It may sound clichà © but for as long as I can remember I have always wanted to be a Primary teacher. I applied for Primary Teaching in 6th year at school however I was not successful. Teaching for me at the time had been my only option and at the time I was devastated but soon realised that I could apply again. I then went on to complete a B/A honours degree in Psychology at the University of Psychology and then went on to the Post Graduate Primary course at the University of Paisley. Looking at my strengths I believe teaching ICT seems to be one of them. ICT is something that I enjoy and is something that the children always respond well to. It comes very natural to me given the fact that I have grown up using computers. This is probably why the children enjoy it as they can see that is something I love doing and this in turn enthuses them. In my probationary school I led an in service on Activ Primary for my colleagues who were either new to the IWB (Interactive whiteboard) or were still puzzled after attending the course on Activ Primary. By doing this I felt good as it felt like I was giving back to the school by supporting colleagues rather than being supported all the time. Even now as a Supply Teacher I carry my pen drive around with me which has along with many other things ICT activities. Teachers in different schools often ask me where I get my resources most of which are from the internet. A recent example is an interactive advent calendar Power Point w hich I use with the children in the lead up to Christmas. Although I do feel that ICT is a strength of mine like everything else I am constantly learning new ideas and will continue to learn. Looking at the SWOT analysis I have some experience using Active Learning in the upper school I would like to gain experience in using active learning in the early years. As a whole one of my goals is to try to keep abreast of current developments in early years education especially in light of the CFE. I recently was given the opportunity to attend an in-service in Story Grammar one of the schools in which I do supply in. I found this to be very interesting and very beneficial in the early years. By attending this course this prompted me to look more closely into the curriculum where Story Grammar came from Key to Learning Curriculum and I purchased the Curriculum book by Galina Doyla. I have tried to use some of the ideas from the book in my work in the Nursery. Obviously just now I only volunteer in the Nursery my first and foremost goal for the future would be to gain a permanent job in early years. REFERENCE LIST Asprey, E., Hamilton. C Haywood.S (2002). PGCE Professional Workbook Professional Issues in Primary Practice. Exeter: Learning Matters BBC News. (2009). Demoted SNP education secretary endorses successor. Available: http://news.bbc.co.uk/1/hi/scotland/8388141.stm). Last accessed 4th December 2009. EIS. (2009). Collapse of jobs for new teachers is damaging pupils education prospects says EIS. News release Available: http://www.eis.org.uk/public.asp?id=431dbase=3. Last accessed 15th December 2009. GTC SCOTLAND RESEARCH. (1996). Developing Teachers: A review of Early Professional Learning. Available: http://www.gtcs.org.uk/Research_/publishedresearch_/CPDresearch/research_cpd.aspx. Last accessed 20/12/09. Macleod, A. (2009). Fiona Hyslop stripped of education role in SNP Cabinet. Available: http://www.timesonline.co.uk/tol/news/uk/scotland/article6939026.ece. Last accessed 10th December 2009. Pigge, F.L. and Marso, R.N. (1997) A seven year longitudinal multi-factor assessment of teaching concerns development preparation and early years of teaching, Teaching and Teacher Education 13(2): 225-235. Pollard, A, Collins, J, Maddock, M, Simco, N, Swaffield, S, Warin, J Warwick P (2005) Reflective Teaching (2nd edition) London: Continuum Schein (2004). Organizational culture and leadership. (3rd edition) San Francisco: Jossey Bass. SNP. (2007). SNP 2007 Manifesto. Available: http://www.snp.org/node/13534. Last accessed 11th December 2009. Swanson. I. (2009). Fiona Hyslop sacked. Available: http://edinburghnews.scotsman.com/politics/Fiona-Hyslop-sacked-as-Education.5871555.jp. Last accessed 4th December 2009. Watzke, J.L. (2007). Longitudinal research on beginning teacher development: Complexity as a challenge to concerns-based stage theory. Teaching and Teacher Education. 23 (1), 106-122.

Schwann Cells and Nerve Regeneration

Schwann Cells and Nerve Regeneration Yinghui Xu   Ã‚   Abstract The majority of the nervous system cells are glial cells, which have various properties and functions. Schwann cells are the principal glial cells of the peripheral nervous system(PNS). In normal nerves, they function to form insulating myelin sheath around axons and provide support to neurons. In injured nerves, however, they change their properties and switch function to that of supporting nerve regeneration. Understanding their ability in the switching process could lead to better treatment for those suffering from nerve injuries. This essay gives an overview of the structure and development of Schwann cells and the causes of nerve injuries. It also provides an explanation in the role that Schwann cells play in supporting nerve regeneration and how different approach could promote nerve regeneration. Introduction to Schwann cells Schwann cells are the most abundant glial cells in the PNS. They are a diverse group of cells originated from neural crest cells and they play an essential role in the PNS of both vertebrate and invertebrate. They can be subdivided by their morphology and anatomical location into four subsets, namely the myelinating Schwann cells, non-myelinating Schwann cells, satellite cells and perisynaptic Schwann cells (Armati Mathey, 2014).These different types of Schwann cells and their anatomical locations are shown in Figure 1. Figure 1 Locations of different types of Schwann cells in the PNS(Armati Mathey, 2007). (a) Satellite Schwann cells in the dorsal root ganglia. (b) Non myelinating Schwann cells in mixed peripheral nerve fibres. (c) Myelinating Schwann cells in mixed nerve fibres. (d)Perisynapic Schwann cells at the neuromuscular junction (NMJ). Each subset of Schwann cells has different functions. For example, perisynaptic Schwann cells are essential for modulating NMJ function whereas satellite Schwann cells have the ability to regulate the neuronal environment (Armati Mathey, 2007). Non-myelinating Schwann cells associate with several axons via a single layer of myelin. Myelinating Schwann cells are the most studied Schwann cell subset and they are most known for their function in speeding up the propagation of action potentials. Myelinating Schwann cells wrap around axons of neurons to form the insulating myelin sheath. Between the myelin sheaths are periodic gaps called nodes of Ranvier where action potentials occur. Action potentials jump from one node to the next node,in a process called saltatory conduction, which increases conduction velocity and allows signals to be propagated long distances without any degradation. In addition to their function in the propagation of action potentials, Schwann cells have many subtle yet essential functions, one of which is its role in nerve regeneration. This essay will focus on the characteristics of Schwann cells and how they respond to injury that allows the PNS to regenerate after damage. Development of Schwann cells The myelinating and nonmyelinating Schwann cells in the PNS are originated from the neural crest, which is a multipotent structure that also gives rise to other glial cells of the PNS. Schwann cell development occurs in well-defined developmental steps, which are strictly regulated by a number of signals. (Figure 1.2). During the first stage of Schwann cell development, neural crest cells produces Schwann cell precursors. These then generate the immature Schwann cells. At birth, the immature Schwann cells differentiate into either the myelinating or nonmyelinating Schwann cells. Figure 1.2 Main stages of Schwann cell development (Jessen, et al., 2015). Peripheral nerve injury Peripheral nerve injury is injury to peripheral nervous tissue. It can occur at any point along a peripheral nerve. Nerves can be damaged by a number of mechanisms such as compression, traction, or a cut. They can also get damaged by toxins, infection and physical agents such as freezing and electrical current (Murray, 2014). 2.1 Structure of peripheral nerves In order to understand the pathophysiology of peripheral nerve injury, it is important to know the anatomical structure of a peripheral nerve (Figure 2). Axon is made up of neurofilaments and microtubules that transport substances between the nerve cell body and the axon terminal. All peripheral nerve axons are associated with Schwann cells. In larger (myelinated) nerves, Schwann cells generate layers of myelin around the axon to form a sheath, whereas in smaller (unmyelinated) nerves a single Schwann cell associates with several axons via a single layer of myelin. The connective tissue (the endoneurium) that surrounds the axon-Schwann cell unit provides structural support to individual axons. Nerve fibres are further protected by a surrounding multipayered cellular tube (the perineurium) that surround nerve fascicles (Jessen, et al., 2015; Murray, 2014). Finally, the entire nerve trunks are protected by the outermost connective tissue (the epineurium) (Murray, 2014). Figure 2 Anatomical structure and main cellular components of a peripheral nerve (Jessen, et al., 2015). 2.2 Pathogenesis of peripheral nerve injury Regardless of cause, there is a limited range of responses to peripheral nerve injury. Wallerian degeneration. Wallerian degeneration occurs when there is a loss of axonal continuity by cut or crush. Communication is lost between the cell body and the segment of nerve distal to the site of injury. As a consequence, the distal nerve segment degenerate. The details of the initiation of this degeneration remain to be fully explained, but evidence shows that an increase in intraaxonal calcium activates proteases, which leads to the degradation of the axon cytoskeleton. Wallerian degeneration is also associated with the degeneration of the myelin sheath by lipases and proteases. Schwan cells (and later macrophages) are involved in further myelin degeneration. Schwann cells also proliferate and undergo morphological changes and are induced to generate molecules that will be required for nerve regeneration later on. Figure 2.2 Wallerian degeneration2.3 Types of peripheral nerve injury There are two main types of peripheral nerve injury (Burnett Zager, 2004). The first type is axonotmesis, in which axons are damaged but the connective tissue sheaths are preserved. This type of injury can be caused by compression, traction and laceration but it is mainly seen in crush injury (Murray, 2014). Axonal regeneration is very effective and function is restored in 3-4 week when modelled in rodents by nerve crush (Jessen, et al., 2015). The second and the more severe type of nerve injury, neurotmesis, involves damage to both the axon and connective tissue sheath. Severe traction, crush and laceration can lead to neurotmesis (Murray, 2014). In this case, functional recovery is generally poor. The Schwann cell injury response When nerve injury occurs, Schwann cells respond rapidly and undergoes a radical phenotypic change. The process has two major parts, one of which is the reversal of myelin differentiation. Molecules involved in forming Schwann cells before myelination are up-regulated while myelin associated genes are down-regulated (Jessen, et al., 2015). The other part of the response involves the appearance of phenotypes that are not associated with normal Schwann cells or immature Schwann cells. These cells have a repair supportive phenotype and contribute to the nerve regeneration process. Schwann cells function in multiple modes during nerve regeneration. There are four main functions that Schwann cells carry out in response to nerve injury (Niu, 2009). These functions include(1) activating macrophages and clearing debris; (2) forming the Bungner band; (3) secreting neurotropic factors; (4) secreting ECM and CAM. 3.1 Schwann cells secrete cytokines to attract macrophages When an axon is cut, the end still attached to the cell body is called the proximal segment, while the other end is called the distal segment. The process of nerve regeneration involves the formation of axonal sprouts at the proximal stump and the growth of axonal sprouts until they enter the distal stump. Efficient nerve regeneration needs a suitable microenvironment which is regulated by macrophages via their phagocytotic and clearing functions (Barrette, et al., 2008). Experiment by Huang et al. showed that Schwann cells can secrete macrophage migration inhibitory factor (MIF) when peripheral nerve injury occurs (Huang, et al., 2002). MIF is a pluripotent cytokine that functions in inflammatory reactions and immune responses. It also plays an important role in macrophage activation, attracting macrophages to clear away debris at the injury site and regulate the microenvironment to allow for efficient regeneration. Nishio et al. administered anti-MIF polyclonal antibody into regenerating rat sciatic nerves using the silicone chamber model. The results showed that the regeneration length of the nerve in the anti-MIF antibody-treated group was significantly shorter than that in the control group at weeks 2,4,6 after surgery (Nishio, et al., 2002). In addition, a large number of apoptotic Schwann cells were observed the anti-MIF antibody-treated nerves. These results suggest that MIF also contributes to the acceleration of peripheral nerve regeneration and the prevention of Schwann cell apoptosis (Nishio, et al., 2002). Besides MIF, other cytokines such as MCP-1 were also secreted by Schwann cells When peripheral nerve injury occurs, Schwann cells secrete MIF and other cytokines which activates macrophages. Invading macrophages also secrete cytokines which contribute to Schwann cell proliferation (Kubota Suzuki, 2000). Injury-induced Schwann cell proliferation plays an important role in axon regeneration as described in the following section. Schwann cells are also capable of phagocytosing myelin and they cooperate with macrophages to clear away myelin and debris (Jessen, et al., 2015), providing a good microenvironment for nerve regeneration to occur. 3.2 Schwann cells proliferate to form the Bungner band to guide axonal growth Schwann cells are highly plastic. The change has been characterised as de-differentiation (Chen, et al., 2007), but it is also seen by some groups as activation (Armstrong, et al., 2007). The two terms seem to be contradictory to each other, but this can have a simple explanation, which is that the change in Schwann cell phenotypes during Wallerian degeneration in fact involves both of these processes. The conversion of Schwann cells to repair Schwann cells involves both a loss- dedifferentiation and a gain-activation of phenotypes In the distal stump of injured nerves, denervated Schwann cells undergo a phenotypic change to form repair Schwann cells. These repair Schwann cells form Bungner bands which are regeneration tracks that provide support for injured nerves and guide regenerating axons to their targets. 3.3 Schwann cells secrete neurotropic factors (NTF) to enhance nerve regeneration NTFs are peptides or small proteins that support the growth and differentiation of neurons. The level of their expression is elevated in Schwann cells during nerve injury. Because of their strong function in promoting neuronal growth, they may be used to prevent the impairment of function or death of neurons during nerve injury (Niu, 2009). Most NTFs produce their effects by signalling through receptor tyrosine kinases (Malenka, et al., 2009). NTFs can be divided by their cellular mechanisms into three families, namely the neurotrophin family, the CNTF family and GDNF family (Henderson, 1996) 3.3.1 Neurotrophin family The neurotrophin family includes nerve growth factor (NGF), brain-derived neurotrophic factor (BDNF) and neurotrophin-3/4/5/6/7 (NT-3/4/5/6/7). There are two receptor types for neurotrophins. The first type is called the tropomyosin receptor kinanse (Trk) which has an high affinity to different neurotrophins. TrkA is the receptor for NGF, Trk B can be the receptor for BGNF, NT-4 and NT-3, and TrkC is activated only by NT-3. The other type of is called p75 neurotrophin receptor which has a low affinity and can bind with all neurotrophins (Niu, 2009).. NGF is the first discovered neurotrophin. It is critical for the proliferation and survival of neurons, especially after nerve injury. Schwann cells express an elevated level of NGF during nerve injury, which promotes axonal regeneration and accelerates the process of nerve repair (Niu, 2009). Recombinant NGF have been produced in laboratory and it is regarded as a feasible therapy for neurodegeneration of the CNS and PNS (Colangelo, et al., 2005). BDNF help to support the survival of existing neurons and promote the growth and differentiation of new neurons (Huang Reichardt, 2001). Schwann cells that are genetically modified to overly express BDNF significantly improve the survival of spinal gangalion neuron (Pettingil, et al., 2008). Takano et al. developed an in vitro model for retinal explants and showed that BDNF greatly promoted the regeneration of neurites from retinal ganglion cells in a damaged retina. A considerabe number of neurites were observed within 24 hour in the group containing BDNF while only a small number of neurites were observed after 3 days in the control group (Takano, et al., 2002). Other neutrophins use different ways to accelerate nerve repair when damage occurs. Using NT-3 alone or in combination with other NTFs can promote nerve regeneration in the injured spinal cord (Taylor, et al., 2006; Arvanian, et al., 2006). Research by English et al. showed that neutotrophin-4/5 is required for the early growth of regenerating axons in peripheral nerves (English, et al., 2005). 3.3.2 Ciliary neurotrophic factor (CNTF) family The CNTF family includes CNTF, leukemia inhibitory factor (LIF) and interleukin-6 (IL-6). LIF and IL-6 can act directly on neurons to promote axonal regeneration (Jessen, et al., 2015). The most prominent function of the CNTF family is its prevention of motor neuron degeneration, which suggests that it can be used as a therapeutic treatment for human degenerative motor neuron diseases (Sendtner, et al., 1992). 3.3.3 GDNF family GDNF is a small protein that supports the survival of many types of neurons including motorneutrons. It can also prevent apoptosis of motor neurons caused by axotomy. 3.4 Schwann cells produce extracellular matrix proteins (ECM) and cell adhesion molecules (CAM) The endoneurium surrounding peripheral axons contain a large amount of ECM secreted by Schwann cells. ECM is rich in collagen and contains glycoproteins such as fibronectin and laminin (Niu, 2009). ECM regulates key aspects of Schwann cell development including the formation and function of myelin (Court, et al., 2006). In addition, they mediate Schwann cell proliferation and axon growth (Armstrong, et al., 2007; Webber Zochodne, 2010). CAMs secreted by Schwann cells are involved in peripheral nerve repair. They play an important role in axon growth and formation of nerve bundles. Study from Lavdas et al showed that Schwann cells have the ability to migrate in the CNS, promoting myelin regeneration and making it possible for remyelination in the CNS (Lavdas, et al., 2006) . Experiment from Park et al. showed that the attachment and proliferation of Schwann cells are affected by special CAMs. It is therefore important to consider choosing optimal CAMs for tissue-engineered nerve regeneration (Park, et al., 2008). Summary Schwann cells use the above four ways to function during peripheral nerve repair. Many years of research have already proved that Schwann cells can secrete a large amount of molecules to support neurons and accelerate the damage repair process. However, further research is needed to show whether As Although the PNS is able to regenerate, much research still needs to done to maximise regeneration potential.      Ã‚  

Terrorism: Media Simplistically Portrays War as Good vs. Evil :: Argumentative Persuasive Topics

Media Simplistically Portrays War as Good vs. Evil    The morning of September 11, 2001, will be a communal memory for many around the world.   On this morning, peace was threatened by terrorism on United States ¹ soil and the U.S. declared war in defense of peace. The majority of television, print, and internet media coverage of these events have focused around a discussion of good vs. evil.   In this paper, I will address ways in which hegemonic and counterhegemonic forms of media have contributed to the discussion of good vs. evil at war.    The depiction of good (us) vs. evil (them) in the media has justified war in the name of peace.   The United States ¹ first visual of good vs. evil came with television broadcast statements from the leaders of this war.   From this, the American public ascertained that the evil guys are led by Osama bin Laden who promised that  ³America will not live in peaceÃ…  1 ² sitting atop a rock outside a cave.   In turn, the good guys are led by President George W. Bush who, from his leather chair in the White House, asserted  ³We are at war with terrorism.2 ²Ã‚   These broadcasts became proof for many that  ³they ² attacked peace therefore  ³we ² were justified in declaring war. President Bush extended this belief by reminding the American public that,  ³If you ¹re not with us, you ¹re against us.3 ²Ã‚   This statement called all of America to war against terrorism; Bush ¹s comment implied that those in opposition are the enemy.   As one of the most access ible forms of news, television has become the most powerful form of social pedagogy.   With few exceptions, television has succeeded in perpetuating and legitimizing a hegemonic good vs. evil mentality where  ³we ² are good and  ³they ² are bad.   One could argue that few have sufficient media literacy skills to deconstruct dominant messages put forth by the majority of television networks.    Conversely, internet and print media have, on more occasions, provided counterhegemonic alternative readings on the September 11 events.   One can still visit mainstream websites such as NBC, ABC, FOX, and CNN to view hegemonic references of good vs. evil.   A series of clicks on one ¹s mouse can take a web surfer from photos of candlelight vigils and Twin Tower donation centers to sites where one can watch Powell and Bush, singing calypso, about the demise of Osama Bin Laden as well as play an interactive torture game on the leader of evil4.

Initiation Story Essay -- essays papers

Initiation Story "A&P", written by John Updike, is based on a moment in the life of a cashier. He was known as Sammy and he referred to his position in the grocery store as a slot checker. Sammy spent his time watching and wondering about customers. One day, while working, three girls dressed in bikinis entered the store and attracted his attention. He describes the three girls movements and watches them as they roam throughout the store. Eventually, the girls work their way to Sammy's cashier station to purchase the item which they have selected. Then Lengel, the manager of the store, enters and embarrasses the girls for their attire. As a result, Sammy quits his job at the A&P. This short story is an example of an initiation story through its use of characterization and plot. Sammy, the slot checker, at the "A&P" evolved throughout the story. Initially, he was only a cashier who was using his idol time to critique the customers who came passing through. His job was beneath his mental capabilities and so this was the only way he could keep himself bu...

Essay --

Throughout the years, the news media has existed in some form or another. Starting back in medieval times, news came primarily through a town crier, who spouted information about the events occurring in the kingdom. Then as the years progressed, alternative forms of news erupted; the newspaper, the radio, television. The three of these contained a central element: the reporter. However, depending on which outlet that a person decided to receive their news on, the stories may end up different. After all, when one watches the television, the reports depend on the use of flashy images and strong dialogue to press the news into the hearts of citizens. However, when someone catches their news in a written variety, be it a newspaper or a magazine, the reports tend to rely more heavily on the details. But both varieties of news media have their merits and their problems. For example, when following the Affordable Care Act website crash as well as the law's other glitches, the televi sed coverage and the print coverage painted a slightly different picture for what should have been the same story. The Affordable Care Act (ACA) is a policy, passed in 2010 by President Barack Obama, that was made to reform the Health Care System as it once stood. The law, dubbed ObamaCare, made it mandatory for all citizens of the United States to have medical insurance by 2014. It also provided a framework for what a baseline medical insurance plan could have. Now, all coverage plans must include prenatal services as well as cancer screenings for woman, for one example. Another feature of the law is that it made a policy that stated that no person can be denied coverage because of a preexisting condition, such as asthma or diabetes. The Afforda... ...ds to be presented in a fact-based format, while for televised broadcasts, the information can be given through short snippets filled with photo and video evidence. In the example of ObamaCare glitches and problems, the story was fully fleshed out through the use of both television reports and printed articles. Without the statistics given through the journals, the video snippets given by the television wouldn't have much reason. The same occurs in the reverse. The televised industry is more widely used due to its accessibility. But neither is better than the other. After all, one doesn't know the whole story until they get both sides. If one option doesn't have the information you need, the other option probably will. Through the use of a critical mind and research, the whole story may be discovered. This can only be achieved through use of both resources.

Oil and Dutch Disease

ECONOMICS FOR BUSINESS Project Report on – Oil and the recent ?Dutch Disease? – The Case of the United Arab Emirates Submitted by – Amitava Manna 1|Page Table of Contents Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Purpose †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ UAE Background †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 Theoretical Framework †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 Empirical Findings and Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Data †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Descriptive Statistics †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 The Regression Model †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Conclusions: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 2|Page Introduction Four decades ago, the United Arab Emirates (U. A. E) landscape and infrastructure consisted of not much more than deserts where sheikhdoms survived on fishing, pearling, herding and agriculture. Today, Abu Dhabi and Dubai are two of the most developed emirates in the country dominated by roads, luxury homes, and skylines (consisting of modern glass and steel skyscrapers). The new modern infrastructure has replaced the undeveloped cities that once existed before. To say the least U. A. E has transformed from a desert into a developed country1 with a high gross domestic product (GDP) reaching $192. 03 million2 in 2010. According to the Global Competitiveness Report 2008-2009, U. A. E was ranked number 31 globally for its growth competitiveness. The large boost in U. A. E? s development and economy is founded on the export of the country? s oil and petroleum-based products since 1958, when oil was first discovered in Abu Dhabi. Almost 10 percent (%) of the world? s current oil reserves are controlled by the U. A. E, enabling it to comm and more than 16% of OPEC? s total reserves. The aim of the U. A. E? economy is to minimize its dependency on oil; therefore much focus has been targeted on diversifying the economy during the past two decades. In turn, making it more dependent on the service sector, especially high-class tourism as well as expanding the international finance sector. In both developed and developing countries, a natural resource boom, (as experienced in U. A. E) has triggered the so called „Dutch Disease?. It is a theory that originates from the Netherlands in the 1970s, basically explaining a decline in the traditional manufacturing sector when the country experiences a boom in their natural resource. The Dutch Disease indicates that the natural resource abundant factor triggers an appreciation of the domes- tic currency. In turn, other non-resource exporters are affected at the same time and the manufacturing sector experiences a constrained activity to compete in the world market. Furthermore, the agricultural sector undergoes a decline as labor moves to either the booming sector or the non-tradable sector. The case of the Dutch Disease would be a problem to the U. A. E since it causes the shift of labor and production for the tradable sector to the non-tradable sector causing a decline in the country? exports of manufacturing and agricultural goods. The decline in exports of U. A. E? s traditional tradable goods de-creases production of the goods affecting the country? s economy in a negative way. Purpose The purpose of this paper is to study U. A. E? s development in economic growth since 1975 and establish if there are any signs of the Dutch Disease by testing the ratio of tr adable goods to non- tradable goods and the effects by other macroeconomic variables. 3|Page UAE Background U. A. E consists of the seven emirates Abu Dhabi, Dubai, Sharjah, Ra? al-Khaimah, Ajman, Umm al-Qaiwain and Fujairah, which are located on the southern Arabian Gulf. On the 2nd of December 1971, the country became independent after being under British rule for a period of 70 years. The independence and discovery of oil triggered the economic development in U. A. E which led to a huge expansion in the population. The population boom in U. A. E is a result of the increased demand for labor throughout the past four decades and consists for the most part (83%) of labor from foreign countries referred to as expatriates. United Nation? (UN) database illustrates the division of the labor from two perspectives; first from the year 2000 compared to the changes that prevailed in 2010. Female participation and male participation in 2000 consisted of 34. 4% in the former group and 92% in the latter group. As stated in the introduction, one of the impacts when an economy is experiencing signs of the Dutch Disease is the high inflation rate followed by a change in the real exchange rate. Fluctuations in the real exchange rate can cause resources and production to reallocate between the economy? sectors of tradable and non- tradable goods and services and is there-fore regarded as an important price in the economy. The U. A. E is one of the countries in the Middle East which follows a pegged (or fixed) ex- change rate regime, in which foreign central banks stand ready to buy and sell their currencies at a fixed price in terms of dollars. The currency of the U. A. E, the AED was first officially pegged against the USD in 1974. By the end of 1977 fluctuations occurred widely. For over two decades the USD had been used as an anchor currency in practice when it became the official anchor currency in 2002. The decision to make the USD an anchor currency was made by the member nations of the Gulf Cooperation Council (GCC) in order to establish a common currency in 2010. The U. A. E and the effects from the oil industry have not been studied to any great extent. However some studies on the Dutch Disease concerning other countries have been conducted, but these studies are mainly theoretical and lack econometric testing. The studies with statistical analysis contain time series, more observations and flexible exchange rates (which could be included in the regression model). Theoretical Framework In order to comprehend the Dutch Disease theory, theoretical model of tradable (T) and non- tradable goods4 (NT), also known as the TNT Model can be used. According to Sachs and Larrain (1993) the most important assumptions is that N can neither be exported nor imported and its domestic consumption and production must be equivalent. The opposite applies for T, consumption and production domestically can differ because of the possibility of imports and exports T. In this specific model, two goods are produced and 4|Page consumed: T and N by one factor of productivity which is labor. The supply side obtains two linear functions: QT = aTLT (T) and QN = aNLN (N), Where, production is dependent on labor. LT and LN accounts for the amount of labor used, whilst aT and aN are the marginal productivities of labor for the two sectors. In other words a T or aN units more of output is achieved if one extra unit of labor is applied in either sector. Due to the linear functions, aT and aN also account for average productivities. The demand side of the TNT model circles around consumption decisions which do not include investment spending. Total absorption, i. e. pending on T and N is expressed in the equation as followed: A = PTCT + PNCN Total absorption is defined by A and levels of consumption for T and N by CT and CN. PT and PN correspond to the price of the goods. Furthermore, Sachs and Larrain (1993) assume if the ratio CT/CN is fixed, then households consumes CT and CN in fixed proportions, (regardless of relative prices). If overall spending increases, it is followed by an increase in consumption in T and N by the same proportion and vice versa. Figure below illustrates the production possibility frontier (PPF), the consumption line and the market equilibrium for T and N in a country. The PPF shows each quantity of QT that is produced in order to produce the maximum quantity of QN. If QN = aNL then QT = 0, represented by point B in the figure. Then the factor of productivity labor is located in the N sector. If QN = 0 and QT = aTL, then labor is located in T (point D in the figure). The slope of the PPF is equal to PT/PN, i. e. the relative price of T in terms of N, which is also referred to as the real exchange rate, e, in the TNT model. Therefore, aN/aT = PT/PN = e. Figure: The PPF, Consumption Path and Equilibrium QNCN B G H ` F C E D A 5|Page QTCT Empirical Findings and Analysis Data Summary of the Macroeconomic Variables used in the Regression Ratio of tradable goods to non- tradable goods (R) Sum of tradable goods (manufacturing value added, agriculture value added) divided by the sum of non-tradable goods (services value added). Inflation as GDP deflator in annual percent. Variables that are used to classify data into mutually special categories. Here the dummy variable represent the period 1975-1980, since the change in oil price was dramatic during these years. Based on current prices and is ex-pressed in USD per barrel UN (2010) Inflation (I) Dummy variable (D1) Nation Masters Economy Statistics, U. A. E (historical data) (2010) Gujarati (2010) Price of oil (P) Annual Statistical bulletin OPEC (2010) Other variables were also tested, but due to insignificant values and to avoid problems of correlation, some of the variables were excluded from the regression models. One of the other variables tested was money supply (M1), but since this variable was highly correlated with GDP, we decided to exclude it. GDP was also excluded due to high correlation with the price of oil. Descriptive Statistics The following figure shows the change in value added of tradable goods and non-tradable goods in U. A. E throughout the period 1975-2005 expressed in billion of AED per year. Value Added in Tradable and Non-tradable in U. A. E, 1975-2009 6|Page Value (BAED) 350 300 250 200 150 100 50 0 NT T As can be seen the production of non-tradable goods has been larger than tradable goods (non-oil goods) during the entire period. The tradable sector has not in-creased as much as the non- tradable sector, i. e. non-oil production has decreased in comparison to non-tradable. In fact the non-tradable sector has increased almost twice as much as the tradable sector, which is a symptom of the Dutch Disease. One of the reasons why the non-tradable sector may have increased so much could be due to the country? s rise in export of oil throughout 1975-2009. US $ per Barrel 60 50 40 30 20 10 0 Price of Oil Inflation Rate Figure illustrates the relationship between the price of oil and the inflation rate during the period 1975-2005. We will concentrate on analyzing the inflation rate? s peak and lows and the impact from the fluctuating oil price. We can first see that there was a sharp decline in inflation from 19758 until 1978. During 1974 the inflation rate was 138. 26% according to Nation Master Economy Statistics (2010). The sharp decline could be due to that the U. A. E officially pegged 7|Page the AED to the USD in 1974. The fluctuation in the inflation rate cannot only be explained by a boom in production but also depends on other factors as well, such as the depreciation of the USD. One of the reasons why the inflation in U. A. E change so dramatically during the years 1998-2001 could be due to the burst of the â€Å"I. T-bubble† (known as the â€Å"Dot-com bubble†) in the late 1990s which affected USD negatively. The Regression Model In order to test if the chosen macroeconomic variables show indications of symptoms of the Dutch Disease, the model with the ratio of tradable goods to non-tradable goods was adopted but adjusted in order to fit this thesis. The adjusted equation is based on time series data. The presented macroeconomic variables; inflation (I) is based on the theoretical framework presented, price of oil (P) is adopted which included price of oil in the regression analysis. The dummy variable (D1) for the period 1975-1980 is which included a dummy variable for a one year period. The ratio of tradable goods to non-tradable goods serves as the dependent variable in both models, however the independent variables differ slightly; the first regression model includes inflation and price of oil as the independent variables. The second regression model also includes inflation and price of oil but a dummy variable for the period 1975-1980 was added. Model 1: R = ? 0 + ? 1P + ? 2I + ? Model 2: R = ? 0 + ? 1P + ? 2I + ? 3D1 + ? 4. 4. Econometric Problems In the beginning of the regression testing we discovered that some of the variables were correlated with one another. Money supply (M1) and GDP were the most correlated variables in the regression models, so in order to avoid multi co linearity problems we decided to exclude money supply and GDP from the regression model. The reason why the two variables were excluded was due to the high correlation between GDP an d money supply and the high correlation between GDP and price of oil. Coefficient ?1 (Price of Oil) ?2 (Inflation) ?3 (Dummy Variable) . 5 Regression Results: Sign negative or no effect negative negative or no effect 8|Page In order to make it more comprehensive for the reader, the authors summarized the coefficients and significance levels (1%, 5% or 10%) from the two different regression model results with 36 observations for the period 1975 to 2010. The R-square values show that 39. 3% (model 1) and 75. 3% (model 2) of the change in the ratio of tradable goods to non-tradable goods can be explained by the model used. The goodness of fit in model 1 on the other hand, has a poorer fit, where 39. % of the influences on the dependent variable can be explained by the model. The better fit of model 2 can be due to the additional variable tested in the second regression model, i. e. D1. In model 1 and 2 the price of oil is significant and does not support the expectation that it would h ave a negative or no effect on the ratio. Price of oil is significant at a 1% significance level in model 1 and affects the dependent variable positively. A 1% increase in the ratio of tradable goods to non-tradable goods would increase the price of oil by 0. 05840%, all else equal. In the second regression model, the price of oil is significant at a 1% level, meaning that a 1% change in the regress and would increase the price of oil by 0. 002988%, all else equal. The results from the regression models indicate that the price of oil has a positive effect on the dependent variable. This result corresponds to the authors? expectations that during a boom in natural resources, inflation has a negative effect on the ratio. The negative relationship between the inflation rate and the ratio can also be xplained by the spending effect since in a fixed exchange rate regime the inflation rate is affected by the in-crease in the money supply. The second hypothesis for model one is therefore n ot rejected and the authors can conclude that the macroeconomic variable inflation is a symptom of the disease in the country. However in the second model the inflation variable is not significant and the authors can thereby not take the variable into consideration when analyzing if the U. A. E experienced the Dutch Disease during the years 1975- 1980. Furthermore, the insignificant value of the inflation rate in model two might be due to the short time period tested, 1975-1980. The major oil price shock during this period had a negative impact on the economy of U. A. E, which negatively affected the inflation rate, leading to the insignificant-cant value in the second regression model. Time Series Regression Model 1 & 2: Model 1: R = ? 0 + ? 1P+ ? 2I + ? Coefficient Variable (t-stat) Constant 0. 166071*** (5. 141492) Price of Oil (P) 0. 005840*** (4. 122855) Inflation (I) -0. 352179* (-1. 38647) R2 = 0. 393393 DW = 0. 238252 *** Significant at 1% level ** Significant at 5% level * Significant at 10% level Model 2: R = ? 0 + ? 1P+ ? 2I + ?3D1 + ? Coefficient (t-stat) Constant Price of Oil (P) Inflation (I) Dummy Variable (D1) R2 = 0. 753809 DW = 0. 416614 0. 242127*** (10. 00689) 0. 002988*** (2. 915261) -0. 016530 (-0. 127760) – 0. 144894*** (-6. 287065) 9|Page Conclusions: This project is a study whether the oil boom in U. A. E during the 1970s led to symptoms of the Dutch Disease and if the country is a victim of the disease. Three hypotheses were tested and descriptive data was analyzed in order to reach a conclusion. The first hypothesis tested the authors? statement that the price of oil has a negative (or no) effect on the ratio of tradable goods to non-tradable goods. The results showed that the price of oil did have a positive effect on the ratio, meaning that even though there are changes in the price of the natural resource it does not affect the production in the non-oil sectors to decline. Hypothesis 1 is therefore rejected by us. In the mid-1980s the disease took an opposite direction when oil prices collapsed. Domestic demand dropped sharply in the oil-rich countries causing the construction industry to experience unemployment and employment shifted back to the tradable goods sectors. Therefore it can be concluded that the price of oil cannot be considered as a symptom of the Dutch Disease in the U. A. E. The second hypothesis was based on the problems of the high inflation rate U. A. E has experienced on and off during the years. Inflation was stated to have a negative effect on the ratio of tradable goods to non-tradable goods due to the fixed exchange rate. The regression results showed that inflation held a negative impact on the ratio therefore the hypo-thesis is not rejected by us. The last hypothesis was based on the high oil prices that existed during the period 1975-1980. Therefore a dummy variable was included in the hypothesis with the statement that it would have a negative (or no) effect on the ratio of tradable goods to non-tradable goods. Results showed that the dummy variable was negatively correlated with the ratio, thus the third hypothesis is not rejected. The negative relationship is in line with our expectations. One explanation for the negative impact on the ratio could be due to the oil price shock that occurred in 1979. The increase in the oil price during these years therefore affected the oil production negatively. Furthermore, the price of oil can be seen as a possible symptom of the Dutch Disease in U. A. E? s economy.

Ku Klux Klan’s Effect on America Essay

The low gear Klan had depression started around the year of 1860s. The first klan had lead up to the effects of the 1920s. The KKK had a tumultious start, and it had a major effect on America in the 1920s. The first klan began in Tennessee, by six Confederate array Officers, in the winter of 1865. Ku klux Klan rose just about four million and spread from the due south into the Midwest region and Northern states and hitherto into Canada.The name of the Ku Klux Klan is derived from the Grrek word kyklos, meaning flock (Wikimedia Foundation). Klan was added for the purpose of alliteration (Ku Klux Klan). The infamous burning-cross double became a symbol of the KKK in the 1920s, which was matchless of m both tactics used for intimidation. possibly the most distinguishing characteristic of Klan members were the lily-white robes they wore along with cone shaped hats that covered their faces. These costumes set up their goal of making them think much outlandish and terrifying, and for the intimidation of their victims (Smith).The Klan was pretty discriminating in accepting members, further WASPs (White Anglo-Saxon Protestants) could become members. These members possessed the ideology of white supremacy to all former(a) races and ethnical divisions, similar to the concept of Neo-Nazism, however they take up to have based their beliefs on Christian values and nativism. It is often thought that the KKK nevertheless hated African-Americans, but many other groups acquired hatred from the Klan, such(prenominal) as Jews, Catholics , homosexuals and motley immigrant groups. Anti-Defamination League). Even though the stock started to come along their stocks and shares didnt stop the Great low from happening (Kelly). Many pile oppugn why any group of people would posses such a hatred Dubbs 3 for certain groups of people. While there is no legitimate justification, one factor impart to their hate was the rapid economic emanation in the North, and the st agnant economy of the South.This may have been what angered the white southerners so much that they put blame onto the fatal population, along with leftover racial disputes from the generation of slavery (Trueman). People of today also wonder how society could permit such destruction of life, and also support it. defend then, the Klan had many sources of income including membership fees, funds acquired from different events and sales of Klan propaganda, as well as free will donations. This income made the Klans many forms of media and strategy possible, such as mass mailings, pamphlets and public events and protests.They also did lodge of interests service projects such as train a highway programs to make themselves look good in the eyes of their communities (Anti-Defamanation League). The members of the Ku Klux Klan did everything in their power to prevent the black community from exercising their newly acquired rights, which was often make during massive events. During a typical KKK event, they dressed to kill(p) in robes symbolizing their rank, then went on nighttime raids, during which they would whip and murder blacks and any of their supporters (Ku Klux Klan).These events, unfortunately, were extremely effective. This lack of a policy-making presence is what allowed the Klan to exist for such a long period of time. KKK existed from the initial groundwork until around 1870, when congress passed the KKK act which allowed regimen to end such activities by effect and penalize anyone who affiliated with terrorist organizations (Ku Klux Klan). At this time, blacks were the only targets of the KKK, for the most part.

Supply, Demand and Diversity Factors in the Workforce of Australia

Education needs to be accessible to click all so as to create a very comprehensive and diverse social work force.If the number or mix of staff are forget not sufficient or not meet the requirements, the careful search for external information is required. Theses additional information can be obtained through the intranet, policy documents, divisional reports logical and etc.The beginning is made a list of current employees to identify foreseeable future skills. This analysis includes an audit of direct current skills of each employee.Strong growth was recorded in quite a few service-based industries.For how this reason the skills shortage and staff rapid turnover still are being a problem. People great need to feel purposeful and valued about where the organization is going. The companies need to create strategies to retain preventing their talent and this is the main feature deeds that ensures competitiveness, much more than material resources, financial and technological. The A NZ bank has a supply first intensive with over 15.

Gain in third grade and the quantity of the workforce increases speed of rapid growth that is financial.Using (not just repeating) the labour supply available data or demographic and economic data: explain how try this data will be used to forecast only human resources supply within ANZ Bank Australia. The only Human Resource Planning will be affected according to the higher level of business development.If the company is starting now, the HRP good will hire only candidates with skills that sustain the military operations of the company. But if the company is growing, the HRP good will focus on the hiring of experts.Demand for teachers is on the upswing.Today this military strategy is being implemented in Asia and the Pacific. industrie ANZ bank seeks to avoid redundancies. 3. Balancing adequate Supply and Demand Considerations Review of diversity in the Australian workforce – how would this affect/apply to industrie ANZ Bank Australia.

The labour market can be quite competitive.An example that expresses this problem is start with receptionist position because over half 54% of administration logical and office staff a new job and it how have proven that receptionist are the most unhappy. This present position is easily filled and employers don’t have to invest in these staff, even the reception staff are the face of an organisation. The challenge has been also finding other people who are prepared to develop their skills logical and match the current needs of the companies.The qualities that private employers are looking for today in other candidates are: resilience, strong leadership, ability to hide seek ways to remain competitive from a business development economic standpoint and the ability to be more productive start with limited resources.Successful recruitment strategies will want to get devised if there is an organization short of skilled workers to make it to the company objectives.The big bus iness also provides domestic partners with benefits.

second One of the benefits of boomerang workers is they do not urgent need a comprehensive orientation andre already acquainted with the providers culture.The common use of talent analytics increase.If done well, workforce economic planning raises productivity, cut labor expenditures logical and dramatically cut time-to-market since youll have the amount of people start with the abilities at the ideal moment.If a supplier is likely to satisfy based its forecasted talent needs action plans need to be implemented.