Learning Disabilities Why Self esteem Essay

As a child goes through teenage life, he or she is exposed to many different challenges, stressors, and prospects. An imperative factor in handling these challenges is a positive self-concept and high self-esteem. Through teenage life, schools should be preparing students to become a comfy part of the general population, quickly bending to their environs (Saghatoleslami, 2010). A population of students that necessitate closer attention are Learners who have been diagnosed with a learning disability. Learners with learning disabilities are likely to represent 2% to 10% of the student population (Reese, Bird, &Tripp, 2007). Learners with learning disabilities tussle with self-concept and self-esteem, which in tum can lead to amendment difficulties, substance abuse, depression, and suicide ideation. It is, therefore, essential to monitor the self-worth of students and help mend and advance their self-concept and self-esteem. When bearing in mind students with learning disabilities, it is important to weigh their self-concept and self-esteem in a different way, understanding different social factors that come into play (Moller & Pohlmann, 2009). There are many facets to self-concept and self-esteem, and coping with a learning disability has an influence on a student’s quality of life. For both students with LD and students who have not been diagnosed with LD, active parental involvement can directly influence a student’s self-concept and self-esteem (Saghatoleslami, 2010). The Individuals with Disabilities Education Act, Public Law, splits 12 types of categorizations of learning disabilities, in which children may be fit for special education and interrelated services. These types are; (a) autism, (b)deafness, (c)deaf-blindness, (d)hearing impairment, (e) mental retardation, (f) multiple disabilities, (g) orthopedic impairment, (h) severe emotional disturbance, (i) visual impairment, (j) speech or language impairment, (k) traumatic brain injury, (l) and specific learning disability (Moller & Pohlmann, 2009). Autism is an age-linked disability significantly affecting verbal and non-verbal communication and social relations, typically evident before age three. Deafness is an earshot impairment that is so austere that the child is lessened in processing linguistic info, with or without augmentation; deaf-blindness is a synchronized visual and hearing impairments. Hearing impairment is of the audible range, whether perpetual or mutable. Mental hindrance re lates to suggestively below usual general cerebral functioning, which prevail concurrently with shortfalls in adaptive performance. Multiple disabilities: the exhibition of 2 or more disabilities such as mental retardation-blindness, an amalgamation that involves special accommodation for ultimate learning (Moller & Pohlmann, 2009). Additionally, there are corporal impairments; orthopedic impairment is physical disabilities, which include congenital impairments, caused by illness, and impairments from further causes (Berdine, 2010). Grave emotional disorder is a disability where a child of typical intellect, has strain over time and to a patent degree, building pleasing interpersonal relationships; (a) retorts inappropriately psychologically or emotionally under ordinary circumstances; (b) exhibits a pervasive mood of unhappiness; (c) or has a propensity to develop physical signs or fears. Detailed learning disability is a malady in one or more of the basic psychosomatic processes convoluted in understanding or in expending language, written or spoken, which may patent itself in an imperfect knack to speak, read spell, think, write, or do mathematical calculations; dialogue or language impairment: a communication (Moller & Pohlmann, 2009). Disorder such as stuttering, impaired articulation, a type of linguistic impairment, or the voice impairment can be considered a detailed learning disability. Traumatic brain injury is an assimilated injury to the brain caused by a marginal physical force, resulting in partial or total functional disability or psychosocial impairment or possibly both (Berdine, 2010). Visual impairment is a pictorial struggle (including blindness) that, even with correction, unfavorably affects a child educational performance. Learning disabilities can disturb students in diverse manners. As studies designate, self-concept and self-esteem are two vital elements during a student’s foundational years. Throughout this time, students begin to express and realize who they will turn into as grownups. The self-concept that is established during this time canines over into maturity (Elbaum & Vaughn, 2010). For this purpose, it is vital to consider the adverse effects of LD, especially during a teenager life. Dyson points out that children who have proficient denial, disgrace, and disappointment have outlooks of low self-worth and defenselessness (2008). Both students with LD and students without LD exhibit varying levels of self-concept and self-esteem. These self-concepts adapt and grow as a student develops from childhood, through adolescence, and into adulthood. Students with LD reported that they felt worse about their general intellectual ability than students without LD (Moller & Pohlmann, 2009). This can result in negative self-concept and low self-esteem. By implementing evidence-based interventions, students with LD can develop a positive self-concept and improve their self-esteem. One such response includes positive parental involvement. When parents are involved in the lives of their children in a positive way, the self-concept and self-esteem of their child improves. A challenge of active parental involvement pertains to the difficulties of communicating with a child who has LD (Dyson, 2008). Utilizing parental programs to overcome such adversities positively affects the parent/child relationship. Through this active int eraction, adolescents with LD improved academically and emotionally. A lot of children with LD get these emotions more often than students with no LD. This can have a philosophical effect on their educational self-concept as well as their general self-esteem. The importance of this topic is substantial, as the American Psychiatric Association (2007) establish that between 3% and 8% of the learners’ population, especially children are affected by LD. Utilizing the Self-Perception Profile for teenagers, Moller and (2009) established that high school learners with LD conveyed they felt worse about their general mental ability than did students not diagnosed with LD. Furthermore, using the Piers-Harris Children’s Self-Concept Scale, it has been shown that students with LD scored significantly lower on the subscale of Intellectual and School Status. This is significant because these students were in separate classes with other students in special education (SPED), including students with emotional disturbances or cognitive impairments. When students are deliberately taken out of the general classroom, it becomes apparent to them that they are different from typically developing students. By separating students, it can have an adverse effect on their self-concept. This can have an adverse consequence on their self-esteem and academic achievement (Ochoa& Emler, 2007). The response to this unruly is not as easy as moving towards an inclusive system where students with LD learn with typically developing students. In a study shepherded by Barrera, it was revealed that the self-concepts of students with learning disabilities attending comprehensive schools were inferior to those of their classmates devoid of learning disabilities (2009). The discoveries are all too shared, since a meta-analysis prepared by Barrera established the same incongruity (2009). Due to these common judgments, many schools have relocated away from an integrative class. In other situations, the self-concepts of students with learning disabilities may be improved through adapting instruction to the wants of each student (Elbaum & Vaughn, 2010). Constructing the best erudition environment for each student wishes to be a precedence within the overall school system. Once students with LD associated themselves with others with LD, they conveyed that they felt improved about their recital than children with LD, who likened themselves to their aristocracies without LD (Ochoa & Emler, 2007). This largesse contradictory information. When unraveling students with LD from archetypal students, it can have an undesirable consequence on their self-concept and self-esteem. On the affirmative side, nevertheless, when students with LD are studying with other students with LD, they may incline to compare themselves to their partners with LD. This outcome in a more optimistic self-concept and advanced self-esteem in students with LD. Every school is exclusive in its tactic to students with LD, and it is significant to consider these educations when determining whether or not students with LD should be encompassed in the general classroom or placed in a distinct studying setting. Age is an imperative factor in appreciating what the best intervention is for a st udent with LD. While academic interventions were most consistently effective for elementary students, counseling interventions were the most reliably effective for middle and high school students (Elbaum & Vaughn, 2010). These results have an effect on the academic self-concept for the student and do not necessarily hold true for other dimensions of self-concept. Elbaum and Vaughn also pointed out that, overall, counseling and mediated interventions were the only interventions that had a significant effect on general self-concept (2010). These findings complement previous statements regarding the importance of creating an intervention strategy that is malleable, as well as unique to each student who passes through the intervention plan (Reese, Bird, &Tripp, 2007). To create a single intervention strategy, it may be useful for a school to use the interpersonal competence profile. By using the ICS-T and the ICS-S and comparing the two, a unique strategy can be created for each student that best serve s his or her learning style. This tool can be useful to determine if an inclusive or separated intervention strategy would best help each student with LD. The insight provided by Berdine; because self-knowledge emerges from, and is sustained by, our experiences with others, negative self-views have interpersonal as well as personal components (2010). This means that for people to enjoy improvements in their â€Å"self-views†, changes must occur not only in the way they think about themselves, but also in the environments that sustain their own self-views (Berdine, 2010). The value of this quote is substantial. Not only is this positive self-concept paramount for students with LD, it is also significant for everyone. Our experiences in life and our perception of who we are define what we eventually become. In Positive Teacher and Parental Involvement, it is important for teachers and parents to affect the self-concept and self-esteem of students with LD by remaining positive and encouraging them to succeed. This is evident, as it was exhibited that there was an incongruity between self-assessments of students with LD and their ed ucators’ verdicts. They discovered that students alleged themselves to be more proficient than their teachers rule on them. Furthermore, Moller and Pohlmann (2009) indicated that teachers were commonly unaware of students’ perceptions of abilities. For better communication between teachers and students, it may be beneficial for tutors to devote time to students to converse their perceived strongholds and weaknesses. When parents were positively involved in the lives of their children, the self-concept of their children was affected in a positive way (Ochoa& Emler, 2007). The student’s paternities can also petition or appeal to the learning institution, or to the director of distinctive education and complain of their child being gaged. They may sense that the child is not developing as he, or she ought to be, or identify or detect certain glitches in how the child does. If the school believes that the child, undeniably have a disability, then the school must perform a valuation. If conservatory staff do not sustain that the learner has a disability, they may well decline to consider the child, but should apprise the parents in lettering as to their whys and wherefores for rebuffing. If parents believe intensely that their child does, certainly, have a disability that needs special edification, they may entreaty a due process earshot, where they will have the chance to spectate why they believe their juvenile should be appraised. To be assessed, there are numerous of probable assessments that are acknowledged in the IDEA, that is, Individuals w ith Disabilities Education Act (Elbaum & Vaughn, 2010). When parents interacted and maintained, a positive attitude with their children, a more positive self-concept was developed and self-esteem was raised (Berdine, 2010). Conversely, when the interaction between parent and child was minimal, or family communication was poor, negative self-concept and low self-esteem resulted. Dyson (2008) found that children with LD themselves can contribute to a lack of communication between child and parent. In line, child and parental cognitive-behavioral factors reciprocally amplify one another over time. For parents of high school students with LD, communication was often directly related to the nature of the learning disability (Berdine, 2010). When a parent and child were unable to communicate wholly due to the child’s disability, it adversely affected the relationship. This alone is reason enough for parents of children with LD to explore various options for the betterment of communication with their children. When this lack of communicat ion compounds over time, stress can be built up for the child as well as the parent. If the guardian of a child with LD exhibits stress surrounding their child’s disability, that child tends to have problems with social competence as well as display more behavior problems (Dyson,2008). This presents a direct correlation between parental stress regarding a child’s disability and the self-concept and behavior of that child. When parents show a positive environment for their child with LD, it helps to reinforce a sense of positive self-concept and high self-esteem. Children with LD have a strong academic self-concept and high self-esteem when they receive positive feedback from teachers and parents (Dyson, 2008). When children have a healthy self-concept, they are less likely to have a low self-esteem (Reese, Bird, & Tripp, 2007). To determine if a child is adequate for classification in one of these regions of exceptionality, an individualized appraisal or valuation, of the child must be carried out. This is accomplished through IDEA. The IDEA stipulates a number of requirements regarding estimates of children alleged of having a disability. While a more comprehensive description of these requirements is presented in the Persons with Disabilities Education Act, these rations are briefly summarized as follows: In advance a child is evaluated for the first time, the school district must acquaint parents in writing (Berdine, 2010). Parent’s commitment gives written consent for the school system to carry out this first evaluation also identified as a pre-placement appraisal. Evaluations must be accompanied by a multidisciplinary team such as speech and dialectal pathologist, occupational or physical therapist, medical specialists, and school psychologist. They must include at least one teacher or sentinel who is knowledgeable about the area of the child’s alleged disability. The assessment must carefully investigate all areas related to the child’s suspected impairment (Dyson, 2008). Indeed not a sole technique may be used as the sole norm for determining a child’s eligibility for special services or for deciding his or her suitable educational placement. Moderately, the evaluation method must utilize a variety of valid evaluation instruments and observational data. All testing must be done independently. Trials and other evaluation materials must be delivered in the child’s primary language or manner of communication, unless it is evidently non-realistic genuine to implement. All tests and other evaluation resources must be authenticated for the particular drive for which they are used. This tells that a test may not be used to evaluate a student in an exact area unless the test has been premeditated and validated through examination as measuring that definite area. Valuations must be conducted in a fair way. This means that the trials and evaluation resources and procedures that are the castoff may not be ethnically or culturally prejudiced agains t the child (Montgomery, 2011). The assessment team must guarantee that any test used is administered correctly by a person fitted to do so, that the test is being used for the objectives for which it was meant, and that the child’s disability does not conflict with the child’s ability to take any test measuring specific abilities, the child’s visual impairment changes his or her ability to read and rightly answer the questions on an test. Suitable, comprehensively, and accurately assessing a child with an alleged disability clearly presents a substantial challenge to the assessment team (Dyson, 2008). Valuation in educational locales serves five main purposes: (a) screening and proof of identity: (b) to screen children and recognize those who may be experiencing delays or learning problems; (c) eligibility and diagnosis: to govern whether a child has a disability and is entitled to special education amenities, and to analyze the specific nature of the student’s glitches or disability;(d ) IEP growth and placement: to provide comprehensive evidence so that an Individualized Education Program (IEP) can be enhanced and proper decisions may be implemented of the child’s educational placement; (e) instructional scheduling: to develop and plan instruction apt to the child’s individual needs; and evaluation: to assess student development. (Berdine, 2010). One program that was used to influence parental/child interaction positively was Systematic Training for Effective Parenting (STEP). (Barrera, 2009) Used STEP to deliver parents with training on how to answer more positively to their children. The outcomes displayed that parents had a very strong influence on their children’s self-concept. Additionally, Barrere suggested that classroom interventions to augment self-concept might be enhanced by involving parents in a synergistically designed parent program (2009). As previously mentioned, students with LD are more likely to struggle with social competence (Dyson, 2008). Having active parental involvement in the life of a student with LD helps facilitate improvement in this realm, thus positively influencing a student’s self-concept (Dyson, 2008). Intervention strategies for students with LD within the school setting resulted in underwhelming outcomes at times. To better the chances of success, schools may see benefits by involving parents in their intervention strategies. When parents interacted with their children frequently, positive outcomes generally occurred. As Reese, Bird, and Tripp (2007) found parent-child conversations regarding positive past events contained the highest amount of emotional talk regarding the child. Additionally, during conflict discussions, a moderate amount of positive talk was found. This positive talk can have a profound effect on the self-concept of a child. The link between conversations regarding past positive events and children’s self-esteem was substantial (Brown && Hooper, 2009). In Critical Analysis, there were three main research questions addressed in this studies: (1) what is the dissimilarity stuck between self-esteem and self-concept? As the constructs of self-concept and self-esteem share similarities, it is important to delineate the two constructs in order to depict their differences clearly. Self-concept is defined as people’s overall composite or collective view of themselves through multidimensional sets of domain-specific perceptions. These judgments are based on self-knowledge and evaluation of value or worth of one’s competences formed through involvements with and understandings of the environment. A person’s self-concept not only comes from internal individual perceptions, but can also be influenced by different experiences and external information from others. People’s self-concept addresses a more factual side of their life, such as knowing what they enjoy or what they tend to think about themselves. Self-esteem, as defined by Ochoa and Emler, is the sense an individual has about himself or herself that affects the way he/she views himself or herself (2007). These opinions include self-observations, perceived feelings of him/herself, and self-knowledge. How the individual feels is addressed within self-esteem, whereas self-concept addresses what the person thinks or sees about himself or herself. Self-concept is a construct that stays relatively constant over time, while self-esteem can vary throughout a person’s lifetime (Berdine, 2010). (2) How do students with learning disabilities and scholars who have not been established with a learning disability compared in regards to self-concept and self-esteem? Present study endorses that there is an alteration in the levels of self-concept and self-esteem between students who have been detected as having learning disabilities and students who have not been analyzed as having a learning disability. Barrera, (2009) established that high school students with LD reported that they felt worse about their general Intellectual ability than did students who have not been diagnosed with LD. Students with Learning disabilities who were in separate classes with other students in SPED, such as students with emotional disturbances or cognitive impairments, were found to have a lower self-concept on the Intellectual and School Status subscale. This finding suggests that the separation of the individual with a learning disability from the general education classroom can have an adverse e ffect on the student’s self-concept. Comparatively, Brown and Hooper (2009) showed that students with learning disabilities attending inclusive schools had a lower self-concept than classmates without a learning disability. Whether students are included in the general education classroom or separated and placed with other students with disabilities, their self-concept was consistently lower than that of students without disabilities (Montgomery, 2011). It is important to note the research that the self-concepts of students with disabilities can be heightened through tailoring instruction to the needs of the individual student. According to Saghatoleslami when students with LD compared themselves to other peers with LD, they felt better about their performance than did children with LD, who associated themselves with their peers without LD (Saghatoleslami, 2010). These findings suggested that pairing students within the general classroom on the basis of instructional level and individual needs positively influenced the self-concept and self-esteem of pupils with learning disabilities. (3) Does the level of active parental and teacher involvement have an effect on a student’s self-concept and self-esteem? According to the existing research, active parental and teacher involvement has a positive impact on student’s self-concept and self-esteem. Dyson (2008) found that children with LD have a positive academic self-concept and high self-esteem when they receive positive feedback from teachers and parents. The environment the parent provides, as well as the dialog between the guardian and the youth, are both factors that play a role in the student’s development of self-concept and self-esteem. For instance, Dyson (2008) found that if a parent of a child with LD exhibits stress surrounding their learner’s disability, that child tended to have problems with social competence as well as display more behavior problems. When parents presented a positive environment for their child with LD, it helped to reinforce a positive self-concept and a sen se of high self-esteem. Additionally, communication was often related to the nature of the learning disability, especially when the parent and the child were not able to communicate due to the child’s disability. This, in turn, adversely affected the relationship between a parent and child (Ochoa && Emler, 2007). It was supported that with positive interaction and a parent’s positive attitude toward their children, a more positive self-concept was developed and self-esteem was raised from the child (Montgomery, 2011). The emphasis is a positive interaction and support from the parent to positively influence self-concept and self-esteem. Along with a positive stress, there is also a weight on alliance between the home and school to upkeep consistency between the two settings. Saghatoleslami (2010) found that active parental involvement in a wellness-based prevention program in schools was helpful in building positive self-concepts in children and college students. Additionally, Montgomery, (2011) suggested that classroom interventions used to increase self-concept might be enhanced by involving parents. The involvement of parents or other supportive figures, bettered the chances of success across settings, as there were collaboration and communication occurring between parents and teachers. A limitation of the analysis is the broadness of the subjects. While there is an assortment of LD types, there was no sub-typing of LD in this study. Furthermore, self-concept and self-esteem were measured on a broad scale, with minor sub-typing of self-concept. Socioeconomic status, ethnicity, gender, and physical attractiveness were not taken into consideration when measuring a student’s self-concept or self-esteem(Dyson, 2008). Finally, this studies are not applicable across cultures. The vast majority of research reviewed was conducted in the United States. Based on the analysis, it is clear that the most complex measure of self-concept and self-esteem is necessary. In future research, obtaining more data regarding self-concept and self-esteem will make additional subtypes available, both for these two domains, as well as subtypes of LD (Reese, Bird, &Tripp, 2007). Further implementations need to be aimed at supporting students with LD. The focus of future support for students with LD should be not only academic, but have emotional and psychological support as well. Many interventions are aimed at improving the grades of students with LD. In addition to this, specific attention should be placed on the betterment of their self-concept, as well as the improvement of their self-esteem. Both teachers and paternities should be included in future studies to promote positive self-concepts and increase self-esteem. Through in future studies, effective evidence-based solutions will be found. References American Psychiatric Association. (2007). Diagnostic and statistics: manual of Mental Disorders. Washington, DC: Author. Barrera, M. (2009). Roles of definitional and assessment representations in the identification of new or second language learners of English for special education. Journal of Learning Disabilities. Berdine, W. H., (2010). Assessment in Special Education (5th Ed.) Boston: Little Brown. Brown, F J. Hooper, S. (2009). Journal of Intellectual Disabilities. 13 (3), 195-201 DOI: `10.1177/1744629509346173 Dyson, L.L. (2008). Children with Learning Disabilities within the Family Context: An assessment with siblings in global self-concept, academic self-perception, and social competence. Learning Disabilities Research & Practice, 18, 1-9. Elbaum & Vaughn, (2010), Parent- teacher- and self-rated motivational styles in ADHD. Journal of Learning Disabilities. Moller, & Pohlmann, B. (2009). Achievement and self-concept of students with Learning Disabilities. Social Psychology of Education, 12(1), 113-122. Montgomery, M. (2011). Self-concept and children with learning disabilities. Journal of Learning Disabilities, 27(4), 254-262. Ochoa, G.M., & Emler, N.P, (2007). Adjustment problems in the family and school contexts. Attitude towards authority and violent behavior in school in adolescence. Adolescence, 32, 779-794. Reese, E., Bird, A., & Tripp, G. (2007). Children’s self-esteem and moral self: Links to parent-child conversations regarding emotion. Social Development, 16, 460-478. Saghatoleslami, M. (2010). Adjustment to college: College students with learning disabilities. Dissertation Abstracts International, 66, 2315. Source document

Nigerian Economy: Macroeconomic Analysis

sisNigeria – Country Report 2012 61310039 Indian School of Business 7/6/2012 Contents Economic Overview3 Gross Domestic Product (GDP)3 GDP Composition4 Inflation4 Shadow Economy5 Trade Overview5 Foreign Debt7 Labor Market & Human Capital7 Population and Income Inequality8 Unemployment9 Currency10 Money Supply and Monetary Control10 Fiscal policy12 Exchange rates12 Interest Rates13 Foreign Direct Investment14 Globalization and Comparative Advantage14 Conclusion15 References16 Economic Overview Nigeria's economy is estimated to be worth about $262bn, making it one of the largest economies in Africa.The estimates and analysis of various indicators is discussed in the later sections. The country has fared better than many other countries during the global economic downturn, but systemic problems in infrastructure and the labor market mean that its position in the Economist Intelligence Unit's global rankings remains towards the bottom during the forecast period, at 75th out of 82 countries. Efforts to create a significantly more attractive business environment are likely to produce only modest results owing to the slow pace of more fundamental reforms. Nigeria has taken steps to simplify trade by working on its tariff structure.However, there is still a protectionist sentiment in the country. Cross border smuggling is still a major concern and is liable to remain an important feature of the Nigerian economy. The capacity and efficiency of Nigerian ports (Trade) have improved following the implementation of an ambitious concessioning program that transferred management of terminals to private operators. However, although the reforms have improved port operations and ship turnaround times, there remains the problem of corruption in the customs service, which can complicate and delay the clearance of goods. Gross Domestic Product (GDP)The latest GDP projection data as brought out by World Bank is $ 268. 5 billion (2013 F) and the country population is projected at 175 million translating into a GDP/Capita to 2,213. The Real GDP Growth for Nigeria has been at 6. 8 %. However, considering the disparity in the country’s infrastructure viz-a-viz other Asian developing nations the growth rate is not enough for substantial improvement. Nominal GDP| 2007| 2008| 2009| 2010| 2011| 2012(F)| 2013(F)| US$ bn| 166. 5| 208. 1| 169. 4| 196. 3| 244. 2| 262. 4| 268. 5| N bn| 20,941| 24,665| 25,225| 29,498| 37,590| 42,877| 46,720| Real GDP growth %| 6. | 6| 7| 7. 8| 7. 4| 6. 4| 6. 9| Source: Economic Intelligence Unit| GDP Composition In Nigeria, the Investment component of the GDP as compared to the private consumption and government is very low, hovering at 17 % approximately. A developing market is required to invest around 40 to 50% of GDP in capital investment for successive number of years. However that is not seen with Nigeria. Hence, the prospect of Nigeria as an investment destination appears to be grim in the near future. | 2007| 2008| 200 9| 2010| 2011| 2012 F| 2013 F| Private consumption| 6. 6| -34. 3| 6. 4| -26. 7| 11. 8| 9. | 10. 4| Government consumption| 90. 8| 4. 4| -8. 1| 17. 8| 12| 8. 5| 8| Gross fixed investment| 24. 5| -6. 8| 9. 1| -3. 6| 6. 5| 6| 6. 5| Exports of goods & services| -11. 7| 43. 4| -30| 11. 4| 11. 9| 10. 4| 12. 4| Source: Economic Intelligence Unit| The graph below gives the GDP contribution – Industry wise for Nigeria. Crude is one of the major contributors to the GDP. Hence, and rate fluctuations in the price of crude oil have added volatility in the Nigerian GDP. Inflation Despite monetary tightening carried out by the CBN in 2011, the forecast for inflation remains negative.Inflation is expected to increase to 12. 7% in 2012. Fiscal laxity by the states is one of the main reasons for this. In addition, the payment of the newly instituted minimum wages and the injection of funds into the bailed out banks, inflationary pressure is bound to continue for the rest of the year. It is exp ected moderate only in 2014 as a result of moderation in commodity prices. The April 2012 inflation data as obtained shows a Month-on-month inflation to be (0. 13%), Year-on-Year (12. 9%), 12-Month Avg. Chg. (11. 1%). The inflation rate is exceedingly high and is detrimental towards investment in the country.The Consumer Price Index and Nigerian Inflation rate is shown below. Source: Economic Intelligence Unit Shadow Economy The untaxed and unregulated revenues – by some estimates – account for between 40% and 45% of gross domestic product (GDP). Nigerians make most of their living, as street hawkers, minibus drivers, money changers or market traders. In spite of the abysmal performance of the country’s economy, poor infrastructure and unfriendly business environment Nigeria has huge potentials to be tapped because of its huge deposits of Natural Resources nd population that can be gainfully employed. The black economy accounts for a large part of the Nigerian e conomy. Trade Overview Nigeria has considerable natural resources such as oils, and the revenue from oil exports forms a major chunk of the Government fund. Nigeria has recently started a sovereign wealth fund and the excess returns from oil exports viz-a-viz projected returns is directed to this sovereign fund. This fund is building up at a slower pace as the revenue is being directed towards meeting government excess spending to meet the countries capital requirement.The country has been putting efforts to tighten the fiscal policy and the same has been reflected in their medium-term expenditure framework. The country has projected a year-on-year budget deficit of 1% of GDP. However, from the recent trends it appears that Nigeria will be able to sustain a year-on-year budget deficit of 2% given the prices of oil remain stable even though the current European turmoil and a slowdown in china can push oil prices down and lead to further increase in Nigeria’s Fiscal deficit.Nig eria intends borrowing from the international capital market for meeting its capital expenditure requirement in the near future. The total value of Nigeria's exports in the first quarter of 2012 is at about USD 30 billion, the exports to India has reached USD 4. 2 billion, compared to USD 3. 7 billion credited to the US in the period under review. Nigeria's export to India is mostly crude oil and cashew nuts while India exports pharmaceutical goods, machinery, electronics and rice. The US was trailed by the Netherlands with USD 2. billion, followed by Spain with USD 2. 4 billion and Brazil which recorded USD 2 billion. Nigeria is a member of the WTO and does not impose permanent import restrictions however it has a huge banned list of import goods which coupled with ad valorem tariffs have given rise to increase in smuggled goods. As such the restrictions do not seem to have benefited the local industries. There are specially designated export processing zones which provide benefits from tax, duties, foreign exchange restrictions and import-export restrictions.The Nigerian Export Credit Guarantee and insurance corporation (Nexim) provides insurance under the government’s export guarantee scheme. This has helped exporters in raising funds at subsidized rates for refinancing. Nigeria figures 133rd on the Doing Business in Index among 183 world economies and 15th among the 46 sub Saharan African economies. The trade balance of Nigeria for period 2007 to 2011 and forecasted data for 2012 and 2013 is given below. | 2007| 2008| 2009| 2010| 2011| 2012(F)| 2013(F)|Trade balance| 37,748| 45,885| 25,342| 20,237| 34,528| 34,131| 28,778| Goods: exports fob| 66,040| 85,729| 56,121| 73,698| 103,847| 114,068| 111,836| Goods: imports fob| -28,291| -39,844| -30,779| -53,461| -69,319| -79,937| -83,058| Services balance| -16,902| -22,113| -16,479| -19,231| -24,761| -24,278| -25,914| Income balance| -11,747| -15,059| -14,404| -18,623| -22,905| -20,913| -24,624| Current tra nsfers balance| 18,545| 19,366| 18,694| 20,092| 25,004| 27,387| 28,562| Current-account balance| 27,643| 28,079| 13,153| 2,476| 11,867| 16,327| 6,802| Source: Economic Intelligence Unit|Nigeria and its neighboring African nations have imposed strong continental Trade Barriers which is depriving the continent of new sources of economic growth, new jobs and leading to a sharp fall in poverty and other factors. However, many African countries are losing several billions of dollars in potential trade earnings every year, because of high trade barriers with neighboring countries. It is easier for Africa to trade with the rest of the world than with itself.The Policy progress in the nation has been restricted due to political instability and tussle between the presidency and senior economic team. Policies towards changes in exploiting the proceeds from fuel exports are always the concern restricting policy improvements. The country has huge limitation in the power sector and the governmen t has initiated privatization program focused mainly on the power sector, However the progress has been slow as a result of private-sector reluctance, the various vested interests involved and strong union opposition.This is limiting foreign investments in Nigeria. Nigeria urgently requires Tax reform for attracting investments in the country and this policy reform is high on the political agenda. However due to conflicting interests and the fragile nature of the Nigerian administration reforms are expected to be slow. Foreign Debt Due to the economic slowdown public sector revenue and expenditure has contracted in the past 3 years. As a result of the budget deficit, infrastructure is facing acute shortage which is mostly financed by internal public borrowing while also seeking access to external funding.The Nigerian government has set on the path of prudent reforms to reduce total spending while improving funding for capital requirements for efficient spending that will translate t o long term economic growth. The government also launched a Euro denominated bond in 2011 and expects to return to the international debt capital markets again in the next few years. Labor Market & Human Capital The education system of Nigeria is in a poor state unable to meet the educational requirement of the country. There are currently only 46 tertiary institutions in Nigeria providing education covering all functional areas.Out of the 42m Nigerian children who ought to be in primary school, less than 24m are in school. Out of the 33. 9m children of secondary school age, only 6. 4m are in secondary schools. The pass rate for JAMB examinations is about 20% – indicates poor quality of secondary school graduates. The educational system has not been tailored to meet developmental needs of the nation. Any foreign investment has to transfer both funds and human capital to the country. There are no improvements visible in the near vicinity.The Nigerian Labor market is marred wit h constraints and there appears little prospect in the near future of resolving many of the key constraints to improving the labor market in Nigeria. Most of the talented Nigerians prefer to move out of the country and the country is suffering from a ‘brain drain’. Nigeria has a large number of very capable professional and highly skilled workers in a range of sectors. Unfortunately for the country, large numbers, particularly in the medical profession, live and work overseas, and the restoration of civilian rule in 1999 has failed to bring an end to the brain drain’. Although labor law reform in 2005 weakened the capacity of the unions to organize political or sympathy strikes, the labor movement remains powerful, capable of organizing paralyzing national strikes. Value of indexa| | Global rankb| | Regional rankc| | 2006-10| 2011-15| 2006-10| 2011-15| 2006-10| 2011-15| 4. 4| 4. 6| 80| 80| 16| 15| a Out of 10. b  Out of 82 countries. c  Out of 17 countries: A lgeria, Bahrain, Egypt, Iran, Israel, Jordan, Kuwait, Libya, Morocco, Qatar, Saudi Arabia, Tunisia, UAE, Angola, Kenya, Nigeria and South Africa. Source: Economic Intelligence Unit| Population and Income Inequality The population in Nigeria is growing at a very fast pace, but given the poor state of the countries health care and educational system, this is only constraining the already dismal state of the country the growth rate is presented below, the high rate of population growth and the deteriorating state of infrastructure is not conducive enough for enticing foreign investment. Population (Million)| 2006| 2010| 2015| Total| 140. 4| 152. 2| 166. 7|Period averages (%)|   | 2006-10| 2011-15| Population growth|   | 2. 1| 1. 8| Labor force growth|   | 2. 4| 1. 9| Source: Economic Intelligence Unit| Poverty in Nigeria remains significant despite high economic growth. Nigeria retains a high level of poverty, with 63% living on below $1 daily, implying a decline in equity. There have been attempts at poverty alleviation, but the inequality has been rising. Income inequality worsened from 0. 43 to 0. 49 between 2004 and 2009. This is correlated with differential access to infrastructure and amenities.In particular, there are more rural poor than urban poor. This primarily results from the composition of Nigeria's economy. Oil exports contribute significantly to government revenues and about 15% of GDP, despite employing only a fraction of the population. Agriculture, however, contributes to about 45% of GDP, and employs close to 90% of the rural population. This incongruence is compounded by the fact that oil revenue is poorly distributed among the population, with higher government spending in urban areas than rurally.High unemployment rates have rendered personal incomes even more divergent. The graph below gives a comparison of the population below poverty line in relation to the total  Nigerian population. Data Source: Economic Intelligence Unit Unemp loyment According to the ‘2011 Annual Socio-Economic Report' released by the Nigerian Bureau of Statistics, the total number of unemployed people have increased from approximately 7 million in 2006 to 16 million in 2011. In 2011, approximately 2. 1 million people were newly unemployed.The report has also predicted the new entrants into the unemployed pool to be around 8. 5 million in 2015. The increase is also interestingly explained by the tendency of Nigerian university graduates to stay away from labor intensive work. They are now ready to wait for a white collar job thus resulting in the entry of new university graduates into the unemployment pool. The total number of employed labor force has remained fairly constant from 2006 to 2011 at around 51 million. However, 10 million new people have been added to the labor force during 2006-2011.The increase in labor force could be explained by the steady increase in the number of universities, polytechnics and colleges of educati on. While the enrollment in universities and polytechnics has decreased from around 460,000 in 2006 to 340,000 to 2011, enrollment in colleges of education has increased during the same period. Whereas the enrollment in state and federal institutions has decreased during 2006-2011, enrollment in private institutions has increased steadily. According to the report, the increase in unemployment rate has been kept in check by Nigerian government's employment policies.The unemployment rate in rural areas was 25. 6% and 17. 1% in urban areas. The total national unemployment rate was 23. 9% in 2011. Total unemployment rate amongst males was 23. 5% in 2011 while the same rate amongst females was 24. 3%. The report explains that married women who previously stayed out of the labor force have now started entering the market for jobs due to a raise in claim for financial independence. More women are also now forced to enter the labor market because of the need to supplement the income of male s in families.The unemployment rate has been consistently growing in Nigeria due to lack of industries, political stability and a myriad of other reasons. Unemployment is leading to crime and shadow economy which is further hindering investments in the country. Data Source: Economic Intelligence Unit Currency The Legal Tender followed in Nigeria is the Naira (sign:  ? ;  code:  NGN). The Central Bank of Nigeria referred as CBN is the sole authority responsible for issuing and maintaining the volume of the currency in the Nigerian economy.The currency was adopted by Nigeria on 1st Jan 1973 replacing the pound that was being followed since the colonial days. Money Supply and Monetary Control The Central Bank of Nigeria (CBN) is the central bank of Nigeria. Since the global financial crisis of 2008-09, maintaining adequate liquidity and averting a total collapse of the banking system has been the main focus of the CBN. The CBN uses the Monetary Policy Rate (MPR) to anchor short t erm money market rates and other interest rates in the economy.Open market operations conducted through the Treasury Bills auction is the major instrument of monetary policy. The CBN also uses discount window operations (including standing lending and deposit facilities, repo and reverse repo operations) and Cash Reserve Ratio (CRR) in monetary management. The banking crisis of 2009 and the subsequent reform initiated in the banking sector has complicated the monetary policy. The central bank also ensures that there is sufficient lending in key sectors such as agriculture.Since 1977, Nigeria has had an Agric Credit Guarantee Scheme (ACGS) under the management of the central bank. The Central Bank of Nigeria (CBN) is responsible for maintaining a balance between its objective of managing inflation and the government's aim of reducing the cost of borrowing by the private sector to encourage investment in productive activities. The CBN is currently pursuing the former objective, having increased its prime interest rate six times during 2011: the Central Bank is attempting to counter what it sees as high inflationary expectations embedded in the system.As the forecast period progresses and the inflation outlook improves, the focus of the CBN will return to easing monetary policy and boosting lending to productive sectors. Nevertheless, this has been complicated by the banking crisis of 2009 and the subsequent reform program put in place by the Central Bank, which is likely to mean that risk aversion among the banks persists into the first part of the forecast period at least. Below is the summary of the key Monetary Indicators for Nigeria. Monetary indicators| 2007a| 2008a| 2009a| 2010a| 2011a| 2012b| 2013b| 2014b| 2015b| 2016b| |Exchange rate N:US$ (av)| 125. 8| 118. 5| 148. 9| 150. 3| 153. 9| 160. 7| 174. 0| 172. 0| 174. 0| 176. 0| Exchange rate N:US$ (year-end)| 118. 0| 132. 6| 149. 6| 150. 7| 158. 3| 170. 8| 173. 0| 173. 0| 175. 0| 177. 0| Exchange rate N:↚ ¬ (av)| 172. 44| 174. 33| 207. 46| 199. 42| 214. 19| 209. 71| 224. 46| 217. 58| 215. 33| 221. 76| Exchange rate N:â‚ ¬ (year-end)| 173. 66| 184. 49| 215. 49| 201. 31| 210. 42| 221. 23| 222. 31| 215. 39| 219. 63| 223. 02| Real effective exchange rate, CPI-based (av)| 38. 05| 42. 32| 38. 59| 42. 11| 42. 74c| 46. 39| 46. 44| 50. 42| 53. 60| 56. 5| Purchasing power parity N:US$ (av)| 71. 31| 80. 30| 88. 60| 99. 68| 115. 8c| 120. 9| 121. 0| 123. 9| 129. 2| 136. 3| Money supply (M2) growth (%)| 58. 1| 53. 6| 20. 6| 3. 7| -0. 5| 8. 7| 20. 5| 19. 6| 17. 5| 18. 5| Domestic credit growth (%)| 358. 3| 55. 9| 41. 1| 14. 1| 28. 1| 7. 9| 21. 5| 20. 7| 18. 2| 17. 7| Commercial banks' prime rate (av; %)| 16. 9| 15. 5| 18. 4| 17. 6| 16. 0| 16. 0| 14. 0| 13. 0| 13. 5| 13. 8| Deposit rate (av; %)| 10. 3| 12. 0| 13. 3| 6. 5| 5. 7| 6. 0| 5. 8| 5. 8| 5. 8| 5. 5| Money-market rate (av; %)| 6. 9| 8. 2| 3. 8| 3. 8| 8. 5c| 8. 8| 7. 0| 6. 5| 6. | 6. 0| a  Actual. b  Economist Intelligence Unit foreca sts. c  Economist Intelligence Unit estimates. Source: EIU| Fiscal policy While Nigeria’s fiscal policy during the last half of the decade has been favoring expansive expenditure in the productive sectors, there is growing pressure to introduce tough, unpopular market reforms to tighten the fiscal policy. However it will be difficult to do so considering the different interest groups that the government needs to placate and wider legislature that favors greater government expenditure to counter the crippling infrastructure deficit.Even as investment in infrastructure remains critical, how the government manages to bring down the share of recurrent expenditures while improving the quality of capital expenditure is the key challenge. Another challenge for the government will be how it manages its dependence on oil prices, the key component of its revenue. A return to recession in Europe or a less than expected growth in China could bring down the oil prices. Exchange rates Th e Central Bank of Nigeria (CBN) has been responsible for managing the exchange rate and this was being done by auctioning of foreign currencies.The CBN sets the exchange rate. However, Nigeria’s currency fluctuations is correlated to fluctuations in the oil prices. In 2007, the Naira saw significant appreciation viz-a-viz the dollar due to increase in Global crude prices. Nigeria’s central Bank intends making the Naira exchange rates floating and policy decisions are being formulated towards this objective. The CBN also intends to make the exchange rate independent to the extent possible and aims at intervening only to meet defined policy objectives.The country has seen a huge depreciation of the Naira in the past 3 Decades, presently owing to the stable and strong crude prices the currency is considerably stable but is forecasted to slip further if the Global Economic crisis continues to deter. Source: http://www. exchangerates. org. uk/ Interest Rates The CBN kept it s benchmark interest rate at 12%. The CBN will find it hard to balance its objective of managing inflation and the government’s aim of reducing the cost of borrowing by the private sector to boost investment.Nigeria has seen a slowdown in economic growth in its economy as a result of slackening in global economic activities. As the tight liquidity condition persists, short term interest rates have been rising for the past couple of years. Another cause of concern for the CBN was the slowdown in interbank lending, which prompted the CBN to guarantee placements in the interbank market. This also helped bring down the interest rates in the short term money markets, such as the interbank call rates.The above table indicates the Monetary Aggregates and Interest Rates as obtained in 2010. Foreign Direct Investment Although the government will continue to welcome foreign direct investment (FDI), the level of FDI outside the oil and gas sector will remain low in relation to the poten tial size of the market. This reflects the complexities of the local business environment, together with the bureaucracy, corruption, low productivity, poor infrastructure and low income levels that restrict the potential market.The salient feature of the policy is enumerated. Full foreign ownership is allowed in all sectors apart from banking, although the Central Bank of Nigeria (CBN) has been more relaxed on the issue since the 2009 crisis in the sector and the subsequent need to recapitalize the affected banks. A new bill proposes to outlaw discretionary awards of oil and gas contracts, and stipulates that licenses must be given through â€Å"open, transparent and competitive† bidding processes.Nevertheless, a number of Asian investors, from China, India and South Korea in particular, who have shown keen interest in entering Nigeria on the basis that they concurrently develop local infrastructure, may still find themselves the preferred bidder on new acreage. There is als o likely to be a continued bias towards policy favoring local business, as evidenced by the recent local content bill for the oil industry that gives indigenous firms priority in the awarding of oil concessions and requires foreign companies to employ more local staff.As a result, and with other countries set to improve more rapidly, Nigeria will slip in the global rankings from 67th to 71st out of 82  countries, and from 12th to 13th in the Middle East and Africa region. Value of indexa| | Global rankb| | Regional rankc| | 2006-10| 2011-15| 2006-10| 2011-15| 2006-10| 2011-15| 5. 1| 4. 6| 67| 71| 12| 13| a Out of 10. b  Out of 82 countries. c  Out of 17 countries: Algeria, Bahrain, Egypt, Iran, Israel, Jordan, Kuwait, Libya, Morocco, Qatar, Saudi Arabia, Tunisia, UAE, Angola, Kenya, Nigeria and South Africa.Source: Economic Intelligence Unit| Foreign direct investment, net inflows (% of GDP) in Nigeria was 2. 99 as of 2010. Its highest value over the past 40 years was 8. 28 in 1994, while its lowest value was -1. 15 in 1980. The below outlines the Annual inflows of FDI along with its percentage composition of the gross fixed investment. (US$ m)| 2006| 2007| 2008| 2009| 2010| 2011| 2012| 2013| 2014| 2015| Annual inflows of FDI| 4,854| 6,035| 5,487| 5,787| 3,000| 3,500| 6,000| 7,500| 7,250| 7,250| % of gross fixed investment| 40. 4| 39. 7| 32. 1| 35. 3| 13. 7| 14. | 20. 5| 20. 9| 16. 8| 14. 2| Source: Economic Intelligence Unit| Globalization and Comparative Advantage Nigeria has not benefited considerably from globalization due to mono-cultural export, inability to attract increased foreign investments and huge indebtedness. And the way forward for Nigeria is to focus towards diversification of exports, debt reduction and expand developmental cooperation. Nigeria got connected to the rest of the world with the arrival of British in the Year 1539 and by the 1800’s Nigeria was under complete control of the British Empire.And since then Nigeriaâ€℠¢s trade has been heavily dependent on British trade. Nigeria has been a country rich in natural resources and traded these resources for weapons and tools. This asymmetric trade is the reason for the wide variance in the distribution of the nation’s wealth. The country received its independence in 1960 and during that time the Farm products was its major export. Post-independence, farm products constituted the major portion of Nigeria’s Trade. The six major agricultural products then were cocoa, rubber, palm oil, groundnut, cotton and palm kernel.And this constituted 69. 4% of its total GDP for the year 1963/64. The other contributor to exports was oil. However, during that period oil was priced low at $3. 8 per barrel and thus was not much lucrative. The 1970’s saw Nigeria’s fortune turn with the jump in fuel price by almost 4 times. Nigeria had high grade petroleum reserves and these reserves were easier to extract. The petroleum price rose to $14. 7 p er barrel by January 1974 and rates continued to soar reaching a high of $38. 77 per barrel in 1981.Within the same period, total revenue from oil rose correspondingly. By 1978, oil contributed 89. 1% of Nigeria’s export and in the same year contribution from agriculture plummeted to 6. 8% of exports. The overdependence of the country’s economy on oil exports has seriously hindered the development in other spheres. Globalization poses a multitude of challenges on Nigeria. The countries very poorly on education, health, agriculture and industrial development and therefore it is imperative that Nigeria focuses on these area to fundamentally transform the nation.The country requires focusing on technological development and science and Technology are required to be central theme of their Developmental Strategy. The Country also requires focusing on basic Infrastructure such as power supply and telecommunications and these must exist regularly and uninterruptedly. Also, in dustrialization, including manufacturing and fabrication must be brought in at the center place. There is a need to revitalize agriculture by utilizing the technologies in the field and shifting to mechanized farming. ConclusionThere is an element of risk of doing business in Nigeria even though the debt of the country is in a manageable state. A prolonged European crisis and a slowdown in China will lead to dip in oil prices and Nigeria will face difficulties in meeting its deficit requirements. The currency of Nigeria-Naira is currently seen stable and after depreciating by an average of 6. 3% per year in 2012-13 to N174:US$1, the naira is expected to moderate more gently in subsequent years, to N176:US$1 in 2016, though the currency has seen a continuous downslide when data is compared for the last three decades.After the Banking crisis of 2009, the banking sector is skeptical on lending to private sector, however the confidence is returning. The political risk of the country is seen as high due to factions in the government and the rise in Islamist fundamentalism. Piracy is also a major phenomenon in the Gulf of Guinea which makes Nigeria’s coastline a risky shipping port. Nigeria declared a state of emergency in January 2012 in the northern parts due to a recent spate of terror attacks; however no civil war or major instability is expected in the short run.The government has been accused of largely ignoring public grievances like unemployment, poverty, inequality in wealth and corruption. Unless the government steps up to address these issues and establish credibility there is risk of escalation. The President Mr. Good luck Jonathan has recently commissioned investigations into allegations of corruptions in the oil subsidies and replaced the Chief of the Police for failing to root out infiltration by the insurgents into the government offices.However the effectiveness of these measures will depend on their enforcement. The future of the Nigerian ec onomy therefore depends on stabilizing governance and enabling the parliament to unlock major reforms in the Oil and Gas sector. References 1. Economic Intelligence Unit – (http://country. eiu. com/Nigeria) 2. CBN Monetary Survey 3. Exchange Rates – (http://www. exchangerates. org. uk/) 4. Shadow Economy Reference – (http://news. bbc. co. uk/) 5. Currency Reference – (http://www. cenbank. org/)

Dumplings Essay Example | Topics and Well Written Essays - 250 words

Dumplings - Essay Example The Three scenes are significant from a directional view point. Some of the ceramic doll is a bodhisattva; it appears as if the director is trying to tell us it’s an immoral evil thing that she is eating in the form of the dumplings. When Mrs Li starts eating a close up of dumpling is shown. The frames and colors in the background are very beautiful, dumplings glow with saturated colors. Semi transparent outer skin and filling which is pinkish in hue. The overall scene gives an insight that some people who will do anything to prolong their youth and beauty. The amazing angles and close-ups surrounded by beautiful cinematography are conflict with the facts that she is eating the dumpling which made by baby. The real nasty part here is the sounds. The crunching and slurping noises that accompany Mrs. Li eating her dumplings are heart wrenching. When Aunt Mei is singing for Mrs. Li, the camera luxuriously floats over her face showing a young looking Mrs.

What is freedom and what does it mean to you Essay

What is freedom and what does it mean to you - Essay Example If the government oversteps its bounds, as outlined in the Constitution, the people can and loyal patriots would dismantle the government then build another that adhered to the peoples will. Freedom is a concept that requires a continual effort to preserve whether fighting on the battlefield, speaking at city council meetings or by simply voting. The meaning of freedom is broad but my personal viewpoint narrow and defined. Simply put, an American has unrestricted personal freedoms. Of course the ‘your rights stop at my nose’ clichà © applies as does the ‘no harm no foul’ rule. My conception of freedom was drawn from those who offered their definition in the Constitution and Declaration of Independence. The government, by law, should be allowed only to enact legislation that follows the ‘no harm’ rule. Those who cause harm to others should be justly punished but those who are excising personal freedom, their constitutionally guaranteed right, should be allowed to pursue happiness in whatever manner they choose. Overwhelmingly, lawmakers and the public have approved the substitution of money for freedom as quickly as they have sacrificed liberty for security in the ‘war on terror.’ Subjects such as euthanasia and abortion are but two of the more high profile issues surrounding personal freedoms. Seatbelt and helmet laws, prostitution, bigamy, and gambling are other examples of ‘no harm’ laws. The justification for seatbelt/helmet laws is that fewer and less severe injuries are sustained as a result of the law which, when properly enforced, ultimately lowers the cost of health care for everyone. Prostitution laws are ridiculous. What else can yo u give away but can’t legally sell? Gambling is illegal and immoral unless the state does it and calls it lottery. Other activities popularly trumpeted under the personal freedom umbrella such as smoking in public, carrying concealed firearms or

Assignment 1 Essay Example | Topics and Well Written Essays - 1250 words - 1

Assignment 1 - Essay Example One of the key individual who has highlighted the importance of capitalism in his research is Adam Smith who proposed the theory of the invisible hand (Wilber 1998, 7). According to his theory there is a hand that cannot be seen but is guiding a particular economy to achieve the purpose of common good. According to his concept, the government does not have to intervene in the market and the market is regulated itself and this concept is similar to the concept of laissez faire. Strengths Those economists who are considered as liberalist and capitalist in nature are of the idea that the economy under liberalism is ruled by eight basic tenants (Davis 2008, 5). The initial tenant of liberalism and capitalism is that people operate to safeguard their own interest and to achieve their own aims and objectives before considering the interest of others. The second element of liberalism is that market is place where buyers and sellers meet each other in order to exchange goods and services. Th e third element of liberalism is that everyone has a free will to own property and assets should be privatized and not controlled by the government. The fifth element of this kind of economy is that market is governed and guided by the forces of competition. In order to achieve this element of liberalism, the sellers in the market have to operate in such a way that they compete with each other to attract more and more consumers and in order to attract more consumers they compete through the tools of pricing and they try to utilize their resources in the most efficient manner. The sixth basic element of liberalism is that all individuals are free to choose for whom they are going to work and they can even choose the markets they are willing to serve. The seventh element of liberalism is that consumers are the most important part of the market. This principle is in line with Adam Smith’s idea of consumer sovereignty and the consumer is the decider of the number and kind of reso urces that will be used to produce a product and when this production will occur and for whom the production will be conducted. The last element of this form of economy is that government should not intervene in market operations and let the forces of demand and supply dictates the operations of the market. Another major figure who promoted the idea of liberalism and who himself was a believer of liberalism was John Maynard Keynes of the 20th century (Heinberg 2011, 38). According to his believes, the government should not intervene in a particular economy and they have minimum amount of role to play in the market that are created in foreign and local regions. This concept can clearly be witnessed in the BWS (Bretton Woods System) that was witnessed after the era of WWII. A major part of the BWS was the Keynesian Compromise according to which involvement of the state is limited to the operations of their local markets and their involvement is unnecessary in international market oper ations (Bordo 1993, 158). Those economists who are considered as liberals even support the hegemonic stability theory and they assert that market operations that are international in nature are more stabilized if there is presence of hegemon. Hegemon is a term used to refer to the elite or the dominant one who has the power to make

Organizational Communication Research Paper Example | Topics and Well Written Essays - 3000 words

Organizational Communication - Research Paper Example Effective communication in this case requires message, a sender, a recipient, codes to help in encoding the message, and a means of transmitting the message. If passed on well information contained in communication will encourage and promote good relations between people and entities. This therefore emphasizes the need for effective communication if the businesses are to prosper as well as have a good flow of information within the out of their confines. One of the characteristics of effective communication is the absence of conflict in response or reaction as has been captured perfectly by Katherine Miller (2008). When we talk of organizational communication, we essentially refer to the way in which companies, associations or groupings communicate with their employees, clientele as well as how departments interrelate with each other. It is also encompasses the relationship between a business and its environment, a process that enables the organization to relate with its surrounding in order to serve them with finesse (Carsten, & De Dreu, 2007). Literature Review: Effective communication in a very important tool in an organization, especially because of the way it helps in promoting good flow of information and hence relationship and performance of the business departments as they create a synergy for achieving the best results in terms of production. Organizational communication can either be internal or external. Internal communication is solely communication within the confines of the company while external is communication with other businesses or any other external entity. Effective communication leads to many positive effects and leads to good productivity. There are several ways that management can use communication to pass information. They include emails, meetings, face-to-face discussions, letters, video conferencing, conferences and telephone calls (Fredric, & Jablin 2007). Noteworthy, is the fact that some methods of message transfer are more effect ive and detailed than others and therefore appropriate to always evaluate the organization and weigh the most effective and cost efficient mode of communication for your business, and through which the company can achieve maximum profits. When the most appropriate mode of communication is used then message contained in it not only leads to its effective transfer but it also enhances a good relationship between various entities in the an organization and especially the top management and the workers. It also creates an enabling environment for the building of trust within the company workers (Miller, 2008). Communication as a process is a very dynamic and vibrant process when compared to other business processes. As a process communication changes with individuals and this is dependent on factors such as education, eloquence, target audience and the message being transmitted itself. It is therefore right to say that the sender of the message determines how the message will be underst ood and interpreted. If communication is efficient, it will get rid of events of conflicting messages or conflicting responses (Fredric, & Jablin, 2007). Successful communication at different levels of management is important in an organization in that it helps in building of relationships amongst these people. Communication between management and employee is also a very important aspect

Chinese Christian History Research Paper Example | Topics and Well Written Essays - 2000 words

Chinese Christian History - Research Paper Example There is a current interest in Chinese Christianity studies owing to what many quarters see as an upsurge in the number of Christians in the country in recent times, with some estimates putting the number of Chinese Christians at anywhere between 25 million to 200 million, said to be the highest those numbers have ever been in China, with prospects for more growth in the number of new entrants to Christianity moving forward. This, in spite of a history of Christian persecution and persecution and suppression of religious expression by the government authorities in China through time, making it difficult to come up with accurate assessments of the state of Christianity in the country at any given time. The implication is that the persecution must drive some of the Christian activities underground, so that at any given time in history, one can say that the official numbers belie an even larger underground population of Chinese Christians who choose to remain incognito rather than face the wrath of the Chinese bureaucratic machine. That said, the history of Chinese Christians is interesting, given that at even today’s conservative estimates, the number of Chinese Christians attending Sunday service now dwarf the total number of European Christians, with a large potential upside. This paper basically traces the historical roots of this present-day phenomenon of the meteoric rise in the numbers of Christians in China (Gardam; Kelman; BillionBibles.org; Liqiang and Yinan; Christians in China; Moll; Orso; Yao). II. Chinese Christian History A. How Chinese Christianity Developed The earliest form of Christianity that took root in China had its origins in what is called Nestorian Christianity, which is a form of Christianity introduced by Alopen, a Nestorian \Christian from Syria, who came into China in 635 during the time of the Tang Dynasty. The religion was perceived and received by the local Chinese Buddhists as a variant of Buddhism itself, and via this asso ciation was received positively by the Chinese at the time, calling the religion of Alopen a brilliant religion worthy of admiration. The Chinese from the Tang period had a curious stance towards Western religion at the time, and this version gained some traction and toleration for some period of time, before it was rooted out of mainland China during the purge of the 9th century, when its perceived association with Buddhist precepts made it a candidate for purging. Several other waves of Christianity met with some mild success but failed to take root as well, from the 13th all the way to the 18th centuries, before a fourth Christianity wave that occurred during the 19th century developed sturdier roots in Chinese society. During this time, coercion on the part of the western powers allowed Christianity as advanced by missionaries to gain ground even with the corresponding advance of western economic and political interests resulted in Christianity being perceived as part of this dr ive, and so was resisted in some measure by the Chinese. The backlash from all this was the targeting of Christian groups in China in 1919, and the further withering of the roots of Chinese Christianity in the ensuing years due to the pressures exerted on it by the budding Communist Party. During this tim

Online Alternative Dispute Resolution Essay Example | Topics and Well Written Essays - 6250 words

Online Alternative Dispute Resolution - Essay Example Dispute resolution is the process of resolving disputes between parties, and there are various methods of dispute resolution, which includes such things as: lawsuits (litigation), arbitration, mediation, conciliation, as well as many types of negotiation. Dispute resolution processes fall into two major types: adjudicative processes, such as litigation or arbitration, in which a judge, jury or arbitrator determines the outcome; and consensual processes, such as mediation, conciliation, or negotiation, in which the parties attempt to reach agreement. Some use the term dispute resolution to refer only to alternative dispute resolution (ADR); of which generally depends on agreement by the parties to use ADR processes, either before or after a dispute has arisen. However, dispute resolution can also take place online by using technology in certain cases. Online Dispute Resolution, a growing field of dispute resolution, uses new technologies to solve disputes. It also involves the applica tion of traditional dispute resolution methods to disputes which arise online.1 There are a vast array of factors, elements, and subordinated issues in this subject matter, and in order to come to a clearer and more knowledgeable understanding on this issue, the following questions must be addressed: 1. What is the definition and scope of application in regards to Online Dispute Resolution 2. What is the importance of the rise of Online Dispute Resolution 3. What are the similarities and differences between Online Dispute Resolution and Alternative Dispute Resolution 4. What are some problems affecting efficiency in regards to Online Dispute Resolution in the shadow of the law 5. What are some problems affecting efficiency in regards to the trust mechanism in the online environment By thoroughly discussing these five questions, we can come to a more intellectual and critical point of view on the subject matter at hand. The aim of this paper is to discuss all of this, as well as any and all key elements and factors in relation to this. This is what will be dissertated in the following. What is the Definition and Scope of Application in Regards to Online Dispute Resolution Online Dispute Resolution is a branch of dispute resolution which uses specific technology in order to facilitate the resolution of disputes between parties. It primarily involves negotiation, mediation or arbitration, or a combination of all three. In this respect it is often seen as being the online equivalent of Alternative dispute resolution (ADR). However, ODR can also augment these traditional means of resolving disputes by applying innovative techniques and online technologies to the process.2 Online Dispute Resolution can take place either entirely or simply partly online and primarily concerns two types of disputes: those that arise in cyberspace and those that arise offline. As Internet usage continues to expand, it has become increasingly necessary to design efficient mechanisms for resolving Internet disputes because traditional mechanisms, such as

Servant Evangelism Report Personal Statement Example | Topics and Well Written Essays - 750 words

Servant Evangelism Report - Personal Statement Example   The opportunity to assist the victims developed when I heard of the catastrophe that hit the Hurricane victims in some parts of the United States. The catastrophe left many people homeless and hopeless in life. I was able to share the gospel and my testimonies of life tribulation with the hurricane victims. Most of the victims were of the opinion that, God works in various ways, in relation to my testimonies. According to James 2:14-20, there is certainly no act of goodness when a Christian fails to assist an individual physically. Most of the victims ended up accepting Jesus Christ as their personal savior. Consequently, faith without works is as impeachable as dead. The hurricane victims lost a lot, and all they needed was some form of comfort in someone to talk to about their loss.   Physical Assistance   I managed to raise some money and bought a few blankets, clothes and some food that I donated to the victims. I felt the need to express faith in action by comforting the mourners. However, the mourners felt that someone still cared for them even after the worst experience. I explained to them that God worked in the same way, despite what they are going through God is still with them, and is using the experience as a test their faith. I encouraged them never to lose faith in Him and that this was their chance to give their lives to Christ. Most of them were for the idea of accepting Christ as their personal savior, and I consider my evangelism a success.

Imaging the Shoulder and Upper Extremity Essay Example | Topics and Well Written Essays - 250 words

Imaging the Shoulder and Upper Extremity - Essay Example This can occur in people of all ages and can be a result of a severe fall. Standard radiographs may show the fracture but in cases where vascular injuries are present, more scans around the humerus condyles and humerus head need to be done. Distal radial- The part of radius near the wrist is known as the distal part and so the fracture of the radius is known as distal radial fracture .It is also known as wrist fracture. It occurs when there is a fall on outstretched hands or other accidents. Lateral radiographs in some cases not sufficient to identify the fracture and in some cases fractures are not visible, in such cases intense imaging such as CT scans become handy. Scaphoid fracture- Fracture of any of the scaphoid carpal wrist bones is known as scaphoid fracture. It is a result of any fall where the weight is concentrated solely on the palms. Scaphoid fractures are not easily detected and in 50% cases go unnoticed with X-rays until the fracture has advanced. Even with the help of CT scans and MRI fractures are not identifiable and the diagnosis depends on the doctor’s

Natural world threatening Essay Example for Free

Natural world threatening Essay On the whole, Plath finds the natural world threatening. ’ In the light of this statement, compare the ways in which Plath and Hughes write about the natural world. You must include in your response detailed reference to ‘The Moon and the Yew Tree’ and to at least one other poem. ’ The natural world often seems to reflect the writer’s mood vividly and traditionally, nature is used to convey emotions. Plath uses nature to express her interior misery by comparing aspects of nature with her own emotions to show how she is alone, isolated and emotionally cold; this is particularly visible in both ‘The Moon and the Yew Tree’ and ‘Elm’. In contrast to Hughes, who finds the natural world fascinating as seen in ‘Hawk Roosting. ’ In The Moon and the Yew Tree, Plath focuses on two features of landscape, which are used to establish the mood. The poem quickly becomes a bleak statement of nothingness and despair, whereby she projects her feelings onto the moon and onto the yew tree. Throughout the poem, her gaze remains fixed on the moon, an image which Plath finds threatening since the light it gives off is ‘cold and planetary’ an unsettling image with Plath does not find particularly comforting, since she is describing the moon as emotionally cold. The moon seems to have its own troubles with it being ‘terribly upset’ here Plath uses the moon to express her own feelings of sadness, although the moon conveys her own despair, she describes the moon as having despair a reason why she ‘live[s] here’ –inside the moon, in her world of despair. The personification of the moon has made it a female character traditionally for Plath a symbol of barren coldness; hence Plath finds the natural world threatening by the negative power of the moon. The Yew Tree also lies at the heart of the poem, it is immediately associated with overwhelmingly negativity ‘the trees of the mind are black’. Plath uses pathetic fallacy giving emotions to inanimate objects throughout the poem, creating a tense, threatening atmosphere. In contrast to Plath who finds the natural world threatening, Hughes writes about the power of nature and how immense it is. Yet Hughes uses the power of creation to highlight the evil in nature, which is highlighted by the God like powers of the hawk, where the bird’s arrogance and self-importance is emphasised sitting ‘in the top of everything’. Metaphoric images underline the hawk’s opinion of its own superiority ‘Now I hold creation in my foot’ exemplifying the God-like power of the hawk. The hawk is like a prehistoric monster ‘nothing has changed since I began’ it is something that other creatures need to fear and that underlines the sense of its own power. Hughes finds nature threatening within the poem by the evil within the hawk – it is a killing machine, everything about it is geared to ‘the allotment of death’. Ultimately, what Hughes presents is an accumulation of onomatopoeic and metaphoric images that may cause the reader to fear the bird, which finally may persuade the reader to see nothing other than an immense specimen of nature. Similar to Plath who in ‘Elm’ writes the poem from the Elms perspective, Hughes adopts the persona of a hawk, effectively showing us the world from the birds prospective. However in contrast to Plath who uses Elm to show an image of femininity, Hughes uses the masculine hawk as a very powerful image, who is threatening because of the evil things it does.

Definitions and Causes of Intellectual Disabilities

Definitions and Causes of Intellectual Disabilities Task 1 1.1 Give 2 definitions of intellectual disability in accordance with a recognized source. Definition 1: â€Å"Intellectual disability means a significantly reduced ability to understand new or complex information and to learn and apply new skills (impaired intelligence). This results in a reduced ability to cope independently (impaired social functioning), and begins before adulthood, with a lasting effect on development.† (World Health Organization, 2014) Definition 2: â€Å"Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behaviour as expressed in conceptual, social, and practical adaptive skills. This disability originates before the age of 18.† (American Association on Intellectual and Development Disabilities, 2008) 1.2 Using a definition of intellectual disability give 2 examples of how this impacts on the person’s adaptive skills: Conceptual skills such as reading time, counting money, reading and writing, expressing something are affected. Practical skills such as mobility, meal preparation, using telephone or mobile and daily living skills such as eating and dressing up are also impaired. Using a definition of intellectual disability give 2 explanations of how this impacts on the person’s cognitive ability: An intellectually disabled person has problems in thinking and reasoning things to make sense of them and utilize that information or advise in the daily living. Such as person also has problems in interpreting the tone in the voices speaking to them and communicating properly with other people. Task 2 2.1 Give 2 examples of causes of intellectual disability that occur before birth and describe two (2) main characteristics of the effects. E.g.1 Genetic Disorder Chromosome abnormality or disorder in the genes can lead to intellectual disability before birth. (American Association on Intellectual and Development Disabilities, 2008) Main Characteristics: One of the examples of Intellectual Disabilities due to genetic disorder is Downs Syndrome. Downs Syndrome occurs due to abnormality in chromosome 21 whereby there is an additional Chromosome 21. It can occur in any family of any race, religion or culture. Babies or children with Downs Syndrome depict small chin, almond shaped eyes and a around face as physical characteristics. Such children will also have a oversized tongue and much shorter limbs. Another type of disability caused by genetic disorder is Prada Willi Syndrome. With Prada Willi Syndrome, there is abnormality in chromosome 15. There is a minute gene deletion in the chromosome 15. The reason for this deletion is remains unknown. People with such disability tend to suffer from food craving and weight gain mainly. E.g. 2 Brain development Caused by environmental factors such as consumption of alcohol by the mother during pregnancy, drugs, infection, other environmental toxins and unknown factors. Brain or portion of it is damaged due to exposure to such elements. (American Association on Intellectual and Development Disabilities, 2008) Main Characteristics: An example of such is Foetal Alcohol Syndrome, caused by exposure to alcohol intake during pregnancy by the mothers. There is interference by alcohol in the delivery of food (nutrition) and oxygen to the brain, which affects the brain development and the connection of brain to the other organs of the body. These children have shorter than average height, have small head and small eyes with low birth weight and have flat face too. Exposure to environmental toxins such as methyl in the air (whereby methyl molecules replace hydrogen in the air) leads to Fragile X Syndrome. Children with Fragile X-Syndrome would have been affected by DNA rearrangements and this is more common in males. These children or males generally tend to have large testicles. 2.2 Give 2 examples of causes of intellectual disability that occur during or immediately following birth and describe 2 main characteristics f the effects. E.g. 1 Low Birth Weight Children with low birth weight can also be impaired and classed under intellectual disability. Source: (Centre for Disease Control, 2013) Main Characteristics: The child with low birth weight of basically below 2.5kg but especially below 1.5kg have great risks and chances of having cerebral palsy. It is not really a c cause rather a risk factor. Such a child has problems in balancing her/himself due to cognitive impairment. Children with low birth weight can also develop or be affected by epilepsy (World Health Organization, 2012). Perinatal injury factors such as low birth weight leads to brain damage. These people tend to have involuntary episodes of seizure, which can be several at times. E.g. 2 Trauma Brain injuries or trauma can also lead to many intellectual disabilities. This can vary in degree yet leave a huge impact. Traumas at times can be prevented but there are certain times it can not be. Source: Auckland Goldstar Institute (2014), Powerpoint slides 23-27) Main Characteristics: One of it is epilepsy. The brain damage due trauma can lead to epilepsy. People with epilepsy have involuntary movements of the body. This could be referred to as episodes of seizures. Such children/clients may be devoid of awareness of their environment and can also be unconscious for sometime. Another of the intellectual disabilities caused by trauma is cerebral palsy. The brain injury during birth affects a persons’ ability to move and coordinate. Such clients have problems with bladder or bowel movements. It is difficult to control these. 2.3 Give 2 examples of causes of intellectual disability that occur during childhood years and describe the impact of the day-to-day support needs of the person. E.g. 1 Infections Infections such as Meningitis can lead to epilepsy. Meningitis affects the brain directly and can be taken as a cause of epilepsy. (Source: Auckland Goldstar Institute (2014), Powerpoint slide 23) Impact: The client will have convulsions now and again. This is due to the brain damage from meningitis infection. There could be partial seizures, which would be eventuating from a small part of the brain being affected. E.g. 2 Exposure to Environmental Factors We are exposed to many factors or toxins in the environment on daily basis. Some of these factors can lead to Autism. (Source: Auckland Goldstar Institute(2014), Powerpoint slide 33) Impact: Have difficulty in speaking, can be repetitive with words or have flat tone of voice. Hence, they experience hardships in communicating with many people. They find it hard to socialize with large groups of people. This can lead to these clients feelings isolated and as they are unable to develop or make friends. Task 3 Describe conditions frequently associated with intellectual disability. Condition 1: Epilepsy Cause: Epilepsy, another of those common intellectual disabilities has been related to many causes. While some times it is unknown, the known factors are: genetics serious head injuries or severe head trauma hypoxia or lack of oxygen during birth infections such as encephalitis and meningitis Main Characteristic 1: Such clients can experience convulsions or seizures. Seizures may be partial. This happens due to injuries to the brain whereby the part of the brain controlling body movements is affected. Main Characteristic 2: The person/client may also lose awareness of presence in a place and happenings around it. This also happens due to brain effects resulting from any of the causes. Physical Support: Need help in ensuring correct administration of medications, monitoring of that these medications are taken, tending to any effects or side effects. Safety of such clients is paramount as these clients have seizures and involuntary body movements. Thus, these clients as well as the family (or whanau) need to be educated on what it is and the management (this includes ensuring safety, taking care of other needs, medication intake, taking appropriate steps when a person has seizures) a of epilepsy. A safe environment that is free of and hazards is also needed. The airways of any person having seizures should always be kept open. Social support: Clients need encouragement and positive response to help them maintain their dignity during and after seizures. These clients also need motivation and support to help them get into studies and be educated. Since epileptic clients can get socially shy and may not mix around with others, they need constant support and encouragement to help them be in contact and maintain communication with her/his friends and co-workers. Cognitive support: Epileptic clients can end up losing a lot of learning hours and opportunities due to seizures. They thus experience difficulties in learning. This can and often leads to needing additional teaching support in terms of using devices such as visual aids, diary for appointments, calendars, memory aids and even a 1 to 1 teacher support. These support modes will be really helpful to them. Condition 2: Spinal bifida Cause(s): Spinal bifida, which is a before birth is a condition whereby a person has incomplete brain, spinal cord and/or meninges development. The type and location of the malformation denotes the severity of the condition as to where it is mild or severe. While the cause is generally unknown, it can be possibly related to genetics, folic acid deficiency in diet and also environmental factors. Main Characteristic 1: People with spinal bifida can experience bladder or bowel control loss. They have lack of control on them urinating or defecating, on the amount and when they do it. Main Characteristic 2: Feeling of muscle weakness or paralysis below the region where the incomplete closure (cleft) or malformation has occurred. Thus, as a result they can also feel loss of sensation in the region below the affected area. Physical support: A person with spinal bifida needs assistance with mobility. Walkers or wheelchairs will be required for such people as they have affected lower limbs or are paralytic. Additional support from occupational therapists or physiotherapists may be required together with additional environmental adaptation. Medical or surgical interventions can be required for such clients. Social support: Accessibility to community based activities and appropriate transportation support is required for such people. Education and work opportunities support also need so that they receive similar treatment as other people and so that these people can also advance in life. As they may feel shy because of their condition, they will need activities of sports or recreation so that it can espouse them to make friends and socialize with other people. Cognitive support: Hydrocephalous (build up of fluid in the brain) can interfere in learning process. Even surgical interventions can lead to missing school whereby learning is disrupted. Hence, additional support in the forms of having home based learning with tutors and supplementary efforts from teachers in school become mandatory. Condition 3: Foetal Alcohol Syndrome Cause: the prime cause of this condition is alcohol exposure to the foetus while in the utero. The leads to brain damage and problems with growth. The delivery of oxygen and necessary nutrition is disrupted by alcohol and this affects tissue and organ development including the brain. Main characteristic 1: Some of the physical characteristics of the such people are low birth weight, small head and small eyes. This can be basically happening due to lack of nutrition to the foetus. Main characteristic 2: Language and speech delays are also experienced by these people as brain functions and development had been affected by lack of oxygen. Physical Support: Health care staff support in forms of physiotherapists and speech therapists will be required to assist such people. These staff will help to overcome the difficulties of language, pronunciation and speech. Social support: As these people have problems with their speech and language they could hesitate in interacting and socializing with other people. Trainings for social skills, interaction and communication with family, friends and others could be very helpful. The clients could improve in confidence and interact with them more. Boosting of confidence and encouraging independency related activities could also provide the necessary support. Cognitive support: Supportive educational activities could be organized with these clients to enable them overcome their speech problems and learning. Language problems can also be addressed through this support. Special education teachers and speech therapists could play vital roles in addressing the needs of such clients. References: American Association of Intellectual and Developmental Disabilities (2008), Frequently Asked Questions on Intellectual Disability and the AAIDD Definition, AAIDD Information, American Association of Intellectual and Developmental Disabilities, pg. 1 Auckland Goldstar Institute (2014), Intellectual Disability, Powerpoint Slides4-36 Centre for Disease Control and Prevention (2013), Celebral Palsy, Division of Birth Defects and Developmental Disabilities, National Centre on Birth Defects and Developmental Disabilities. Retrieved from www.cdc.gov CCS Disability Action (2013), Spinal Bifida, Types of Disabilities. Retrieved from http://www.ccsdisabilityaction.org.nz Prader Willi Association of New Zealand (2014), What is Prader Willi Syndrom? Retrieved from www.everybody.co.nz World Health Organization (2012), Epilepsy, Fact Sheet No999, Geneva. Retrieved from www.who.int World Helath Organisation (2014), Mental Health, World Health Organization, Geneva. Retrieved from www.euro.who.int

Comparison of Chicken Feed Effects on Development

Comparison of Chicken Feed Effects on Development All six significant domesticated agricultural animals today chicken, cow, goat, horse, pig and sheep had been domesticated in Eurasia by 5000 BP. (Thompson, 2002) The earliest evidence of domestication of chickens relies on interpretation of archaeological discoveries of bones and artefacts. (Crawford, 2003) Archaeological discoveries in China indicate that chickens had been domesticated by 5400 B.C. (Crawford, 2003) People of Cishan Culture (Neolithic Yellow River culture in northern China) had chickens then, but it is not known whether these birds made much contribution to modern domestic fowl. (Crawford, 2003) The jungle fowl (G. gallus), has without a doubt been a major contributor to domestic fowl (Crawford, 2003). The chicken (Gallus, gallus or Gallus domesticus) is generally considered to have evolved from the jungle fowl (G. gallus). (Kennth Kriemhild, 2000) The jungle fowl (G. gallus) ranges throughout the area between eastern India and Java. (Kennth Kriemhild, 2000) There are four key steps to domesticating poultry which were that in early stages of domestication poultry had to forage on their own. (Crawford, 2003) They had to be able to reproduce in captivity (Crawford 2003) the ability to imprint was important in initial taming. (Crawford 2003) and the species had to have a social order that allowed the keeping of large numbers of individuals. (Crawford, 2003) The main role of chickens now is to produce eggs and meet for the market. In 2004/2005 the gross value of production in Australia for the chicken meat and egg industries was estimated at approximately $1.3 billion. (Department of Primary Industries, 2008) Poultry meat is now the most consumed meat in Australia. . (Department of Primary Industries, 2008) Although chickens are strongly associated with egg production, they also have very different associations. (Kennth Kriemhild, 2000) In much of Southeast and East Asia they have been bred both for fighting and as a decoration. (Kennth Kriemhild, 2000) There are four different types of poultry enterprises: broilers (production of chicken for meat), layers (birds producing table eggs), rearing farms (production of point of lay pullets) and breeder farms. (Department of Primary Industries, 2008) The layout of the shed and type of housing differs between the types of poultry operation. (Department of Primary Industries, 2008) The aims of this experiment are to monitor and assess the development of chickens on different feeds using a feed conversion ratio, and to observe and describe their physical and behavioural development over time. On appointed days chickens were to be fed and given water on a daily basis. Excess foods were weighed and recorded so ratios could be calculated and obtained. Chickens were weighed on a weekly basis, on Wednesdays, so that the calculation of growth rate could be put monitored and observed. Along with this observations were made of chickens on various days, if not everyday for behavioural studying purposes. It was hypothesised that chickens fed on broiler feed would have a greater weight gain than chickens fed on layer feed over the 5 week period. METHODS The chickens were obtained from a poultry farm known officially as Wagners Poultry Enterprises. The chickens given were White Leghorn cross New Hampshire at the age of one or two days old. The chickens were divided into groups of six and student groups of approximately sixteen students were assigned to one group of chickens each. Chickens were placed in pens and in turn students were assigned to the pens where the chickens were kept through out the five week duration. The chickens pens located at La Trobe Universitys Agricultural Reserved housed a total of twelve chicken pens. The type of feed given to the chickens was decided by the group number the pen was given. Groups assigned to even number pens were to feed their chickens broiler feed, brand named Brastoc Turkey and Meat Chicken Starter, and odd numbered pens were to feed their chickens layer feed, Barastoc Pullet Starter. The pens were isolated, self-contained and about 1 x 1 x 2 m in size. The floor of the pens was concrete which was covered in black lining and contained a sawdust base. The top of the pen had a plastic mesh over it to prevent escape. The chickens were provided with heat lamps, feeders and water dispensers all attached to a chain and hooked to a pole above the mesh. The feeders and water dispensers along with the heat lamps were adjusted in accordance with the chickens age. Observations were carried out as much as possible, sometimes even twice in the one day, but generally all days except Tuesday was observed in accordance with the students university timetable and their availability. The duration of the observations under went intervals of fifteen minutes, where all aspects of behaviour and development were documented. Observations were done under the least amount of outside influence as possible, in respect to this only two students were allowed in the shed where the chicken pens were being kept and students were encouraged to keep noise to a minimum. As the weeks went on chickens behaviour that was recorded included those such as grooming, resting, drinking, interacting, alarming, ambulatory and aggressive. Above all the behavioural and developing attributes the hierarchy if any of chicken formation was also documented. All observations were recorded and documented into a plain exercise book by each student of the group, with clear indication of whom the observations were done by. Chickens were feed every second day, Monday, Wednesday and Friday, with enough food given on each day to last the chickens for days not fed and on Fridays for the weekend. Initially a total of 240g were placed in the feed dispensers to accommodate the 20g required for each individual chicken and to compensate for the day the chickens would not be fed. The amount given to the chickens on feeding days was adjusted to accommodate for their growth further along in the project. Along with accommodating for the size of chickens the amount of feed to be given to chickens in further weeks was also based upon amount of feed offered and refused, all of which was weighed and kept a record of. Food was weighed on an electric scale in a container provided. The amount of food given and refused was always recorded on a sheet given to us indicating the date and feed given and refused. The sheet was stored along with our observation book, hooked onto a nail on the outside of the allocated chicken pen. Chickens were checked on a daily basis and were given fresh water daily if needed, except for weekends, providing the chickens with fresh drinking water. Replenishment of water was recorded alongside on the same sheet of paper where the feed record was being kept. Table 1. A timetable showing jobs carried out each day over the 5 week period Monday Feed, water check and observations Tuesday Water and chicken check Wednesday Feeding, weighing, water check and observations Thursday Observation, chicken and water check Friday Food, water and observation RESULTS Table 2. Composition of feeds Composition:Â  Crude Protein (minimum) (%) Layer feed:Â  19.5 Broiler feed:Â  22 Composition:Â  Crude Fat (minimum) (%) Layer feed:Â  2.5 Broiler feed:Â  2.5 Composition:Â  Crude Fibre (minimum) (%) Layer feed:Â  6 Broiler feed:Â  5 Composition:Â  Salt (maximum added) (%) Layer feed:Â  0.3 Broiler feed:Â  0.3 Composition:Â  Copper (added) (mg/kg) Layer feed:Â  0.8 Broiler feed:Â  8 Composition:Â  Selenium (added) (mg/kg) Layer feed:Â  0.1 Broiler feed:Â  0.3 Composition:Â  Calcium (minimum) (%) Layer feed:Â  1 Broiler feed:Â  1 Table 2. Shows that layer and broiler feed had the same amount of crude fat, salt and calcium. Broiler feed has more crude protein, copper and selenium than layer feed, whereas Layer feed has more crude fibre than broiler feed. DISCUSSION The results support the hypothesis that chickens fed on broiler feed would have a greater weight gain than chickens fed on layer feed over the 5 week period, as table 3 and figure. 1 show that chickens fed broiler feed had a higher average weight gain then chickens fed on layer feed. The aims of this experiment to monitor and assess the development of chickens were carried out over the five weeks and observations were made describing their physical and behavioural development over time. The experiment was carried out on chickens with different feeds and a feed conversion ratio was calculated. We also provided the chickens with clean drinking water, sufficient food amounts of food according to their age and feed refusal and a suitable environment in which they could grow and develop certain behaviours. The broiler chickens had a higher growth rate, as shown by table 3 and fig. 1. By the end of the 5 weeks, the broiler chickens reached a live-weight of 467 ÂÂ ± 58 where as chickens who consumed the layer feed for the duration of the experiment reached a live-weight of 429 ÂÂ ± 61. The difference between the growth rates of the broiler and layer chickens is closely related to live-weight. Through out the process, beginning in week one, chickens being fed broiler as opposed to layer maintained a higher growth ratio and remained heavier that the chickens being fed the layer product. In respect to this broiler chickens are capable of higher growth rates and greater weight gain than layer chickens. In the poultry industry, broiler chickens are selected for their carcass processing characteristics and meat density, whereas layer chickens are genetically bred to achieve smaller body weights than those of the broilers (Department of Primary Industries, 2009). Another factor of the growth and weight gain in chickens could also be the composition of the feeds. As seen in table 2 the broiler feed contained 2.5% more crude protein, 7.2 mg/kg more copper and 0.2 mg/kg more selenium than the layer feed. All these factors couldve influenced the growth in chickens and could be why chickens fed broiler feed would gain more live-weight as well as maintain a higher growth ratio. The increase in growth rate found within broiler chickens has been found to be linked to an increase in the deposit of fats and the use of energy. (Geraert et al 2006) All ingredients fond within the chickens feed contributes some part to their growth and weight gain. Coppers influence on health and growth within a chicken is present as the antimicrobial properties found within Cooper help to improve an animals performance such as; increase growth in poultry, improved growth rate, feed intake and feed efficiency (Forbes Shariamatdari 1993). Crude protein also influences the diet energy of a chicken when they are still young (Hayashi et al 2000) as well as their metabolic ability. (Hayashi et al 2000) From the experiment as show in table 4, it shown that broiler chickens have a slightly better feed conversion ratio of 1.5 ÂÂ ± 0.129 g but also maintain a higher feed intake 3889 ÂÂ ± 534 g than that of layer chickens, whose feed conversion ratio is similar to that of the broiler chickens at 1.52 ÂÂ ± 0.051 g and less of a feed intake at 3549 ÂÂ ± 247 g. Calcium levels also differ between that of the layer and broiler feeds. Layer feed has 0.5% more calcium than broiler feed. Calcium ratio plays a vital role in the quality of an egg produced, (Department of Primary Industries) As the chickens grew and developed more, so too did their behavioural characteristics. To begin with the chicks were hardly active at all being under the heated lamp majority of the time, however after a fortnight the chickens activity level was significantly higher, showing signs of flapping wings and a lot more running around within the pen. This behaviour of flapping of the wings is a mechanism known as break used by chickens. (Rogers 2006) Within the second week it was observed that chickens were preening one another, this type of behaviour was commenced whilst the chickens were flocked together in a group always near a wall. Preening aids in the removal of lice and is done using the beak (Gush 2006). As the chickens progressed with age in the 4th week a lot of the time was spent sitting perched up above the food and water dispensers. This type of behaviour is normal and is to be expected after four weeks of age. (Rogers 2006) Through out the five week period and supported by table 6 interactions was the most common behaviour during the experiment. Among these interactions were behaviours such as pecking and scratching, which were major contributors to the interaction database. The behavioural interaction of pecking and scratching are present during all ages of a chicken (Rogers 2006) and are the major ways in which chickens interact and assimilate with their surroundings. (Gush 2006) Through out the 5 week period no formal hierarchical establishment appeared to be present. However there was the mild sign of aggression where chickens would kick at each other within the third week but this type of behaviour was rare and unseen after later dates. A hierarchy within chickens is not formed up until about the sixth week or onwards within domestic chickens (Rogers 2006) and thus no aggressive behaviour was present either as aggression is derived from the sequence of the hierarchy. (Rogers 2006) It was found that roosters were among the chickens which were handed out to us. Roosters in general like male and female humans tend to be heavier than that of their female counter. The inclusion of roosters within the results could be erroneous to the over all weight gain results. This experiment could be improved by regulating the gender of the two strains of chickens being introduced to the artificial environment thus giving more accurate and reliable end results and will nullify the problem of genetic variability.