Alzeimer's Disease Research Paper Example | Topics and Well Written Essays - 250 words

Alzeimer's Disease - Research Paper Example Alzheimer’s disease, also known as Senile Dementia of the Alzheimer Type is a brain complication, which results in deteriorated brain functionality (American Health Assistance Foundation, 2011). It is the most reported case of dementia complication and develops gradually in a victim. The main effects of the disease are a permanent damage on neurons, which leads to intellectual incapacitation through loss of memory and rationality. As the disease develops in a person, it impairs brain related functionality leading to poor judgment and rationale in making decisions (Nordqvist, 2009), (American Health Assistance Foundation, 2011) The two major causes of Alzheimer’s disease are family history and age (Crystal, n.d.). Although developing Alzheimer’s disease is not a part of normal aging (Crystal, n.d.), it has been proven that age increases the risk of developing this disease (Crystal, n.d.). Family history also plays a major role in Alzheimer’s disease and having a close blood relative such as mother, sister, a brother; etc who has developed Alzheimer’s disease increases the risk of developing this disease. Other unproven causes of this disease include a history of head trauma, long-standing high blood pressure, and female gender (Nordqvist, 2009). There are two major types of Alzheimer’s disease, which have been identified according to the age of the patients: Early Onset Alzheimer’s not very common and is said to occur when a patient displays symptoms of the disease before reaching the age of 60 (Kantor, 2010). Late Onset Alzheimer’s is however very common and is said to occur when a patient aged 60 years or higher displays symptoms of the disease. The two types are both fatal (Kantor, 2010). The basic symptoms of Alzheimer’s disease are language and memory problems (forgetting familiar names, words, routes etc), flat moods, and personality changes (Kantor, 2010). A more in-depth discussion about the

The Abolition of Man Cs Lewis Review Essay Example for Free

The Abolition of Man Cs Lewis Review Essay The Abolition of Man was written by C.S. Lewis in 1943. It was subtitled Reflections on education with special reference to the teaching of English in the upper forms of schools†. C.S. Lewis was born in 1898 and died in 1963 (same day as Robert F. Kennedy). He was a fiction and non-fiction writer whose most popular non-fiction work was â€Å"The Chronicles of Narnia†. Lewis was a Classicist who agreed philosophically with Plato and Aristotle and also considered himself a â€Å"Pagan in a World of Apostate Christians†. Lewis was also a friend of JRR Tolkien. The Abolition of Man is listed as #7 on the top 200 greatest works of the 20th Century. In Abolition Lewis writes of two opposing views: The World off the Green Book vs. the World of the Tao. â€Å"Abolition of Man† is a short philosophical work about moral education. In Chapter 1 â€Å"Men Without Chests† the Tao is described as a broad generalization of traditional moralities of the East and West consisting of Buddhist, Hindu, Christian, Confusion, Jewish, Muslim, and Socratic ideologies. The Tao is the sole source of valued judgments and something we cannot change otherwise the Tao would cease to exist. Within the Tao judgments are either right or they are wrong. Within the â€Å"World of the Green Book† all valued judgments and morality are subjective. The green Book itself is really an English textbook used in English upper advance primary schools. The text of the Green book teaches students that sentences containing the predicate of value are not statements about qualities in their subjects but rather unimportant statements about the speakers own feelings. Lewis believed that this philosophy was out of place in an English text book, regardless o f its validity, and proceeds to tear the philosophy apart. The Green book states that objects can merit our approval or disapproval. Lewis describes The Mind of Man in a platonic division of three: Head- the Center of man’s intelligence Stomach- The center of man’s desire Chest- The center of man’s will Lewis argues that removing all sentiments from the mind (as rationalists try to do) produces â€Å"Men Without Chests†. Lewis believes that making valued judgments are an essential part of clear thinking. In Chapter 2, â€Å"The Way†, Lewis hacks away at all other alternative system of values. Lewis goes on to argue that no one can debunk the Tao. To debunk the Tao and have a defensible position against it, one must invoke it. While attempting to debunk the Tao all other systems such as Progressivism, Utilitarianism, and instinct based ethics can be debunked themselves. â€Å"Debunking the Tao debunks itself† Lewis write of other systems. Lewis states that all other systems fall apart among further examination and people who try to debunk the Tao are trying to substitute some other system for it. In Chapter 2 arbitrary goals of other systems are described as necessary, progressive, and efficient. Lewis asks of these systems: Necessary for what? Progressing towards what? Affecting what? What are these goals and why are they desirable? The Tao states that â€Å"certain states of affairs are intrinsically meritorious†. To Lewis, Utilitarianism fails because it is a social ethic and that it lacks personal obligation. Instinct based ethics are our moral values that are derived from animal instincts. Lewis asks â€Å"Do our animal instincts make our morality?† Concerning ethics Lewis tells us that ethics are not something that tell us what we actually do but rather ethics is about telling us what we OUGHT to do, should do, should have done, ought to have done, and OUGHT to be doing. He goes on to say that basing our ethics on instincts does not make sense and that basing ethics on instincts is basing ethics on what people tell us to do. â€Å"People say different things†¦so do our instincts. Our instincts are at war with each other.† There are times in which we should control and suppress our instincts and that there is no one great instinct we should obey. In summation, ethics cannot be derived from our instincts. Chapter two ends with Lewis concluding that the Tao is the sole source of all valued judgment and that nothing is intrinsically evil. All evil is the result of twisting something good and that moral progress is â€Å"timeless, constant, and unchanging.† Lewis referred to chapter one â€Å"Men without Chests† as the present, chapter two â€Å"The Way† as the past, and chapter three â€Å"The Abolition of Man† as the future. The Abolition of man comes in when one tries to exercise the Tao from humanity, because man cannot be man without it. The Tao is a defining characteristic of man, found in no animals, and nowhere else in the universe that we know of. â€Å"To become a race that rejects the Tao is to become something other than human.† I have to admit, â€Å"The Abolition of Man† is one of the hardest reads I’ve ever had. I think if there was some way to modernize it and translate some of what Lewis was talking about it could end up b eing one of the great works of the 21st century. All in all I have probably read this book three times and I’m still a bit confused. My take on it is this; Lewis describes a principle of right and wrong. There is no grey area of the Tao, it is what is intrinsically good in the universe regardless of which philosophy you choose to follow. By trying to discredit what is intrinsically good you are discrediting yourself as any argument that stands against what is all good must contain something that is bad†¦therefore it is wrong to even try. Ethics are not instinctive and instincts themselves, although natural, are not always good just because they are instinctive.

Michael Manley and Rastafarianism Essay -- essays papers

Michael Manley and Rastafarianism Jamaica and it’s people have been involved in a constant struggle for prosperity. After gaining independence from Britain on August 6, 1962, Jamaica attempted to flourish under a democratic system of their own. The formation of the People’s National Party and the Jamaica Labor Party marked the beginning of this movement. During this time of exploration, Rastafarians residing in Jamaica were faced with little political support. Government objectives and reform were generally not concerned with the plight of the Rastafarians, and they were treated as a group of vigilantes. Michael Norman Manley, Prime Minister of Jamaica from 1972-1980 and 1989-1992, was the first political figure to provide support for the large population of Rastafarians residing in Jamaica. It was under the rule of this man that reform for the people began to take place. The following paper analyzes Manley and his influence on Jamaican society. To begin, it is important to understand some background information on Michael Norman Manley. Born to a prominent political figure, Manley attended Jamaica College in Kingston from 1935-1962. He was also in the Royal Canadian Air Force during 1939-1945. After earning a bachelor’s degree and leaving the air force, he attended the London School of Economics from 1945-1949. Hoping to explore the world, he remained in London and took a job as a journalist with the BBC. In 1952, Manley decided that he wanted to return to his homeland. Being a strong-minded individual striving for change, Manley took on the responsibility of becoming a trade union negotiator, and the president of the National Workers Union of Jamaica. He strove to provide a better life for all those who lived on Jamai... ...hat indirectly benefited Rastafarians. Sources The Politics of Change: A Jamaican Testament. Michael Manley. Howard University Press. Washington D.C. 1990. (tpoc) Democracy and Clientelism in Jamaica. Carl Stone. Transaction Books. New Brunswick, NJ. 1980. (dacij) Democratic Socialism in Jamaica: The Political Movement and Social Transformation in Dependent Capitalism. Evelyne Stephens and John Stephens. Princeton University Press. Princeton, NJ. 1986. (dsij) The Rastafarians. Leonard Barrett, Sr. Beacon Press. Boston, MA.1997. (tr) Class, State, and Democracy in Jamaica. Carl Stone. Praeger Special Studies. New York. 1986. (csadij) Reggae: The Rough Guide. Steve Barrow and Peter Dalton. Rough Guides Ltd. London, ENG. 1997. (rg) WWW.publicpurpose.com WWW.usinfo.state.gov WWW.discoverjamaica.com WWW.encarta.msn.com - online encyclopedia

Modernism vs. the era of realism in art history

Modernism in art history is used to refer to art forms that according to Witcombe (2000) date back roughly from 1860 to 1970, starting with the paintings of Édouard Manet in the 1860s. The issue of historical dating or definition of art forms in art history is a debated one, but this paper will not undertake debates relating to the dating of different epochs in art history. Going by Witcombe’s definition, it could be said that different categorizations or ‘sub-eras’ under modernism can be made – e.g. Postimpressionism, Symbolism, Fauvism and Expressionism, Constructivism, and Surrealism. (Chipp 1968) Modernism as a general concept symbolises the age of enlightenment that began in Europe from the seventeenth through to the eighteenth centuries and witnessed the ascendancy of science and reason and the rejection of absolute beliefs passed down from theology and classical writers. The break with the ‘ancients’ and the focus on the ‘modern’ man as the center of intellectual activity and knowledge thus typified the modernist era. The use of science and reason was seen as presenting humans with the ability to solve the problems that face human society. In the area of art as well, the era of modernism also signalled the break with the classical depiction of beauty that idealised beauty in an unattainable form. In this sense, Realism can be said to be part of the modernist definition in art history. (Witcombe, 2000) New forms of ‘beauty’ that were not idealistic were explored through paintings and other art forms like sculpture and architecture. The term Realism or the Realist School refers to the nineteenth century art movement that departed from the art forms of the Neoclassicalists and the Romantics.   The painting of artists like Gustave Courbet, Honorà © Daumier, John Singleton Copley, Thomas Eakins, and Ignace Henri Theodore Fantin-Latour, typified the Realist era in art history. The paintings of the Realists depicted everyday characters and situations instead of the idealist and theatrical presentations in the paintings of the Neoclassicalists and the Romantics. Realism thus sought to present paintings that are as original as the subject matter being painted. Gustave Courbet for instance saw his paintings as the pursuit of truth and as such presented nature in sometimes unsettling truths that ruffled the sensibilities of the society. In his L'Origine du monde (origin of the world) painted in 1866 for instance, Courbet depicted in graphic detail, a nude woman and her genitalia, in a very natural and realistic manner without any embellishments of an idealized beauty. The realist era could in a sense can also be said to be an interface between modernism and the neoclassical era. The pursuit and depiction of truth in its honest and sometimes ugly reality could be said to be the precursor of the modernist era in art history. The depiction of nature and natural everyday situations in paintings in the Realist era could thus be found in the paintings of the Postimpressionist painter Paul Cezanne.   Cezanne for instance stated in a letter in 1866 (October 19 1866) to his boyhood friend, Emile Zola, that: â€Å"†¦ all pictures painted inside, in the studio, will never be as good as the things done outside. When out-of-door scenes are represented, the contrasts between figures and the ground are astounding and the landscape is magnificent. I see some superb things and I shall have to make up my mind only to do things out-of-doors.† (cited by Chipp 1968, 16) Vincent van Gogh also commented about the realistic presentation of his painting – The Potato Eaters, 1885. He stated in a letter to his brother in 1885 that he wanted the Potato Eaters painting to â€Å"†¦ prove to be the real peasant picture. I know it is. But he who prefers to see peasants in their Sunday-best may do as he likes. I personally am convinced I get better results by painting them in their roughness than by giving them a conventional charm.† (cited by Chipp 1968, 31) It must be noted however that whereas Realism typified the art form of a particular ‘school of art’ notably in France and England (the Barbizon School and the Pre-Raphaelite Brotherhood), different ‘schools of art’ or epochs in art history can be categorized under modernism. As stated earlier Postimpressionist painters like Cezanne van Gogh explored a naturalist subject matter in their paintings. However, the Postimpressionists broke away from the impressionistic/naturalist ethos of Realism and explored a more emotional and colourful presentation of nature in their paintings. The Postimpressionist era with its emphasis on the vibrant use of colours and emotion thus paved the way for other modernist art forms like Symbolism, Cubism, and Fauvism to emerge. Symbolism for example started exploring the depiction of the artist’s personal feelings in paintings. (Chipp 1968, 48) The subject matter was thus not issues that were exterior to the artist and could only be found in nature. A subjective form of expressing the artists feelings even in the portrayal of exterior subject matter became the emphasis. This was done through ‘sensual’ presentations in the use of colors and form. Selz (in Chipp 1968, 124) thus argues that: â€Å"The Symbolist’s attitude of evoking sensations by means of forms and colors established the basis for the trend toward abstraction which is central to the art of the twentieth century†. References Herschel B. Chipp (with contributions by Peter Selz and Joshua C. Taylor) Theories of Modern Art: A Source Book by Artists and Critics. (Berkeley: University of California Press, 1968) Christopher L.C.E. Witcombe, ‘Modernism’ (2000) http://witcombe.sbc.edu/modernism/roots.html   (accessed on 18/03/08) ;

Develop throughout this play? Essay

      The remains calm about the breaking up of her engagement, and this is something that would not have happened an hour earlier. During the time that Mrs Birling was telling her story, and the fact that she thought whoever was responsible should be sorely punished, Sheila and her, unconsciously change places. Sheila becomes the mother, and Mrs Birling, the child. Throughout Mrs Birling’s elucidation, Sheila is trying to stop her from saying something that she will later regret. Mrs Birling just will not listen to Sheila, and she is acting just as a child would – disobediently. Sheila is trying to protect her family. She does not want others to get involved, although she knows that they will, but she also knows that her mother is making things a lot worse for everybody. This is the place in the play, where Sheila’s maturity is most obvious. Near the end of Act 2, they discover that the man who had got Eva Smith pregnant, was there own Eric. Obviously this affected Sheila, firstly because she knows that now every person in her family is partly responsible for someone’s death, and secondly, because she now knows, that that baby would have been her niece of her nephew. Sheila: Mother – I begged you and begged you to stop. (Act 2, page 49) This was the last line of Act 2, and by this point, everyone knows that everyone in the family played a part in killing that girl, and there was no escaping it. By saying the above, Sheila was blaming her mother for part of the situation. Sheila is not trying to take away her guilt, and put it on her mother, but she needs her mother to understand that she has done wrong. After the Inspector has spoken to Eric, and heard his side of the story, Sheila is the one who tells Eric what his mother had done – she had turned her away. At this news, Eric is absolutely furious. Sheila is the grown-up in all of this. She is the one who explains things, who helps people to understand the situation, and to say what has to be said. Inspector: And you can’t even say ‘I’m sorry, Eva Smith’. (Act 3, page 56) Sheila: That’s the worst of it. (Act 3, page 56) Here, this was the first time that I actually saw Sheila as a totally selfless person. She was not talking, or even thinking about herself. The worst part of all of it, was not that her engagement with Gerald had been called off, or that her evening had been spoilt, but the fact that she could not say that she was sorry, and for Sheila, this was a complete transformation from who she was in the beginning. After the Inspector has left, the family continue to talk about it all. Mr and Mrs Birling are blaming Eric, and he is accepting that. However, Sheila seems to be the only one, who actually understands the predicament. Sheila: I behaved badly too. I know I did. I’m ashamed of it. But now you’re beginning to all over again to pretend that nothing much has happened. (Act 3, page 57) This reveals, that Sheila does have strong feelings for Eva Smith, who has died because of what her family has done. She regrets the mistakes that she has made, and she feels very guilty, but she believes that her parents are acting very irresponsibly. As Sheila and Eric listen to what one another have to say, they become one mind, they both feel the same way, and their parents are a complete contrast to that. We also learn here just how intelligent Sheila is. She is the first person to pick up on the fact the Inspector may be a fake. Sheila: Is that when the Inspector came, just after Father had said that? (Act 3, page 58) She soon after this, says, Sheila: It doesn’t much matter now, of course. (Act 3, page 58) She then continues to make a very relevant speech. Her views and opinions were very close to the Inspector’s, as I said earlier, and this is reflected in her speech. This shows that she was listening carefully to what he had been saying that evening, which shows him a lot of respect. Sheila: If all that’s come out of tonight is true, it doesn’t much matter who made us confess. (Act 3, page 59) This illustrates, that Sheila feels that everything her family had done, has still been done, whether the Inspector was real or not. She has now taken over the Inspector’s role, reminding each member of the family, of their role in contributing towards Eva Smith’s death. Once Gerald has confirmed that the Inspector was a fake, Mr and Mrs Birling are so happy, while Eric and Sheila still strongly believe that they have all behaved in an entirely inappropriate manner. Birling copes with the situation through aggressiveness, unlike the calm and composed attitude of the younger generation. Sheila shows her annoyance and infuriation with the older generation, by saying, Sheila: Don’t let’s start dodging and pretending now. Between us we drove that girl to commit suicide. (Act 3, page 66) This shows that Sheila knows that the girl’s death should be priority, and not trying to pass blame. Following this, Gerald then questions the fact that a girl actually committed suicide, by saying, Gerald: I say – there’s no more evidence we did than there was that that chap was a real Police Inspector. (Act 3, page 66) At first, the family members do not see how this could be possible, but as Gerald then explains how it could be true, they begin to listen to him, and start to understand his point. This shows Gerald’s awareness and intelligence at this point in the play. The confirm his beliefs, Gerald then makes the phone call to the Infirmary, and finds out that no girl has died that night from swallowing disinfectant. People react in different ways to this news. Mr and Mrs Birling have learnt nothing throughout his whole experience, Mr Birling: the whole story’s just a lot of moonshine. (Act 3, page 70) Mrs Birling: In the morning they’ll be as amused as we are. (Act 3, page 71) They are still as they were in the beginning. However, Sheila has changed. Sheila: But you’re forgetting one thing I still can’t forget. Everything we said had happened really happened. If it didn’t end tragically, then that’s lucky for us. But it might have done. (Act 3, page 70) Again, this shows maturity and intelligence. Mr Birling and Sheila, both think that the opposite generation is talking nonsense, but the audience know that Sheila is right. She has learnt from her experience – Mr Birling has not. The play ends, with Mr Birling taking a phone call, saying that a girl had just died in the infirmary, from swallowing some disinfectant. In summary, Sheila’s mature attitude was shown throughout the play, and her guilt and willingness to learn from her mistakes was also displayed. She came through, as a caring and thoughtful character, and an intelligent and realistic girl. Sheila did put forward her feelings, but unfortunately, her parents would not listen. If the whole family had acted similarly to Sheila, then maybe the outcome would not have been so tragic. Word Count: 3, 491 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE J. B. Priestley section.

Oliver essays

Oliver essays Oliver Wendell Holmes wrote of the Fountain of Youth that he saw in his minds eye. This poem is idealized because growing old is something no one can stop. It comes with time, yet it brings with it wisdom. This poem has many images that give a well-painted picture. The tone of the poem is eternal life and how everyone is searching for it and for youth. The images in this poem are very vivid and lively. Here dwells eternal spring and Here every leaf is in bud paints the picture of a beautiful garden where nothing dies and everything is always in bloom. Even the moon is young, Shines the young crescent moon. Each singing throat in tune means everything is happy and every one who can sing is singing. The air is fragrant with all the blooming flowers, the wind their perfume bring. What wonder age forgets his staff and lays his glasses down, and gray-haired grandsires look and laugh as when their locks were brown! here the writer is telling what would happen if a person found his lost youth in the fountain. The Judge, the Doctor, the Squire are Jack Bill and Joe. This means that as men they were a judge, a doctor, and a squire but now they are only Jack, Bill, and Joe and are again children. So they have lost what growing up means and are now nothing but schoolboys with nothing to do but play. After they have obtained their youth again they play about even though they still look like a grown man, in spite of manhoods claim. Yet the poem proposes a question, And what is all the man has done to what the boy may do? This means that the man will find more things to do with his youth than he did when he had it first, because he now has his wisdom that he didnt have as a child. The poem ends with him saying good-bye to the fountain. Ever widening stream means that the writer wants the fountain to touc...

The Land of Opportunity Essays

The Land of Opportunity Essays The Land of Opportunity Paper The Land of Opportunity Paper Land of OpportunityHow does social class define who we areWhy do you think History books leave out issues of social and economic inequalityThat opportunity is not equal in AmericaAccording to Loewen, social class is probably the single most important variable in society.From the womb to tomb, it correlates with almost all social characteristics of people that we can measure. * Affluent expectant mothers are more likely to get prenatal care, receive current medical advice, and enjoy general health fitness, and nutrition. * Many poor and working- class mothers- to- be first contact the medical profession in the last month, sometimes the last hours, of their pregnancies. * Rich babies come out healthier and weighing more than poor babies.In terms of education: * Rich teenagers enroll in the Princeton Review or other coaching sessions for the SAT. * To no ones surprise, social class correlates strongly with SAT scores.After college: * Most affluent children get w hite collared jobs. * Most working class children get blue- collar jobs.Social class buys life even in the midst of danger: * More recently, social class played a major role in determining who fought in the Vietnam War: despite the universal drafts, sons of affluent won educational and medical deferments through most of the conflict. * The all-volunteer army that fights in Iraq relies even more on lower class recruits, who sign up as a way out of poverty. * The night the Titanic sank across the Atlantic in 1912, social class proved to be a key determinant of who survived and who perished.The effects of social class in America James W. Loewen, essay â€Å"The Land of Opportunity,† discusses how many times Americans don’t know about social classes and the effects they have on society. Loewen argues that the common American people aren’t given equal opportunity in this day in age. He says that American history books have great influenced what we see

Jan Matzeliger and the History of Shoe Production

Jan Matzeliger and the History of Shoe Production Jan Matzeliger was an immigrant cobbler working in a shoe factory in New England when he invented a new process that changed shoe-making forever.   Early Life Jan Matzeliger was born in in 1852  in Paramaribo, Dutch Guiana (known today as Suriname). He was a shoemaker by trade, the son of a Surinamese homemaker and a Dutch engineer. The younger Matzeliger showed an interest in mechanics and began working in his dad’s machine shop at the age of ten. Matzeliger left Guiana at age 19, joining a merchant ship. Two years later, in 1873, he settled in Philadelphia. As a dark-skinned man with little command of English, Matzeliger struggled to survive.  With the help of his tinkering ability and support from a local black church, he eked out a living and eventually began working for a cobbler. A "Lasting" Impact on Shoe-Making At this time the shoe industry in America was centered in Lynn, Massachusetts, and Matzeliger traveled there and eventually landed a job at a shoe factory operating a sole-sewing machine that was used to stitch different pieces of a shoe together. The final stage of shoemaking at this timeattaching the upper part of a shoe to the sole, a process called â€Å"lasting† was a time-consuming task that was done by hand.   Matzeliger believed that lasting could be done by machine and set about devising just how that might work. His shoe lasting machine adjusted the shoe leather upper snugly over the mold, arranged the leather under the sole and pinned it in place with nails while the sole was stitched to the leather upper. The Lasting Machine revolutionized the shoe industry. Instead of taking 15 minutes to last a shoe, a sole could be attached in one minute. The efficiency of the machine resulted in mass production- a single machine could last 700 shoes in a day, compared to 50 by a hand laster- and lower prices. Jan Matzeliger obtained a patent for his invention in 1883. Tragically, he developed tuberculosis not long after and died at the age 37. He left his stock holdings to his friends and to the First Church of Christ in Lynn, Massachusetts.

(social work) compare developmental stages of Australian children to Essay

(social work) compare developmental stages of Australian children to Afganistan children - Essay Example These are traits, which are considered to be inborn temperaments. Other characteristics such as an individual feeling inferior, competent or someone being learned will depend on the support initiated to children by the grown ups. Erikson claims that an individual born with ego as behavior usually turns out to be defensive (Erikson, 1980, Pg, 7). He has documented 8 crucial steps that are necessary for the development of an individual, however this paper will look at two. The two steps are with reference to the development of children in Australia and those in Afghanistan, Iraq and Iran. It is clear that issues with the life of individuals especially children is normally influenced by culture on behavior and the environment that they are in. The external influence include depression and war which are likely to make children develop viewing the world from a different perspective (Welchman, 2000, Pg 34). The issues they interact with in the body such as the genetic biological programming, the psychological issues which are referred to as the mind and the cultural influences, will determine the development of these children from these regions. These establishments were initiated using two philosophies. The first issue is based on the world growing as people grow while the second one talks of the failure being in many people. The first development stage to be initiated is from the age of 3 to 5, which is referred to as the ego development stage. This is a stage where the child is always filled with the urge of having initiatives and strength copy the things that adults are doing (Aiken, 2002, Pg 80). They will create a playing situation that the children will find themselves engaged in. Under normal circumstances, the children will make up stories on about their toys and dolls, they will even come up with roles for them in

Prohibition of Cigarette Manufacturing Term Paper

Prohibition of Cigarette Manufacturing - Term Paper Example â€Å"Awareness of and involvement with tobacco marketing were both significantly associated with being a smoker: for example, 30% (55/185) of smokers had received free gifts through coupons in cigarette packs, compared with 11% (21/199) of non-smokers (P

Legal Responsibilities of a Nurse Essay Example | Topics and Well Written Essays - 750 words

Legal Responsibilities of a Nurse - Essay Example From this paper it is clear that  nursing laws state that a nurse should act as an intermediary between the physician and the patient. Nurses have to carefully monitor the patient and report to the physician if any abnormality is observed. A nurse is legally responsible for interpreting the patient’s charts and files and thereby identifying what allergic reactions the patient may develop against different medications. Nurses are legally required to provide the patient with assistance in issues like hygiene if the patient needs it. Some patients may move out of the hospital environment and use infectious facilities during the course of treatment. Undoubtedly, this situation would adversely affect the patient’s disease recovery process. Hence, a nurse has the legal responsibility to pay proper attention to his/her patient and thereby avoid those adverse situations. In short, a nurse should avoid all acts that are likely to affect the patient safety or quality of the car e badly.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  This discussion highlights that  the major legal responsibility of a healthcare employer is that he should maintain a sound healthcare environment where patient safety is specifically met. Healthcare laws indicate that employers are legally required to employ sufficient number of staff that is essential to achieve patient safety and quality care.  An employer has the legal responsibility to ensure his employees’ safety and welfare.... In addition, the employer has to ensure that his staffs are provided with necessary medical equipments and other treatment facilities. Employers must provide their staff with a potential worksite environment where elements of stressors are minimal. An employer has the legal responsibility to ensure his employees’ safety and welfare. It is the legal responsibility of an employer to assess the risk factors existing in the workplace environment and do whatever is practicable to minimize the level of those risks. Hence, a healthcare employer should encourage his staff to report any issue or pitfall in the work environment that is likely to hurt patient safety or employee efficiency. In addition, the employer is legally responsible for paying immediate attention to issues that are likely to impact the quality of care. American Medical Association in its code of medical ethics has specified the fundamental elements of doctor-patient relationship and patient’s rights. Those ri ghts involve â€Å"the basic right to have adequate health care† and â€Å"the right to courtesy, respect, dignity, responsiveness, and timely attention to health needs† (Kwon, n.d). Hence, a medication error will certainly constitute violation of patients’ rights. In the view of Kitchener, â€Å"autonomy, nonmaleficence, beneficence, justice, fidelity, and veracity† are the six fundamental ethical principles in the healthcare (as cited in Corey, Schneider & Callanan, 2010, p. 19). Hence, through the medication error, the nurse violated the principle of nonmaleficence, which states that ‘do no harm’ to clients intentionally or unintentionally. Even though the nurse violated the basic nursing principles and thereby patient rights were

Compare certain aspect of India and China Dissertation

Compare certain aspect of India and China - Dissertation Example Detailed research in this direction would throw more light on HDI utility. Therefore, review of contemporary register of cultural and political events become essential. The processes that may be adopted to develop the utility of HDI is attempted to foresee in the light of strength and weakness of the people of these two countries. Five areas of focus were identified and studied. Data collected on these five areas were analyzed and found that future research would promote devising new parameters to measure human development. I. Introduction: With the purpose of this paper in view, that is to compare certain aspects of India and China, we rely chiefly on Human Development Index. In the light of HDI the attempts made to compare these two countries are necessarily confined to a few areas of development alone. HDI data currently available do not cover some areas like human rights, government and conflicts, a few cultural and social impacts and governance factors. As these two countries re present the biggest populated areas of the world, our study of these countries is expected to provide ample chances to explore various aspects of human development. Human Development Index was hitherto based on GDP of a nation. GDP is mainly dealing with the income and the purchase power of people. This economic data are in fact essential to measure the development of a nation. However, this alone can not be called human development. Human development comprises several aspects of human life sphere. Economic growth is one among those aspects. While it is easy to measure economic growth or fall in terms of data translated in to numbers, there are some areas, which can not be translated into numbers. Inclusion of other areas of human life sphere thus becomes necessary to be included in HDI. Improving the utility strategy of HDI is therefore essential to compare national level developments. The study of constrains and concessions, joy and sorrow, wealth and poverty ill and healthy, lite racy and illiteracy of men and women of densely populated countries is bound to open a floodgate of focus areas. These focus areas will represent the human life style of the place, the measurement of which will give out a clear picture of the entire nation. Thus the population study of India and China is expected to bring out many areas of their life sphere which have impacts on their overall national development. Several focus areas came across, out of which some five were picked for the present study. The data gleaned were applied to the area of focus and a test of match and mismatch with the core of the focus areas was performed. While the matching statistics were found to confirm the hypothesis, the mismatching data were allocated for future research. Confirmatory data in respect of a country although go along with the hypothesis, are found to contradict with hypothesis in respect of other country. II. Rationale of the study with hypothesis: With HDI as the chief tool of human d evelopment measurement, we try to compare two nations namely China and India. As far as population is concerned, these two countries represent the world’s densest areas. In order to near the research questions the following hypothesis is framed. With the current tool of HDI in hand, comparing these two countries on the basis of similar population density provide a picture of their developments with ups and downs: - Taking only the manpower of

Session Long Project 1 - WalMart - SHRM Essay Example | Topics and Well Written Essays - 500 words

Session Long Project 1 - WalMart - SHRM - Essay Example From the essay it is clear that the HRM team of the company does not contribute to the overall strategic growth of the company. It is important to note that although there is a strong strategy that the company adopts in terms of the recruitment process, there is little or no proper management post the recruitment. The company clearly uses SHRM; however the main elements of SHRM are not taken into account here. The lack of care and attention to the employee needs and development of the strategies based on these, leads the company’s overall employee attrition rate to be high. This clearly also impacts the business decisions and strategic planning.This discussion stresses that an excellent example which has been made public about the organization is that of the articles which show that the company pays employees a salary which is way below the poverty line and employees have confessed that they cannot live out of the pay received from WalMart alone. The average hours worked by em ployees is around 40 hours a week. However the pay received is very low and for some of the employees it is just enough to live out of a Dodge truck. Also, in terms of personal experience, a friend of mine worked for the company and she was forced to work almost twelve hour days, with no extra compensation, or even any other form of benefits. Over the past years the company has been able to gain the position of the world’s largest retail company and is thrice as big as its closest competitor.

The life of a nuer cow Essay Example | Topics and Well Written Essays - 1500 words

The life of a nuer cow - Essay Example They began an especially active migration about the mid 1800s. As they moved gradually east, they pushed the Anuak farther east into Ethiopia. During this period many Dinka people were incorporated into the Nuer community. Atuot and Nuer traditions indicate origins with the Dinka in what is now known as Western Nuerland. These traditions say the separation of the three occurred due to a dispute over cattle ownership.Like many of his pastoral neighbors, a Nuer man's dearest possession is his cattle. Life depends on cattle and a Nuer will risk his life to defend them or to raid his neighbor's cattle. The Nuer worldview is built around the herds and prestige is measured by the quantity and quality of the cattle a man owns. Men and women take the names of their favourite oxen or cows and prefer to be greeted by their cattle names. While they do engage in agricultural pursuits, the care of cattle is the only labour they enjoy. It is said that conversation on virtually any subject will ine vitably involve a discussion of cattle.The Nuer, a tall and very dark people, and are related to the Dinka, who live to their west, and their culture is very similar. The Nuer, call themselves Naath, meaning "human beings." The Nuer, Dinka and Atwot (Atuot) are sometimes considered one ethnic group.Their culture is organized around cattle. But since the Nuer people live in the Upper Nile valley, Nile perch is also an essential part of their economy. Grains and vegetables supplement this diet. None of the food commodities are produced for market purposes. Cattle are not primarily for food, but Nuer drink their milk. Meat is eaten at important celebrations when an animal is sacrificed. The Nuer living pattern changes according to the seasons of the year. As the rivers flood, the people have to move farther back from the river onto higher ground, where the women cultivate millet and maize while the men herd the cattle nearby. In the dry season, the younger men take the cattle herds closer to the receding rivers. Cooperative extended family groups live around communal cattle camps. Cattle play an important part in Nuer religion and ritual. Cows are dedicated to the ghosts of the owner's lineages and any personal spirits that may have possessed them at any time. The Nuer believe they establish contact with these ancestor ghosts and spirits by rubbing ashes along the backs of oxen or cows dedicated to them, through the sacrifice of cattle. No important Nuer ceremony of any kind is complete without such a sacrifice. NUER COW - 1930's It was the Dry season of 1931 and I had recently been purchased by a young, tall man from a small tribe in Southern Sudan. He purchased me as a wedding gift for his new wife, who was later revealed to be the one who was my primary milker. When I was taken back to their tribal area, I was in complete surprise at how many other cattle there were surrounding me. I had never seen anything like it, as I had been bought up in a relatively poor community. The fact that there were many other cattle neighbouring me gave me the impression that the tribe I had now been apart of, must have been fairly rich. I couldn't help but wonder why I was chosen out of all the other cattle, to be taken back to this place. I thought that it might've been because I was relatively plump and fat, and this worried me. My owner would occasionally rub ash across my back and speak of ceremonial chants, in a very loud and daunting matter. It

Session Long Project 1 - WalMart - SHRM Essay Example | Topics and Well Written Essays - 500 words

Session Long Project 1 - WalMart - SHRM - Essay Example From the essay it is clear that the HRM team of the company does not contribute to the overall strategic growth of the company. It is important to note that although there is a strong strategy that the company adopts in terms of the recruitment process, there is little or no proper management post the recruitment. The company clearly uses SHRM; however the main elements of SHRM are not taken into account here. The lack of care and attention to the employee needs and development of the strategies based on these, leads the company’s overall employee attrition rate to be high. This clearly also impacts the business decisions and strategic planning.This discussion stresses that an excellent example which has been made public about the organization is that of the articles which show that the company pays employees a salary which is way below the poverty line and employees have confessed that they cannot live out of the pay received from WalMart alone. The average hours worked by em ployees is around 40 hours a week. However the pay received is very low and for some of the employees it is just enough to live out of a Dodge truck. Also, in terms of personal experience, a friend of mine worked for the company and she was forced to work almost twelve hour days, with no extra compensation, or even any other form of benefits. Over the past years the company has been able to gain the position of the world’s largest retail company and is thrice as big as its closest competitor.

Henry inquiry into taxation and the report recommendation Essay

Henry inquiry into taxation and the report recommendation - Essay Example w, the ‘root and branch’ review into taxation, conducted by the government by its Treasury secretary, Ken Henry whose recommendations to the government would be decisive. The essay will inquire into the causes of Henry review into taxation, the major recommendation of the Henry report and government response to the super profits tax (RSPT). The purpose of the government for reviewing taxation on the financial organisations was to help in making Australia a regional financial centre by taxing managed funds and related services to ensure that conduit income will be tax free in Australia (Thompson, 2010). The major recommendation of the Henry report is to reduce the aggregate number of taxes collected by the government. Out of the 125 taxes 90% collection is realised from only 10 taxes, which has prompted to simplify and introduce the most effective form of taxation reform by raising those 10 taxes to nearly 10% each and erase rest of the 115 taxes (Thompson, 2010). The government response to the recommendation has been straight forward by releasing on May 2, 2010 ‘Stronger, Fairer Simpler’ tax plan. Regarding financial institutions among a number of other recommendations, the government response has been to be selective by not implementing all the recommendations. The Prime-Minister has stated in the press release that ‘some potential misinterpretations of the recommendations...it will not implement at any stage’ (Thompson, 2010). The government response on the super profit tax (RSPT) has been to introduce 40% rate from 1 July 2012 with the RSPT to be derived from company taking the tax rate effectively to 56.8%. It is still not the final outcome as the government has granted one more year to reconsider and hold discussions before implementing the taxes so that there remains no doubt over some crucial details and content of the RSPT (Thompson, 2010). Papandrea has discussed just one aspect of the issue between financial advisors and their clients,

The literature concerning Essay Example for Free

The literature concerning Essay The literature concerning welfare rights movement at least in the 1960s can be characterized by the growing cry to bring radical positive changes in the welfare system of the United States. For these scholars, the current welfare system of the United States is producing a new form of inequality despite the resources that it is providing to the poor. The current system of welfare which is limited and somehow rigid had failed to erase the problem on poverty. In this sense, these scholars are providing a new light in solving the problem on welfare and its effectiveness. Numerous scholars like Richard Cloward and Frances Fox Piven had argued for the radical extension and expansion of the current welfare system of the United States. For them, the existing system of welfare which is rigid and limited had failed to really help and provide assistance for the poor. The system of welfare that existed is somehow impotent in nature in relation to its capacity to erase poverty. What they are recommending is a radical change in the system that will allow more people that eligible for welfare to be subsisted on it. They also argue for an increase in amount of welfare that will not just feed the people subsisting it but will also allow them to move forward in the hierarchy that will enable them to prosper at least domestically. This can also be related to the situation of minimum wage. Minimum wage are kept at bay not on the basis of economic sustenance or company stability. Rather, wages are kept low for the workers and employees not to really prosper to come up to a point that can rise and leave their jobs. The era of individual pursuit of interest had proved to be inadequate in easing poverty among Americans. Though there are real and concrete examples of people escaping poverty on the basis of their individual merits and actions, the other people who failed to move up in the hierarchy should also be taken to consideration. The system should not just support the exceptional people who can manage to rise. Rather than providing individual reforms, what must be embrace are collective terms of actions that will provide a fertile ground for groups of people to grow and prosper. This is comparable with labor unions that push reforms, benefits and wage hikes not on the basis of individual levels but on the basis and scope of the group. For these scholars, this is the way to go if we are really aiming for the problem of poverty to be solved. References Blumer pp. 303-306 Cloward, R. Piven, F. (1966) The Weight of the Poor: A Strategy to End Poverty. Common Dreams. Web. Accessed. 10 August 2010. Retrieved from [http://www. commondreams. org/headline/2010/03/24-4] OConner, pp. 158-169 Spitzer pp. 112-115

Margaret Thatcher and Martin Luther King Speech Comparison

Margaret Thatcher and Martin Luther King Speech Comparison With reference to the two speakers Margaret Thatcher and Martin Luther King, compare the way in which English may be used for rhetorical purposes in political and religious speeches. Collins Dictionary defines ‘rhetoric’ as ‘the art or study of using language effectively and persuasively’ and it is no surprise that such a skill is often in evidence with great politicians or religious leaders. The need to actively promote ones message in a good light, especially if it is a controversial decision that will be open to debate, is vital and can mean the difference between success and failure. Indoctrination or persuasion of the masses has, since the very dawn of primitive communication, set opinionated beings against each other and propelled those who are able to work effectively within the recognised techniques of rhetoric into the limelight of society. Indeed, historical figures from Gandhi to Hitler have used vocal stimulus to spread their message and influence the masses, and through various techniques, well constructed rhetorical speeches are effectively ‘audience management devices’ giving their listeners cues, reference po ints and the suggested positions of applause. Within this essay, I will be investigation Thatcher’s and King’s manipulation of such techniques.   Beginning with Margaret Thatcher’s speech to the Conservative Party Bournemouth conference in 1990, it is interesting to note how she begins her speech with an impassioned mention of a former colleague killed in Ireland. Building up to what will later become a key issue in her speech, she utilizes emotive language ‘Before he was murdered by the IRA, Ian taught us how a civilised community should respond to such an outrage’ insinuating the absolute guilt of the IRA and to set a tone of compassion within her rhetoric that must have softened the hearts of her audience and helped gain ‘their approval and support for her and their messages and sentiments.’ However, in Martin Luther Kings 1963 ‘I have a dream’ address to a great wave of protesting civil rights campaigners, the tone is somewhat different. Rather than speaking to a more contained group of political figures, he is responsible for enflaming the hearts of thousands of concerned individuals who may well however have come from all walks of life, and his opening rhetoric seems to reflect this. Rather than Thatcher’s heartfelt vote of sympathy for a colleague presumably known by most within the conference, Luther Kings audiences only common ground is their struggle and desire to take action, and he attempts to arrest the feeling of this need. ‘I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.’   Here, King is dealing in emotive absolutes, building up the importance of the event, and stirring he crowd into excitement and attentiveness, ready to take in the re st of his great speech. Indeed, religious and civil rights speakers, like Luther King, often depend rather more on verbal eloquence and spontaneous creativity than their political counterparts. In a setting that is less formal and subject to passions rather than cleverly crafted spin, little of these speeches may be scribed in advance and an old African tradition of ‘call and response’ has been noted by the linguistic researchers ‘Keith and Whittenberger Keith (1986.) Indeed, this is evident several times over in Kings speech, firstly as a call to all in the first line, and then again with open comments ‘Let us not wallow in the valley of despair’ and of course, the famous ‘I have a dream’ statement. Both of these lines, and more in the speech besides, showcase this ‘call and response’, while one notes that in Margaret Thatcher’s speech she appears to address and name check ‘Mr President’ when she addresses her audience, offering a more official line of diction. It is also evident that King, in the style of such old African or Pentecostal preachers, uses stark proverbs and a great deal of imagery within his words to ensure that his point is shown starkly to the many different sections of the community, both educated and not, that may be watching him perform. Using metaphor in describing his peoples struggle to being dealt an unfair deal in society, ‘In a sense weve come to our nations capital to cash a check,’ he constructs an entire paragraph around the paradigm of the need for money, a common problem everyone can relate too, and thus brilliantly engages his audience. Thatcher of course has the luxury of a fully engaged audience and prefers to allude to very real policy discussion, and witty asides that a fully educated audience of Conservative members can appreciate, once again proving that targeting ones audience is extremely important in the process of exploiting rhetoric. However, despite these subtle differences, it is noticeable that the arts and techniques of rhetoric, as studied and scribed by the researcher Atkinson, are commonly used in both King’s and Thatcher’s speeches. Obviously, despite being different types of rhetoric, quasi-religious/political and straight political, an underlying need to hold attention and elicit response is needed and so it is unsurprising that the ‘three part list’ is noticeable in both of these speeches. In Thatcher one such example is ‘Theyre quite short speeches. [laughter][fo 9] Monosyllables even. [laughter] Short monosyllables’ and within Kings address ‘We cannot walk alone; and as we walk, we must make the pledge that we shall always march ahead. We cannot turn back.’ Both obviously important moments in the speeches, Thatcher’s to insinuate a sense of party unity and witty aside, while Kings insists unrepentant solidarity and progress, the use of this ‘three point list’, simply a point made via the use of three specific components, is vital in amplifying general ideas and stimulating audience response. Coupled with this, and often obvious within such triplets, is the use of repetition, and to some extent rhyme, that is produced in these speeches. King repeats ‘I have a dream’ at the beginning of eight sentences rising to a feverish crescendo of spoken word politics to amplify and continuously reinforce his message (see end of his speech) and Thatcher uses the device more sparsely to achieve similar results. ‘new jobs. Better jobs. Cleaner jobs.’ Such ‘rhyming’ words coupled with exciting imagery within them (King uses ‘sweltering’ and ‘Oasis’ to compare the contemporary situation and his future vision of the state of Mississippi) can excite an audience and also give them a cue to respond in applause or a ‘holler back’ situation, depending on the nature of the address itself. Of course, we must also remember that these speakers will have used intonation and gesticulation not available in the transcripts of these speeches, but these are also very important in the art of successful rhetoric. The use of contrasts, and occasional symmetrical contrasts are also evident in both of these speeches; both Thatcher and King drawing on failures of others to highlight the superiority of the speaker’s favoured position. ‘I seemed to hear a strange sound emanating from Blackpool. And I thought at first it was seagulls. [laughter] Then I remembered that Labour was holding its annual Conference there’ and ‘And so weve come here today to dramatize a shameful condition.’ Although, of course, the tones of these voices are very different, Thatcher taking a ‘cheap shot’ at the Labour party while King is striving to keep his protest on the ‘high plane of dignity and discipline,’ they both contrast their message with failures of a rival institution or the system as a whole. Cynics could of course dismiss this element of rhetoric as merely a desperate attempt to cover up ones own lurking bad points with those of others, although if ski lfully done, it can help immensely to highlight these problems and bring down the audience perception of what could be seen as a rival problem. So, in conclusion and despite the differing social and political contexts of the situations, Thatcher’s and Kings speeches, although unsurprisingly differently constructed and clearly intended for different audiences, contain many similarities in the type of rhetorical devices they use to get their messages across. Thatcher’s arguably more familiar and amusing speech is certainly more frivolous and snide at times, while Kings ‘I have a dream’ seems more spontaneous and impassioned, but in terms of historical importance, this seems unsurprising. Indeed, even looking at a more modern speech, that of Tony Blair’s 2003 declaration of British war on Iraq, similar techniques can be witnessed. Repetition and rhyme, ‘not why does it matter? But why does it matter so much?’ within a rhetorical question in this case; the use of a three part list ‘What changed his mind? The threat of force. From December †¦What changed his mind? The thre at of force. And what makes him†¦? The imminence of force’; and even an element of media call and response is in evidence ‘And now the world has to learn the lesson all over again.’ Of course, unlike Thatcher, there is no political backstabbing at a rival party, the situation would be deemed to important to go along that route, but he does nevertheless compare the way Saddam Hussain ran Iraq to the way the world should, in his view, progress. Indeed, it seems the art of rhetoric is largely formalized in terms of techniques, but can be used skilfully to push any doctrine in a creative and personal manner by an individual. Bibliography http://www.stanford.edu/dept/english/courses/sites/lunsford/pages/defs.htm http://www.margaretthatcher.com/Speeches/displaydocument.asp?docid=108217doctype=1 http://www.americanrhetoric.com/speeches/Ihaveadream.htm http://politics.guardian.co.uk/foreignaffairs/story/0,11538,916789,00.html Collins English Dictionary (Collins: 2005) Janet Maybin (Editor), Neil Mercer (Editor) From Conversation to Canon (English Language: Past,Present Future) (Taylor Francis: 1996) 130

Childhood Obesity Essay -- Obesity in Children

One of the biggest problems we currently face as a society is obesity. People all over the nation question why we are having this problem and who is responsible. Who do we turn to to educate our society so that we may address this problem the correct way? The answer: healthy eating habits and exercising should be taught early in a child's life. An excellent place to build these fitness foundations is where children spend almost a third of their time: at school. Physical education should be available for all kindergarten through twelfth-grade students in order to tackle the problems of obesity. The number of overweight youth has more than doubled in the past thirty years according to an article, 'Is Physical Education Becoming an Oxymoron' written by Vicki Worrel, a Physical Education professor at Wichita State University. In addition, fifteen percent out of nine million children, ages six to nineteen, are overweight according to the article 'The Growing Cost of Obesity.' Obesity is one of our nation's largest and most expensive health problems. Obese children have a higher chance of growing up to become obese adults (Troxler 24). As you can see in the statements above, it?s obvious that obesity is a continuing and growing problem and all starts at an early age. Physical activity should be encouraged at an early age. It would be best to make physical education a required school curriculum. A student taking a physical education class will have many benefits. For example, a child taking a physical education class will learn about proper exercising. It would also be wise if the instructors integrated information about healthy eating habits into the curriculum to further increase a child?s knowledge on good dieting. This will help a child develop physically more in strength and endurance which in turn will build healthy bones, muscles, and muscle development. Furthermore, at the same time a child will maintain a healthy weight from eating a nutritional diet. Having studied some physical education classes from personal experience, the coach was very passionate about being healthy. Before leaving P.E. class everyday, he would review all the major food groups and stress that the students stay away from fried foods and consume more fruit in their di et. There are many benefits to exercise. Physical activity can help increase self-esteem and reduce stress an... ...education to all the children in school. This will, in turn, guide our future generation to follow a hale and hearty exercising and diet programs. In addition, such programs will initiate a smaller percentage of children becoming obese and thus growing up as regular healthy adults. As a society, we should depend on the schools to educate our children on physical education and healthy eating habits. Physical education classes should be available for all grades from kindergarten to twelfth grade in order to face the problems of obesity in our society. Works Cited: Loewy, Michael I. Working with Obese Children in Schools. Nebraska: University of Nebraska Press, 2012. ?The Growing Cost of Obesity: An Article? National Association of Convenience Store Online. 15 May. 2013. < http://www.nacsonline.com/NACS/News/Daily_News_Archives/May2013/nd0515034.htm> Troxler, Howard. ?Much Mind Exercise and Too Little Physical Education Cause Flab.? The Times. October 2013. Worrel, Vicki. ?Is Physical Education Becoming an Oxymoron: An Article? University Communications, Wichita State University. 19 Sep. 2013. < http://webs.wichita.edu/dt/newsletter/show/?NID=1768&AID=4006> Childhood Obesity Essay -- Obesity in Children One of the biggest problems we currently face as a society is obesity. People all over the nation question why we are having this problem and who is responsible. Who do we turn to to educate our society so that we may address this problem the correct way? The answer: healthy eating habits and exercising should be taught early in a child's life. An excellent place to build these fitness foundations is where children spend almost a third of their time: at school. Physical education should be available for all kindergarten through twelfth-grade students in order to tackle the problems of obesity. The number of overweight youth has more than doubled in the past thirty years according to an article, 'Is Physical Education Becoming an Oxymoron' written by Vicki Worrel, a Physical Education professor at Wichita State University. In addition, fifteen percent out of nine million children, ages six to nineteen, are overweight according to the article 'The Growing Cost of Obesity.' Obesity is one of our nation's largest and most expensive health problems. Obese children have a higher chance of growing up to become obese adults (Troxler 24). As you can see in the statements above, it?s obvious that obesity is a continuing and growing problem and all starts at an early age. Physical activity should be encouraged at an early age. It would be best to make physical education a required school curriculum. A student taking a physical education class will have many benefits. For example, a child taking a physical education class will learn about proper exercising. It would also be wise if the instructors integrated information about healthy eating habits into the curriculum to further increase a child?s knowledge on good dieting. This will help a child develop physically more in strength and endurance which in turn will build healthy bones, muscles, and muscle development. Furthermore, at the same time a child will maintain a healthy weight from eating a nutritional diet. Having studied some physical education classes from personal experience, the coach was very passionate about being healthy. Before leaving P.E. class everyday, he would review all the major food groups and stress that the students stay away from fried foods and consume more fruit in their di et. There are many benefits to exercise. Physical activity can help increase self-esteem and reduce stress an... ...education to all the children in school. This will, in turn, guide our future generation to follow a hale and hearty exercising and diet programs. In addition, such programs will initiate a smaller percentage of children becoming obese and thus growing up as regular healthy adults. As a society, we should depend on the schools to educate our children on physical education and healthy eating habits. Physical education classes should be available for all grades from kindergarten to twelfth grade in order to face the problems of obesity in our society. Works Cited: Loewy, Michael I. Working with Obese Children in Schools. Nebraska: University of Nebraska Press, 2012. ?The Growing Cost of Obesity: An Article? National Association of Convenience Store Online. 15 May. 2013. < http://www.nacsonline.com/NACS/News/Daily_News_Archives/May2013/nd0515034.htm> Troxler, Howard. ?Much Mind Exercise and Too Little Physical Education Cause Flab.? The Times. October 2013. Worrel, Vicki. ?Is Physical Education Becoming an Oxymoron: An Article? University Communications, Wichita State University. 19 Sep. 2013. < http://webs.wichita.edu/dt/newsletter/show/?NID=1768&AID=4006>

Media Violence and Aggression Essay

Recent cases of violent crime have led to the emergence of a new register of justification in the argument of the defense of criminals, namely the influence of media in the commission of such acts. One thinks, for example, the massacre taking place recently in the Arab countries (where revolutions is taking place), for which have been mentioned for example the influence of violent images broadcast or the ability to access, via Internet, providers of weapons. In this context of increasing power of public debate on the issue of responsibility of the media to violence in society, there exists the role that representations play violent actually on television and its effect on the sensitivity and behavior of the public. The answer to these  questions is clear-cut: there is a net effect of the impact of the spread of violent shows on the behavior of people especially the youth, the responsibility of television was suspected, no one today can no longer pretend to ignore it. Violence has b ecome a key major analysis of the functioning and the impact of media, from all media and techniques of mass dissemination of information (press, cinema, radio, television and telecommunications). The debate is often focused solely, specifically, on the issue of explicitly violent content, conveyed by the media and their effects. But to grasp the relationship between media and violence, it seems first necessary to examine also the very presence of violence in the content profile on the reasons for the presentation: in particular, the media- is the mirror of society and violence in the media is reflected in society. In addition, it is necessary to adopt a definition that is both more accurate and comprehensive of aggression: it defines an act by which a force is exerted to influence someone or do act against his will; it characterizes a relationship marked by the exercise of coercive power. Therefore, it seems necessary to look at a form of violence that is not directly physical, symbolic violence question the ability of the media, in them, to exercise this form of violence, regardless of the simple delivery of explicit violent content. The presence of violence in media have an emotional impact on young people, causing massive unpleasant emotions such as anxiety, fear, anger or disgust, and most of all: aggression. Even if they do not recognize it right away, they are going to recognize it when they are talking about it. But they have at their disposal three great ways to manage stress and prevent it from becoming a trauma: words, the scenarios inside and the symbolization of a mode emotional, sensory and motor. First, violence in media stimulates the senses into words. The children who have seen violent images while looking for a friend who has seen images do not contain scenes of violence turn away. In other words, what makes pleasure does not call for the setting direction while the violent images that cause unpleasant emotions, call for setting direction, although, of course, they increase the capacity to achieve. A second way to develop the emotional and interior violent images is in the scenarios and representations of action they depict. In the same way that violent images often push children to talk about neutral images, it often push them to imagine representations of  action (either they imagine themselves doing, or they imagine the heroes of the film does). These small indoor scenarios can be told by some children, but others need to go through the construction of material images (such as drawings, storyboards, photography and film) to get there. A third way to develop their emotions from violent images is in the non-verbal manifestations. Children confronted with images exhibit violent attitudes, facial expressions and gestures much more numerous than those who were facing neutral images. These events are consistent with the verbal discourse and did not differ either in intensity or quality, between children who speak more freely and those who speak less. For both reasons, we can say that these attitudes, these gestures and facial expressions are for the child, as well as language, and scenarios interiors, ways for them to hold emotions and states of the body caused by violent images. These events do not preclude a verbal construction of meaning, but the support and accompany of it. It is therefore essential, for it not only does not prevent but also it promotes. All of these processing activities involved in a work at a distance from both the image content and emotional states caused by them. But on this way, the fact that the images appear as constructions is something very important. More than one image is a construction, and easier it is for the child to initiate the work of transformation rather than it can have its own representation. In other words, the images are given as representations of reality constructed to promote transformation of psychic children, and an image can be more available to its personal mental constructions that it gives itself as a construction. On the contrary, those who present themselves as a pure reflection of that discourage them. The question of the impact of violent media content on the receptors forces us to try to understand the very meaning of the presence of violence in media. But beyond the issue of media violence is that of what it is to say. We leave here the most commonly raised questions on the subject and media violence, namely that of effects on viewers to violent media content. This is whether the publicized violence can lead to violent act. Exposure (sustainable) to such content can it cause harm? It appears that for the social sciences, the debate on the impact of individual scenes of violence is mediated, schematically, two competing theories: This idea is behind its fo rmulation in Aristotle. The portrayal of violence is therapeutic in that  it would help viewers to evacuate their negative emotions. The assumption is that the unpleasant emotions such as anger or frustration can accumulate to the point that the individual may have wanted to break free. However, this release could occur through an aggressive act real or watching someone else committing such an act. Publicized violence would play a role as a substitute for violence act. Conversely, looking at a model showing violence could help, according to some authors, the reproduction of this type of behavior, giving it a normal or breaking the inhibitions that may have existed prior in with its if the circumstances of everyday life reflect the situation in which publicized violent behavior occurred. Empirical investigations lead to conflicting results and it is difficult to decide the question of the impact on the individual. Perhaps, because the issue is in itself problematic, and is badly put. Media can be considered an agent of socialization. Thus, two types of conclusions can be drawn. First, the media is an agent of socialization among many others; it is difficult to assess its role in the assimilation of social norms and values ​​regardless of the role played by other agents of socialization. Second, the current inter actionist has shown that socialization cannot be equated to a phenomenon of inculcation of contextualized: Further characteristics of the message media coverage, are the characteristics of the individual and those of the social environment and the mobilization situation of the media that must be taken into account. In the end, all social scientists agree on the idea that media violence does not have a uniform effect on everyone, so the potential impact of media violence cannot be seen as a direct or systematic, it remains almost impossible to provide an absolute answer to this problem. It is therefore necessary to make a more productive crop and the subject, to illuminate the links between violence and media interest in the reasons for the presence of violence in the media. The media coverage of violence as an expression and distribution problems of social organization: access to the public as a political lever. Turning first to the violence present is shown in the idea of ​​information (newspapers or specialized newspapers or radio broadcast), it appears that there is an increase in media coverage of violent events, over-represented. More precisely, for some authors, such information relating to severe weather would be a privileged means of access by the media to different parts of social reality. The question of life in a  country was overwhelmingly introduced in the media through riots, crimes or armed interventions that could take place there. In order to understand this phenomenon there is television reading keys that should be taken into consi deration. Thus, television would develop a special interest in the extraordinary, the sensational, the phenomena with high potential for dramatization, both to attract the attention of the spectators, but also for reasons of competition with other chains that grows in search of the scoop, the event is even more exciting and impressive (that attracts and captures the attention). Therefore, two types of conclusions can be drawn, in part contradictory. First, the overrepresentation of violence does not mean an actual increase and the same amount of aggression in society, but simply a focusing of attention on the violence, which has more to do with social representations. A circular phenomenon can then be highlighted. If we mediate much violence is that it is a fundamental concern of society, and talking about it as impressive (in the photographic sense) social representations, is to strengthen the attention given to the heightened violence. It can be shown that this idea, rather than the existence of (hyper) violent, that of a society of fear, a hyper security; obsessed by violence as it has never been so low (at least physically, the violent crime statistics prove it), it places a disproportionate contributor to the fact that social actors see violence everywhere, and obtain confirmation of their assumptions about the violence of the society in which they live, and legitimize the pervasiveness of violence in the media. The idea of ​​mirror of society refer to the media must be seriously questioned: this mirror is largely distorted and it is more a reflection of social representations that the idea itself it offers. But on the other hand, the phenomenon of over-representation of media violence can have adverse effects on reality: media coverage of violence could lead to increased violence, but this time not for reasons of mimicry. Public opinion and the ability to convert ideas is a powerful political leve r, yet the media, especially television, is a powerful way to access it. But the media is particularly a fond of violence, it is necessary to get their attention, produce events that fit their expectations or spectacular events, such as violent. Due to the structural functioning of the media, social violence would become a means of privileged access to the media, an effective way to draw attention  to problems of social organization, disseminate beliefs †¦ etc†¦ Furthermore, the relationship between media violence and so does not limit these potential effects in reality is tied to a less visible. By forcing social actors, if they want their problems and expectations are mediated, to adopt the necessary categories of perception of the television people, how the media led to a form of symbolic violence. There is indeed a violence symbolic level, forced to abandon their ways of understanding reality to adopt one of the owners of media power and internalize these as legitimate, if one wants to be heard. It is this form of violence, either in the media that we will now concern ourselves specifically. We cannot first reduce the question of violence in media content to simple questions about explicitly violent content (images of murder, incitement to discourse of racial hatred etc†¦). Another form of violence must be addressed, symbolic violence caused by the information control and social representation by certain social actors, which would be dependent on others. Assumption that the order of importance attributed by the media to disseminate information that is reflected in the level of attention the public gives to the same information. The media would have the effect of imposing the favorite themes of collective attention, thus contributing directly to the formation of public opinion. The media is able to impose the public focus their attention on topics chosen by them. This is what we saw in the first part with the imposition of violent themes, but beyond the topics themselves (content) it is possible to impose collective attention, as a form of symbolic violence, which concerns us here. Comparing the conceptions of social reality in strong and weak consumer television, highlighting the fact that high consumers of television have a conception of social reality is closer to the recurrent and stereotyped patterns found in the content television messages, yet these messages provide a distorted. The cultural and cognitive impacts: implications in terms of social recognition and self-esteem if it is not (or â€Å"bad†) represented in the media. But major problem of these theories: the failure to take into account the context of everyday life in which occurs the reception of the media, that it neglects the question of the social uses of media. Here we must also address more precisely the different uses of specific media beyond the single frequency of use. However, one can argue for a symbolic violence which is exercised in society simply because of the  existence of unequal access to the various media. To this should be added that this violence can be exercised even better than enjoy a variety of media credibility, prestige of a different (less prestigious television films, television news less valued and informative issued by the press written †¦ etc.). This is the social representations that must be mobilized in terms of symbolic domination. Dissemination of information through the media has the effect of strengthening the social and cultural inequalities that already exist within the population. To the extent that this hypothesis is verified by empirical research, this research calls into question the educational potential of some media, especially TV. A symbolic violence exerted against the relatively more disadvantaged populations, invisible, and unrelated to the level of violence broadcast content or any desire to use of coercion against a targeted audience. In conclusion, it is essential to recognize that the â€Å"reality† is not a single aspect, or even two, but three inseparable. There was first the real world objective, then the images of growing technologies that we give and obey their own rules, and finally the personal representations everyone gives it. And the problem is that we are all constantly threatened and confused with each other †¦ In order to solve this issue, we should not only take into account the risk of confuse the material images with reality, but also to confuse the images everyone sees it with those shows – because everyone makes an image as personal images they see – and even the images that everyone carries within itself with reality. The freedom from the images through the triple learning: distinguishing any moment between reality, image material and the inner image that we form. Reference List Barbara, K. (2001) The social psychology of aggression. Social psychology. New York, NY, US: Psychology Press. (2001). Lennings, H. (2011).The effect of auditory verses visual violent media exposure on aggressive behavior: The role of song lyrics, video clips and musical tone. Journal of Experimental Social Psychology. ScienceDirect. Volume 47, Issue 4, July 2011, pages 794-799. Krahe, B. (2010). Longitudinal effects of media violence on aggression and empathy among German adolescents. Journal of Applied Developmental Psychology. Volume 31, Issue 5, October 2010, pages 401-409. Hamerton-Kelly, R. (2008). A Theory of Religion and violence. http://www.hamerton-kelly.com/talks/Theory_of_Religion_and_Violence.html. Accessed on January 21, 2012.

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Topic:4Saving and Investment Definition and Kinds of Investment; Autonomous and Induced etc. Determinants of investment. Present Value Criteria for Investment. Investment Demand and Output Growth. Tobin’s Q-Theory. Lags in Investment Demand. Derivation of IS-curve, Shape of IS-curve. Volatility of Investment. Investment Demand and Fiscal Policy. Shifts in Investment Demand Curve and output determination. Topic:5 Money Market: The Demand and Supply of Money Money Demand and its Determinants, Regressive Expectation Model. Portfolio Balance Approach, Empirical Estimation of Income and Interest Elasticities.Supply of Money, Determinants of Money Supply. Measurement of Money Supply and its implications, Instruments of Monetary Policy. Interest Sensitivity of Money Supply. Quantity Theory of Money and its Critical Review. Fischer effect, Money, Prices and Inflation. Derivation of LM Curve and its Slope. LM Curve and Money Market Equilibrium. Interaction of IS-LM and Equilibrium. Top ic:6. Aggregate Demand, Supply and Stabilization Policy Keynesian Models: Liquidity Trap. Effectiveness of Policy and Price Rigidity. Slope of Aggregate Supply and Demand Curves. Liquidity Trap. Grand Aggregate Demand Curve.Interaction of IS-LM and Determination of output: Short-run and Long-run analysis: Aggregate Demand and Supply and their Slopes. Slope of IS-LM in Short-run and Long-run. Vertical / Horizontal Shapes of these Curves. Classical and Keynesian Models. Shocks to Aggregate Demand and Supply and Stabilization Policy. Supply Side Economics. Stagflation and Stabilization Policies, Shocks to IS-LM and its Outcomes and Policy Implications. Short-run – Long-run Philip Curves. Long-run and Vertical Aggregate Supply Curve. Ineffectiveness of Keynesian Policies, Technical Change and Shift in Vertical Aggregate Supply Curve.Part B: Topic:7. Open Economy and Macroeconomic Stabilization Exchange Rates and their Determinants: Mundell – Fleming Model (MFM): Small open Economy with perfect Capital Mobility. IS-LM: Goods and Money Market. Small Open Economy, Floating Exchange Rate and Fiscal Policy. Fixed Exchange Rate and Fiscal Policy. Flexible and Managed Exchange Rates. Monetary Policy, Devaluation and Recovery from great depression. Trade Policy: Mundell-Fleming Model (MFM) with changing Price Level. MFM and large open Economy. Depreciation and its impacts. Income Absorption Approach and exchange Adjustment and Balance of Payment.Topic:8. Labor Market, Price Expectation and Unemployment Demand and Supply of Labour, Equilibrium in the Labour Market. The Sticky Wage Model, Insider-Outsider Models. The Workers – Misperception Model, The Imperfect – Information Model, The Sticky Price Model. Rational Expectation (RE), Adaptive Expectations, RE and Painless Disflation, Hysteresis and challenge to Natural rate Hypothesis. Topic:9. Macroeconomic Policy Debate Policy Actions: Active or Passive, Ignorance, Expectations and the Lucas Crit ique. Conduct of Policy: Rule vs. Discretion, Distrust of Policy makers and Political Process.Macroeconomics Policy: Rules for Fiscal Policy, making Policy in uncertain World. Seignorage and Inflation: What can Policy Accomplish? Monetarists vs. Activists debate. Phillips Curve: Short run and Long run analysis. The expectation augmented Phillips Curve. Money Inclusion and output. Short Run and Long Run Adjustment. Perfect Foresight and Adjustment. Topic:10. Government Debt and Budget Deficit The size of Government Debt, Measurement Problem: Inflation, Capital Assets, Business Cycle etc. Ricardian view of Debt: Ricardian Equivalence, Consumers and Future Taxes.Tax shooting, Delayed Stabilization, Ricardo and Ricardian Equivalence and Debate. Model of Debt Crises. Topic:11. Economic Fluctuation and Its Sources The Theory of Real Business Cycles: Interpretation: Labor Market, Technology Shocks. Household Behaviour, the persistence of output Fluctuations. Limitations of the Model. The C hallenges:What we know and what we don’t know? Long-run and Country’s Capacity to Produce. Short-run and influence of Aggregate Demand. Random Walk Model. What Determines Inflation Rate, Unemployment Rate and Output Growth? Can we revise Natural Rate of Output?Should we stabilize the Economy? The cost of Inflation? The problem of Budget Deficit? Topic:12. Long-Term Growth and Full Employment †¢ Basic Neo-Classical Growth Model and Equilibrium Capital / Output Ratio, Wage – Profit Relative Shares. †¢ Neo-Classical Model with Technical Progress: ? Capital Embodied Technical Progress. ? Neutral Disembodied Technical Progress. ? Labor-Augmenting Disembodied Technical Progress. †¢ Kaldor Saving Function and Neoclassical Production Function. †¢ Golden Rule and Optimal Growth Models. †¢ New Growth Theory / Endogenous Growth. Recommended Books: 1.Branson, William H. , (1979), Macroeconomic Theory and Policy, Harper and Row Publishers, New York / London. 2. Branson, William H. , and Litvack James M. , Macroeconomics*, (Latest Edition), Princeton University. 3. Glahe, Fred R. , (Latest Edition), Macroeconomics, Theory and Policy, Harcourt Brace Jovanovich Inc. 5. Mankiw, Gregory N. , (2000) Macroeconomics*, Worth Publishers, New York. 6. Peel D. and Minfow P. , (2002). Advance Macroeconomics, Edward Elgar, Cheltenham, U. K. 7. Romer, David, (2001). Advanced Macroeconomics*, McGraw Hills, New York / London. 8. Sargent, Thomas J. (1988) Rational Expectations and Inflation*, Harper and Raw Publishers, New York / London. 9. Rosalind Leveic and Alexander Reborens, Macro-economics: An Introduction to Keynesian Neo-Classical Controversies; Macmillan (Latest edition). 10. Denison, Edward F. 1985. Trends in American Economic Growth, 1929-1982. Washington: The Brookings Institution. *Strongly Recommended Additional Reading Material / Research Papers: 1. Ball, Laurence, Mankiw, N. Gregory, and Romer, David. 1988. â€Å"The New Keynesi an Economics and the Output-Inflation Tradeoff. † Brookings Papers on Economic Activity, No. , 1-65, Reprinted in Mankiw and Romer (1991). 2. Barro, Robert J. 1976. â€Å"Rational Expectations and the Role of Monetary Policy. † Journal of Monetary Economics 2 (January): 1-32. 3. Barro, Robert J. 1989. â€Å"Interest-Rate Targeting. † Journal of Monetary Economics 23 (January): 3-30. 4. Barro, Robert, J. , and Gordon, David B. 1983b. â€Å"Rules, Discretion and Reputation in a Model of Monetary Policy. † Journal of Monetary Economics 12 (July): 101-121. Reprinted in Persson and Tabellini (1994). 5. Bernheim, B. Douglas. 1987, â€Å"Ricardian Equivalence: An Evaluation of Theory and Evidence. NBER Macroeconomics Annual 2: 263-304. 6. Blanchard, Olivier J. 1984. â€Å"The Lucas Critique and the Volcker Deflation. † American Economic Review 74 (May): 211-215. 7. Fischer, Stanley. 1993. â€Å"The Role of Macroeconomic Factors in Growth. † Journal of Monetary Economics 32 (December): 485-512. 8. Friedman, Milton, 1968. â€Å"The Role of Monetary Policy†. American Economic Review 58 (March): 1-17. 9. Genberg, Hans. 1978. â€Å"Purchasing Power Parity under Fixed and Flexible Exchange Rates. † Journal of International Economics 8 (May): 247-276. 10. Long, John B. , and Plosser, Charles I. 983. â€Å"Real Business Cycles. † Journal of Political Economy 91 (February): 39-69. 11. Mankiv, G. , N. (1990), A quick Refresher Course in Macroeconomics, Journal of Economic Literature, Vol. XXVIII, 1645-60. 12. Romer, Christina D. 1999. â€Å"Changes in Business Cycles: Evidence and Explanations. † Journal of Economic Perspectives 13 (spring): 23-44. 13. Romer, Paul M. 1990. â€Å"Endogenous Technological Change. † Journal of Political Economy 1998 (October, Part 2): S71-S102. Paper 3. MATHEMATICAL ECONOMICS Topic 1:The Nature of Mathematical Economics Ingredients of mathematical models.Derivations: Equ ation of a straight line and its forms: Two point, intercept, point slope and slop intercept. Types of functions: constant, polynomial, rational, non-algebraic. Relationships and functions. Indices & their rules. Functions of more than two independent variables. Logarithms & the rules of logarithms. Topic 2:Equilibrium Analysis in Economics A linear partial equilibrium market model. The effect of an excise tax in a competitive market. Non linear market model. General Market Equilibrium. Equilibrium in a linear National Income Model. Topic 3:Linear Models and Matrix AlgebraTheory of matrix multiplication. Laws of matrix operations. Types of matrices: Square, identity, null, idempotent, diagonal, transpose and their properties. Conditions for non singularity of a matrix. Minors and cofactors. Determinant & its properties. Solution of linear equations through Gaussian method, Cramer’s rule and Inverse of a matrix method. Properties of inverse of a matrix. Use of matrix approach in market & national income models. Topic 4:Input-Output Analysis Input-output model, its structure and its derivation. The use of input output model in Economics. Topic 5:DifferentiationRules of differentiation. Differentiation of a function of one variable. Sum-difference, product, quotient, chain, power, inverse, logarithmic & exponential functions Combinations of rules. Higher order derivatives. Economic applications of derivative. Concept of maxima & minima, elasticity and point of inflection. Profit & revenue maximization under perfect competition, under monopoly. Maximizing excise tax revenue in monopolistic competitive market, Minimization of cost etc. Topic 6:Partial & Total Differentiation Partial differentiation & its rules. Higher order & cross partial derivatives (young’s theorem).Total differential & total derivatives. Implicit functions rule of differentiation. Optimizing cubic functions & their economic application. Topic 7:Economic Applications of Partial & T otal Differentiation Comparative static analysis: a linear Partial equilibrium market model, a linear National Income model. Partial elasticities. Production functions Analysis. Maximization & Minimization of unconstrained functions & their economic applications: Profit maximization by a multi-product firm under perfect Competition & monopoly, Price discrimination, Multi-plant monopoly, input decisions etc.Topic 8:Optimization: Constrained & Extrema Free and constrained optimization, extrema of a function of two variables: graphical analysis, Lagrange method. Utility maximization & Cost minimization. Homogenous Production function, Cobb Douglas Production function. Jaccobian determinants. CES Production Function. Translof Function. Topic 9:Linear Programming Ingredients of linear Programming. Graphical approach, simplex method, economic application of linear programming. Concept of primal & dual. Duality theorems. Solving of Primal via dual.Economic interpretation of a dual. Recomme nded Books: 1. Chiang, A. C. , Fundamental Methods of Mathematical Economics, McGraw Hills, (Latest Edition). 2. Baumol W. J. , Economic Dynamics, Macmillan, (Latest edition). 3. Budnick, Frank, Applied Mathematics for Business, Economics and Social Sciences. 4. Dowling E. T. , Mathematics for economists, Schum Series (latest edition). 5. Weber E. Jean, Mathematical Analysis, Business and Economic Applications (Latest Edition) Harper and Row Publishers, New York. Paper 4. STATISTICS FOR ECONOMISTS Topic 1:IntroductionDescriptive and inferential statistics; Variable and constant, population and sample, parameter and statistic; The four basic activities in statistics: Designing a plan for data collection, Exploring the data, Estimating an unknown quantity, Hypothesis testing; Type of measurement scales: Nominal, Ordinal, Interval and Ratio; Types of data: Univariate, Bivariate and Multivariate data, Primary and secondary data, Quantitative data and qualitative data, Time series, Cross -sectional and pooled data; Significant digits and rounding off numbers; Errors: Biased and unbiased.Topic 2:Presentation of Data and Measure of Central Tendency Introduction; Classification; Tabulating numerical data: The frequency distribution, The cumulative frequency distribution, The relative frequency distribution, The percentage frequency distribution; Graphic and diagrammatic representation: Bar chart, Pie chart, Histograms, Frequency curves and Histo-grams; Histograms by Hand: Stem-and-leaf.Measure of central tendency; Introduction; Types of Averages: Mean: Arithmetic mean, Geometric mean, Harmonic mean, Trimmed mean and Winsorized mean; Quintiles: Median, Quartiles, Deciles, Percentiles; The mode; Box plot and detailed box plot; Empirical relation between Mean, Median and Mode; The cumulative distribution function: Finding the percentile ranking for a given number, Finding the percentile for a given percentage; Summary measures and type of data. Topic 3:Measures of Dispers ion, Skewness and KurtosisAbsolute and relative measure of dispersion; Different measures of dispersion: The Range, Quartile deviation, Mean deviation, Variance and standard deviation: Definition and interpretation of variance and standard deviation, Computation of variance and standard deviation, Step deviation method or coding method, Coefficient of variation, Standardized variable, Properties of standard deviation and variance; Skewness: Karl Pearson’s coefficient of skewness, Bowley’s coefficient of skewness; Kurtosis. Topic 4:Probability and Probability DistributionA survey of probability concepts: Classical probability, Empirical concept, Subjective probability; Some rules of probability: Rules of addition, Rules of multiplication; Tree diagrams; Conditional Probability, Bayes Theorem; Counting rules: The multiplication formula, The permutation formula, The combination formula. Discrete probability distribution, Random variables, Discrete random variable, Continu ous random variable; The mean, variance and standard deviation of a probability distribution; Binomial probability distribution, and its computation.Cumulative probability distributions, Properties of Binomial probability distribution. The normal probability distributions: Properties of normal distribution, Applications of the standard normal distribution, Areas under the normal curve, Finding areas under the normal curve; The normal approximation to the binomial; Continuity correction factor. Topic 5:Survey Sampling and Sampling DistributionsSampling the population, Advantages of sampling, Representative samples, Sample design and sample survey, Sampling frame, Probability and non-probability sampling, Sampling with and without replacement, Sampling and non-sampling error, sampling bias; Probability sampling and non-probability sampling methods; Sampling distribution of the mean; The central limit theorem; Sampling distribution of differences between means; Sampling distribution of sample proportion; Sampling distribution of differences between proportions.Topic 6:Estimation and Confidence Intervals Point estimates and confidence intervals; Estimation by confidence interval: Confidence interval estimate of a population mean (Known Variance), Confidence interval estimate of a population mean (Unknown Variance) Confidence interval for differences of means, Confidence interval for differences of means; Confidence interval for population proportion, Confidence interval for differences between proportions; One sided confidence interval; Sample size for estimating population mean.Topic 7:Hypothesis Testing One sample test of hypothesis; One Sample; One tail and two tails tests of significance; Testing for a population mean with a known population standard deviation: Two-tailed test, one-tailed test; P-Value in hypothesis testing; Testing for a population mean: Large sample, Population standard deviation unknown; Testing hypotheses about population proportion when s ample size is large; Type II error. Testing of two Sample Hypothesis: Population means, Population proportions; comparing populations with small samples.Topic 8:Chi Square Applications Introduction; Goodness-of-fit test: Equal expected frequencies; Goodness-of-fit test: Unequal expected frequencies; Limitations of Chi  square; Using the goodness-of-fit test to test for normality; Contingency Table Analysis. Topic 9:Analysis of Variance Introduction, The F distribution; Comparing two population variances; ANOVA assumptions; ANOVA test; Inferences about pairs of treatment means; Two-way analysis of variance. Topic 10:Simple Linear Regression and Correlation AnalysisScatter diagram; Standard methods for obtaining regression line: (i) Inspection, (ii) Semi average, (iii) Least squares principle; Assumptions underlying linear regression; Measures of variation: Standard error of the estimate, Coefficient of determination; Prediction in Regression Analysis; Interpolation verses extrapola tion; Correlation analysis; Scatter diagram; The coefficient of correlation: Properties/characteristic of coefficient of correlation, Correlation and causation; The relationship among the correlation coefficient, the coefficient of determination and the standard error of estimate; Inference about the slope and correlation coefficient; t-test for the slope, F- test for the slope, t-test for correlation coefficient; Estimation of the mean values and predication of individual values; Confidence interval and predication interval estimate; Rank correlation. Topic 11:Multiple Linear Regression and Correlation AnalysisMultiple linear regression model, Interpretation of partial regression coefficients; Estimation of multiple linear regression model with two explanatory variables by using Least squares principle, Matrix approach, Deviation form; Pitfalls and problems in multiple regression: Multicollinearity, Variable selection, Model misspecification; Multiple standard error of estimate; Co efficient of multiple determination (adjusted and unadjusted); Evaluating the regression equation: Using a scatter diagram, Correlation matrix, Global test, Individual variable significance test, Qualitative independent variables; Multiple regressions in terms of linear correlation coefficients; Multiple correlation and partial correlation; Nonlinear regression models; Dealing with nonlinear relationship and unequal variability. Topic 12:Applied Statistics Index Numbers, Un-weighted index numbers; Simple aggregative index; Weighted indexes; Laspeyre’s price index, Paaseche’s price index, Marshal- Edgeworth price index; Fisher’s ideal index; Consumer Price Index (CPI), Producer Price Index (PPI), CPI versus GDP Deflator; Issues in constructing and using index numbers; Application of index numbers to business and economics.An overview of time series analysis; Component Factors of the classical multiplication time series model and their estimation: Secular trend; C yclical variation, Seasonal variation, Irregular variation; Smoothing the annual time series and using it in forecasting: Moving averages, Weighted moving averages, Exponential smoothing; Using trend and seasonal component in forecasting; Time series and forecasting; The multiplicative model, Calculating the seasonal indexes, De-seasonalization the time series, Using deseasonalized time series to identify trend, Seasonal adjustments, Model based on monthly data, Cyclical component; Modeling cyclic behavior using box-Jenkins ARIMA processes; Using regression analysis in forecasting; Qualitative approach to forecasting: Delphi method, Expert judgment, Scenario writing, Intuitive approaches; Choosing an appropriate forecasting model; Some observations on time series analysis. Recommended Text books: 1. Lind, Douglas A. , Marshal, William G. and Mason, Robert D. , Statistical Techniques in Business and Economics (11th edition). Boston: McGraw Hill, 2003. 2.Chaudhry, Sher Mohammad and Ka mal, Shahid, Introduction to Statistical Theory (7th edition). Lahore: Ilmi Kitab Khana, 2002. 3. Siegel, Andrew F. , Practical Business Statistics (5th edition). Boston: McGraw Hill, 2003. 4. Newbold, Paul, Carlson, William L. and Thorne, Betty M, Statistics for Business and Economics (5th edition). New Jersey: Prentice Hall, 2002. 5. Keller, Gerald and Warrack, Brian, Statistics for Management and Economics (5th edition). Boston: Duxbury Thomson Learning, 2000. Additional Readings: 1. Berenson, Mark L. , Levine, David M. and Krehbiel, Timothy C. , Basic Business Statistics: Concepts and Applications (9th edition). New Jersay: Prentice Hall, 2004. 2. Barron, Michael M. Statistics for Economics Accounting and Business Studies (Latest Edition), New York, Prentice Hall. 3. Carlson, William L. and Thorne, Betty, Applied Statistical Methods for Business Economics and Social Sciences (Latest edition). New Jersey: Prentice Hall. 4. Moore, David S. , The Basic Practice of Statistics (2nd e dition). New York: Freeman,2000. Paper 5. ISLAMIC ECONOMICS Note: The instructor concerned may assign additional and latest literature on the subject matter. The references provided at the end of the course are just helping literature. Students must consult additional literature on each topic. Topic 1:Introduction: Islamic Economics i) Nature, and Importance of Islamic Economics.Islamic Economics Versus Economics of Secular Economy and Mixed Economic System. ii) Brief Introduction of Basic Values of Islam; Taqva, Halal and Haram, Justice, Benevolence, Equality, Brotherhood and Cooperation as Determinants of Economic Behaviour and Policies. Topic 2:Major Economic Thoughts: Contribution of Scholars Contribution of some Earlier Muslim Scholars in the Development of Islamic Economics (Imam Abu Yousuf, Imam Abu Ubaid Al Qasim,, Ibn-e-Khaldoon, Imam Ibn-e-Taimiah, Shah Waliullah Dehlvi, Baqar-al-Sadar). Topic 3:Islamic Economic System Silent features of Islamic Economic System; objectives , Economic Freedom, Property and Ownership Rights. The Concept of Equality and Efficiency.The Relative Importance of Capital and Labour. Priority to Basic Needs. Concepts of Ownerships and Implication. Welfare and income Distribution. Comparison of Islamic Economic System with Capitalism and Socialism, with respect to above cited principles / values of Islam. Topic 4:Microeconomics in Islamic Framework The Consumer Behaviour in Islam. Utility, Moderation, optional Consumption Behaviour. Organization of Production and Behavioural Theories of Firms. Objectives and Behaviour of Firm in Islamic Economy. Business Ethics in Production and Marketing. Hoarding and Gains. Market Structure – Monopoly and Competition, Resource Allocation in Islamic Environment and Cartels.Concepts of Fair Trade. Stockists / Wholesales, determination of Prices and Rate of Normal Profit / Meeting of Losses. Price Mechanism and State Role in Regulation of Markets. Topic 5:The Modes of Financing In Islam Mo darba and Musharka Types of Bai. (Bai-Salam, Bai Muajjal, Morabaha. ) Saving and Investment in Islam. Investment of Savings for Gains. Topic 6:Distribution in Islamic Economy Islamic Stress on Circulating of Wealth. Steps against Concentration of Wealth. Social Justice in Islam. Rights of Labour, Distributive Justice Use of Land and Other Natural Resources and their Rewards. Role of State in Distribution of Wealth.Topic 7:Some Basic Macroeconomic Concepts Consumption, saving and Investment Functions in Islamic Environment. Determents of Islamic Consumption Function, Concept to Help others, Welfare and Religious believes. Zakat and Usher. Topic 8:Demand and Supply of Money and Banking Gold Money, Paper Money and Credit Money. Western Justification of interest. Islamic Concept of Riba, its Implications and Alternatives. Functions of Commercial Banks in Islamic Framework. Central Banking and Monetary Policy in Islamic Framework. Central Banking and Monetary Policy in Islam. Inflation V s. Design of Capital Market. Monetary Policy in an Islamic Framework. Topic 9:Zakat, Social Justice and StateMeaning of Zakat, Nisab, Introductory Hints about items of Zakat. Distributive Role of Zakat and Social Justice. Zakat as a tool in Fiscal Policy. Economic Role of Islamic State. Welfare consumption and limits. Revenue and Expenditure Items in Modern Islamic States. Beneficiaries of Zakat. The Tax Policy of Islam. Nature and Scope of Fiscal Policy in Islamic State (Taxation Policy). Expenditure Principles. Burden of Taxes. Topic 10:Economic Planning and Development Concepts and Objectives of Economic Development in Islam. Resources for Development. Nature of Economic Planning in Islam. Topic 11:The Islamisation Process In Pakistan The Islamisation of Banks. Implementation of Zakat / Usher in Pakistan.A brief Survey of Changes in Economic Structure and Conditions Since the Holy Prophet (regarding Transport / communication, Business Forms, Production of Goods, Money and Banking ). Topic 12:New Emerging Issues and Challenges Current Situation and Proposed Changes. Islamic View of International Economic Institutions and Modes of International Cooperation. Islamic View of Globalization. Quality Identification of Goods, Merits and Trade. Fair Prices Vs. Market Price etc. Books Recommended: Basic Texts: 1. Islamic Economics: Theory and Practice, A Comparatice Study, M. A. Mannan, Cambridge, Hodder and Stoughton, 1986 (or latest ed. ) 2. Islamic Economics: Dar A. H & M.. Akram Ilmi Kitab Khana, Lahore (latest ed. 3. Macro Consumption Function in an Islamic Economic Framework, M. Fahim Khan, International Centre for Research In Islamic Economics, King Abdual Aziz Univ, KSA. References: 1. Ahmad, Khurshid, (latest edition), Fiscal Policy and Revenue Allocation in Islam, International Islamic University, Islamabad. 2. Anf A. Q. Mannan M. A. (1995), Developing a System of Financial Instruments IRTI, Islamic Development Bank, Jeddah. 3. Badawi, Imam Abu Abaid Al-Qasi m Muhammad A. Zaki, Kitab ul Amwal: , Zakat and Social Justice, Islamic Council of Europe, London, 1979. 4. Chapra T M. , The Economic System of Islam, University of Karachi, 1991. 5.Chapra, Umer, Monetary Policy in an Islamic Economy, in Money and Banking in Islam, Institute of Policy Studies, Islamabad. 6. Ghazanfar S. M. , (2003), Medieval Islamic Economic Thoughts, Routledge Publishers. 7. Khan M. Fahim, (1995), Human Resource Mobilization Through the Profit, Loss Sharing Based Financial System, IRTI, Islamic Development Bank Jeddah. 8. Khan, Tariq ullah, (1996), Practice and Performance of Mudarba, A case study of Pakistan, IRTI, Islamic Development Bank, Jeddah. 9. Khurshid, Ahmad, Elimination of Riba: Institute of Policy Studies, Islamabad. 10. Mahdi, M. Ahmad, (1995), Islamic Banking Modes for House Building Finance, IRTI, Islamic Development Bank, Jeddah. 11. Mannan M.A, (1996), Financing Development in Islam, IRTI, Islamic Development Bank, Jeddah. 12. Naqvi Syed Nawab Hyd er Ethics and Economics: . Leicester, The Islamic Foundation. 1981. 13. Nomani, Farhad & Rehnuma. , Ali, Islamic Economic Systems: – Zed Books Ltd. , London, 1994. 14. Nuti, D. Haris, (1995), The Economics of Participation, IRTI, Islamic Development Bank, Jeddah. 15. Siddiqui, M. N. , Muslim Economic Thinking, Leicester, The Islamic Foundation. 1985. 16. Tago, Usman, Justice: Introduction to Islamic Finance, (2000), Idara-tul- ma’arif edition. 17. Yusaf , Imam Abu, Kita bur Kharaj, Lahore, Islamic Book Centre, 1979. Paper 6. MAJOR ISSUES IN PAKISTAN ECONOMY Topic 1:Overview of Pakistan EconomyDevelopment Experience, Approaches, Policies and Outcomes. Identification of Issues: The era of 1950’s, 1960’s, 1970’s, 1980’s 1990’s and 2000’s. Structural Change and Sources of Growth. Emergence of Economic Issues, Human Resource Development, Unemployment, Poverty, Income Distribution, Debt, Deficit etc. Growth with limited development i n Pakistan. Topic 2:Development Planning and Resource Mobilization Agricultural Development Policies and Priorities, Major Targets of Develop Plans and Emerging Issues; Neglects and Successes: Mobilization of Domestic Resources; Shortages, Deficits and Role of Foreign Aid. Agricultural Vs. Industrial Development Debate. Agricultural Adequacy.Topic 3:Agriculture and Industrial Development: Emerging Issues Pattern of Agricultural and Industrial Development, Land Reforms and Its Impacts, the Role of Green Revolution and its Impacts: Present Status. Agricultural Price Policy and Income Tax. Sectoral Terms of Trade. Industrial Development Policies and Strategies. Development of Large and Small Industries. Value Added: Manufacturing Goods Vs. Primary Goods Production. Agriculture Vs. Industry: Development Debate. Topic 4:Sectoral Development, Employment Pattern and Unemployment Sectoral Priorities and Development Issues. Human Resource Development and Emerging Issues: Population Growth, L abor Force Participation Rate and Employment Pattern, Unemployment and Underemployment, Forecasting Manpower Needs and Employment. Strategies to combat unemployment.Criteria to Measure Unemployment / Underemployment: Time Criterion, Productivity Criterion and New Index of Unemployment: Application to Pakistan and Empirical Evidences. Good Goverence, Social Action Plan and its Impact. Role of Institution in Development. Social Sectors development Vs. High Retun Sectors: Growth trade off. Topic 5:International Debt and Dependency Concepts of Foreign Aid and Debt. Borrowing Vs. Domestic Reserve Mobilization (failure). Size of Foreign Debt, Debt Saving and its Impacts. Strategies to combat with High Debt: Saving Policy, Foreign Trade Promotion, Cutting non-development Expenditures, Rescheduling and its Impacts.Debt Management in Pakistan and Its Impacts. Debt Modeling and Future Implications. Topic 6:Poverty and Income Distribution Pattern of Income Distribution: Rural and Urban. Defini tions and Approaches to Measure Poverty: Income Approach, Expenditure Approach, Basic Needs Approach, Poverty of Participatory Index (POPI). How to Combat Poverty; Growth Strategy, Basic Needs, Labor Intensive Investment: Education / Training etc. and Social Action Plan (SAP) , its Role and Critical Review, Evasion of Policies / Strategies to Combat Poverty and Improving Income Distribution: Critical Evaluation. Neglect of Human Resource Development. Child Labor. Factors Productivity Issues.Topic 7:Inflation, Foreign Trade Deficit and Emerging Issues Sources of Inflation in Pakistan. Policies to Combat Inflation and their Impacts. Trade Performance, Instability and its Impacts. Policies to Combat Deficit and Trade Instability. WTO and Its Impacts. Reforms and Further Needs. Expected Impacts of WTO and Challenges. Terms of Trade Issues, Market Access and Health Related Rates. Recommended Books: 1. Aslam M. , Perspective on Development Planning In Pakistan, Allied Book Centre, Lahore, 2001-2002. 2. Chaudhary M. Aslam and Ahmad Eatzaz: Globalization, WTO and Trade Liberalization in Pakistan, FerozSons, Lahore (2004). 3.Chaudhary M. Aslam, Human Resource Development and Management in Pakistan, Ferozsons, Lahore (1989). 4. Ishrat Hussain, Pakistan: The Economy at the Gross Roads – Past Policies and Present Imperatives, Oxford Univ. Press, Karachi, 1988. 5. Khan, Shahrukh R. , 50 Years of Pakistan’s Economy – Traditional Topics and Contemporary Concerns. Oxford Univ. Press, Karachi (2000). 6. Mahbool-ul-Haq Centre for Human Development (MHCHD), Poverty Profile of Pakistan, (1989) Oxford University Press. 7. ————– Human Development In South Asia, Annual Report. 8. Saeed, Khawaja Amjad, The Economy of Pakistan, Karachi: Oxford University Press, 2004. 9.Zaidi, Akbar, (1999), Issues in Pakistan Economy, Oxford Univ. , Press, Karachi. 10. World Development Reports, World Bank. (Note:Teacher(s) must assign latest res earch papers pertaining to each topic) M. A. Part II Paper 1. INTERNATIONAL TRADE THEORY AND FINANCE A)International Trade Theory Topic1. Importance and Bases of Trade Why Study International Economics? The Changing World and Interdependence: Basis of Trade, Gains from Trade. Absolute Advantage, Comparative Advantage, Overview of Comparative Advantage and Pattern of Trade. Offer Curves and Free Trade Equilibrium. Disagreements on Free Trade: Overview of Emergency of International Trade Issues.The Elasticity of Exports Demand and Balance of Payment. Substitution and Income Effects, Impacts of Rise in Exports Demand. Topic 2. Growth and Trade International Trade and Shift in Production Function, Immerizing Growth, Output Growth and Terms of Trade (T. O. T) / Deterioration: Uniform Growth at given T. O. T. The Transfer Problem: Marshall Plan and Transfers, Transfer of Resources: Neutral Case. Topic 3. Technology and Factor Endowment Ricardian Trade Model, World Production and Gains. Co mparative Cost and Trade Pattern. National and World Gains from Trade. International Wage differentials and Productivity. Technical Progress and International Gains.WTO and Gains from Technical Progress: Impacts on Prices. Equilibrium Production and Consumption: Non-traded and Tradeables, Costs, Marginal Physical Product and Production Possibilities. Production Possibilities with Diminishing Returns, Increasing Opportunity Cost. Free Trade and Income Distribution, Relative Demand, Supply and Pattern of Trade. Dutch Disease and its application. Topic 4. Factor Endowment and Heckscher – Ohlin Theory Output and Factors Rewards in 2*2 Model. Factor Intensity Comparison. Heckscher- Ohlin (H. O) Model, The Role of Demand, Factor’s Prices and Commodity Prices, Factor Price Equalization, and Factor Intensity Reversal.Newly Industrializing Countries (NIC’s) and Footloose Production Process. NIC’s and H. O Theorem. The Product Cycle, Critical Analysis of Traditiona l Trade Theories. Rypecksy Theorem and its critical review. Topic 5. Markets, Cartels and International Trade Monopoly and Import Competition, Export Opportunities. Product Differentiation and Monopolistic Competition. Dumping / Discrimination and WTO, Competitiveness and Market Share, Gains from Migration. WTO and Factor’s Movements and the Commodity Movement. Multinationals Firms and Foreign Direct Investment, Transfer of Capital, Technology, Skill and other Gains, Transfer of Resources and Transfer Problem. Topic 6. Tariff, Quota and Trade PoliciesTariff and Small Country: Effects of Tariff, Price and Demand for Imports, Welfare impacts. Impacts of Tariff on Government Revenue, T. O. T Production and Welfare. Impact of Tariff on Domestic and World Welfare. The Optimal Tariff. Tariff and Distribution of Income. Brief Introduction of Tariff and WTO Laws, Tariff and Second Best Choice, Subsidies and Quota, Voluntary Quota, Growth with Protection vs. Free Trade Gains and WTO. Managed Trade, Quantitative Restrictions, Voluntary Export Restrictions and Their Impacts. Trade Diversion and Preferential Arrangements. WTO: Injury, Anti-dumping Duties, Tariff and B. O. P Support. Success and Failure of WTO Agenda. B)International Monetary Economics and Finance Topic 7.Foreign Exchange Market and Exchange Rate Determination Foreign Exchange Rates (F. E. R): What it represents? Real, Nominal and Effective Rates. Determinants of Foreign Exchange Rate. Efficient F. E. R Market. Dynamic Theory of Interest and Exchange Rate. The Theory of Spot Exchange Rate Determination. Capital Flow and Speculations. Forward Exchange Market, Interest Arbitrage, Interest Parity Theory, Speculators, Hedgers and Traders, Forward Exchange Rate Policy. Topic 8. Purchasing Power Parity, Exchange Rates and Balance of Payments (B. O. P) Purchasing Power Parity (PPP): Non-Trade Goods, Balance of Payment Effect. Test of Exchange Rate Instability.Impacts of F. E. R. Rate Instability. B. O. P: Income Absorption Approach to B. O. P. Elasticities of Exports and Imports and Impact on B. O. P. The Marshall- Larner Conditions. Monetary Approach to B. O. P. Monetarist Critique to the Keynesian Closed Economy Model. B. O. P. Effects of Stabilization Policies. Empirical Tests of Monetary Approach to the B. O. P. WTO and B. O. P Support. Adjustment with Short-run capital Flow. Methods dealing with undesired Short-run Capital Flow. Topic 9. Open Economy: Monetary and Fiscal Policy Monetary and Fiscal Policies: Internal and External Balance. Monetary and Fiscal Policy with Fixed Exchange Rates.Problems of Small Country: Fixed Exchange Rate, Free Floating Exchange Rate, Managed Exchange Rate and Critical Review of The Fiscal – Monetary Mix Models. Fiscal Policy and Temporary Payment Imbalances. Monetary Policy and Permanent Payments Imbalances, A Random Walk Model of Payment Imbalances. Critical Review of the Modern Theory and Adjustment Mechanism. Topic 10. International Inst itution: Trade, Capital and B. O. P. Introduction of International Institutions, Role and Major Activities of IMF. IMF Credit Facilities. Loan Mechanism, Value of SDRs. The Optimum Quantity of Reserves, Optimum Interest Rate. Euro-Dollar, Dollar Exchange and Impacts. Role of IMF in B. O. P Support and Stabilization. Topic 11.International Movements of Factors and Welfare: Impacts / Issues Facts on International Capital Flow: ASEAN Crisis and Role of International Institution and Criticism. Motive for Capital Movement: Return and Risk Diversification. Why disagreement on International Movement of Labour? Welfare Impacts of Labour Movements. Factors of Production and Price Equalization Issues. Losses of National Sovereignty. Can Developing Countries Compete and Gain from Trade: Terms of Trade due to Demand Pattern and its Impacts. What Counts for wage Differential Between Primary Goods Producer and Value Added Goods Producer, Competitiveness Issue. WTO: GATT and Emergency of WTO. Why necessary to Join WTO?WTO: Expected Impacts on Trade, Liberalization and B. O. P; Special Status of Developing Countries and Net Food Importing Countries. Protections under WTO Rules. Are Free Trade Gains more than Restricted Trade? Gains for whom; how much and how long? Centre-Periphery Theory. WTO Rules: Sanitary, Phytosanitary, Dumping, Anti-Dumping etc Rules and Emerging New Issues and Their Impacts. Topic 12. Major Contemporary International Economic Issues: WTO: GATT and Emergency of WTO. Why necessary to Join WTO? WTO: Major Trade Rules and Their Expected Impacts on Trade, B. O. P Deficit. WTO and Fair Trade / Free Trade. Free Trade will it be?Issue of â€Å"Are Free Trade Gains more than Restricted Trade†? Emerging Regional Trading, Blocks, Special Preference and their Impacts. Issues relating to the Contributions of International Financial Institutions and Their Evaluations. Is there need to Reform International Institutions? Monetary Integration and Their Impacts. T erms of Trade Issue. International Debt Problem, Growth and Competitiveness. Issues of Developing Countries: Level of Development, Competitiveness and Trade Stability: World Income Distribution and Free Trade. Basic Readings: 1. Caves Richard, E. , and Jones Ronald W. , World Trade and Payments: An Introduction, Latest Editions.Little, Brown and Company, Boston, Toronto. 2. Chacholiades, Miltiades, International Trade Theory and Policy (Latest Edition). McGraw Hill Book Company, New York, London. 3. Donomick Sal Vatore B. , International Economics (Latest Edition), Prentice Hall. 4. Grubel Herbert C. , International Economics, (Latest Edition) Richard D. Irwin Inc. , Honewood, Illinois. 5. Peter Holinder & Thomas A. , Pugel. , International Economics. 9th Edition 1996. 6. Sodersten B. and Geoffry Read. , (1994). International Economics, MacMillan Press Ltd. 7. The Global Competitiveness, Report 1999, World Economic Forum, Oxford University Press, Oxford, New York. 8.World Bank. Worl d Development Report, 1986. Oxford University Press. Additional Readings: 1. Baldwin Robert L. and Richardson David J. , (1986). International Trade and Finance, Little Brown and Company, Boston, Toronto. 2. Moran Theodore H. , (1985). Multinational Corporations: The Political Economy of Foreign Direct Investment. Lexington Books. Toronto, Massachusetts. 3. Krugman and Obstfeld, International Economics: Theory and Policy, Addison Willey (1998). Paper 2. ECONOMETRICS: THEORY AND APPLICATIONS Topic 1:Introduction Definition and scope of econometrics, Econometric models vs. Statistical models Ingredients of econometric modelingSpecification, estimation, verification or evaluation and forecasting. Topic 2:The Classical Linear Regression Model (a)The Simple Linear Regression Model (SLRM) Estimation of SLRM by Ordinary Least Squares (OLS) Interpretation of Estimated Coefficients and their Economic Meanings. (b)The Multiple Linear Regression Model (MLRM) Estimation of MLR model by OLS and its assumptions Interpretation of estimated coefficients and their economic meanings, Computation of elasticities and standardized coefficients Using R2 as a measure of ‘Goodness of Fit’ and some roblems with its use. (c)The General Linear Regression Model (GLRM)Estimation of GLRM by OLS through Matrix Approach Var-Cov matrix of estimated coefficients. (d)Evaluating an Estimated Linear Regression Model Testing the significance of individual coefficients. Testing the significance of the model as a whole. Topic : 3 Multicollinearety What is Multicollinearety? Distinction between perfect Multicollinearety and less than perfect Multicollinearety (Multicollinearety problem). Consequences of Multicollinearety problem, methods for detection of Multicollinearety problem. Remedial measures for Multicollinearety problem. Topic: 4 Heteroskedasticity What is Heteroskedasticity and what are its causes?Consequences of Heteroskedasticity for OLS estimation. Methods for detection of He teroskedasticity. Remedial measures for Heteroskedasticity. Topic: 5 Autocorrelation What is Autocorrelation and its Causes? Consequences of Autocorrelation for OLS estimation. Methods for detection of Autocorrelation. Remedial measures for Autocorrelation. Topic 6:Forecasting with a Single Equation Regression Model What is forecasting and what are its various types? Important features of a good forecast. Variance of unconditional forecast error. Variance of conditional forecast error. Measures for evaluating the forecasting power of a model.Topic 7: Errors in Variables, Time as a Variable, Dummy Variables, Grouped Data, Lagged and Distributed-Lag Variables Errors in variables. Time as a variable. Dummy variables. Estimation from grouped data. Exogenous lagged variables. Endogenous lagged variables. Methods of estimation of lagged models. Topic 8: Identification The problems of identification. Implications of the identification state of a model. Formal rules for identification. Iden tifying restrictions. Tests for identifying restrictions. Identification and Multicollinearity. Topic 9:Simultaneous Equations Models Why Simultaneous Equation Models? Various Types of simultaneous equation Models. The identification problem.Checking the identification state of a model or of a particular equation in the model by Order Condition, bogus equation and reduced from approaches. Identification and methods of estimation. Topic 10:Consistent Estimation of Parameters of Simultaneous Equations Models Indirect Least Square Estimation. Two-stage Least Squares Estimation. Instrumental variables method of estimation. Topic 11:Varying Coefficient Models: Causes of Coefficient Variation. Randomly Varying Coefficient Models. Systematically Varying Coefficient Models. Topic 12:Time Series Econometrics ARIMA Models. Comparison of forecasts based on ARIMA and Regression Models. Unit Roots and Co-integration.Dummy Trap and its detection. Suggested Books: 1. Gujrati, D. Basic Econometrics , 3rd Edition, † McGraw Hill, 1993 2. IntrilligatorEconometric Model, Techniques and Applications, N. J. Printice Hall, 1978 . 3. Johnston, J. Econometric Models, McGraw Hill, 1984 4. Koutsoyiannis, A. Theory of Econometrics, McMillan, 1978 5. Maddala, J. S. Econometrics, McGraw Hill, New York, 1978 6. Wonnacot, R. J. Econometrics, John Wiley, New York & Wonnacot, E. 7. Madnani, G. M. KIntroduction to Econometrics Principles and Applications, (Latest Edition) 8.Pindyck &Econometric Models & Economic Forecasts, 3rd RubenfeldEdition, McGraw Hill Inc. 1992. 9. Maddala, J. & Kim Unit Roots, Co-integration and Structural Change, Cambridge University Press, 1998. 10. Griffiths, Judge, The Theory and Practice of Econometrics, John Willey and Sons, Latest edition. Research Articles: 1. Abadir (2002) Notation in Econometrics: a proposal for a standard. Econometric Journal, Vol. 5, issue 1, pages 76-96. 2. Abadir and Jan R. Magnum (1993) OLS Bias in a Nonstationary Autogregression, Eco nometric Theory, Vol. 9, issue 1, pages 81-93. 3. Don Andrews (2003). A Bias-Reduced Log-Periodogram Regression Estimator for the Long Run, Memory Parameter, Econometrica, 71, (2), 675-712. 4.Gunnar, Bardsen, (1999), Economic theory and econometric dynamics in modeling wages and prices in the United Kingdom, Empirical Economics, 24, (3), 483-507. 5. Joshua, Angrist, (2001), Estimation of Limited Dependent Variable Models with Dummy Endogenous Regressors: Simple strategies for Empirical practice. Journal of Business and Economic Statistics, 19, (1), 2-16. 6. Luc, Bauwens, (1994), Estimating End Use Demand: A Bayesian Approach. Journal of Business and Economic Statistics, 12, (2), 221-31. 7. Manuel, Arellano, (1992), Female Labour Supply and On-the –Job Search: An Empirical Model Estimated Using Complementary Data Sets. Review of Economic Studies, 59, (3), 537-59. 8.Stephen, Roy, Bonal, (1991), Some Tests of specification for Panel Data: Monte Carlo Evidence and an Application to Employment Equation. Review of Economic Studies, 58 (2), 277-97. Paper 3. DEVELOPMENT ECONOMICS: THEORY AND POLICY Note: Students are expected to study latest editions of the recommended books. At least two research papers pertaining to each topic must be comprehended. Each topic must be prepared and analyzed critically. Any aspect of the topics may be asked in the examination. The course content provides a guideline. Students must prepare critical review of topics. Part: A Theoretical Foundations and Sector Specific Issues: Topic: 1 Scope and New DevelopmentsDefinitions: Economic Development and Growth, Identification of Development variables. Scope and Significance of Development Economics. Characteristics of LDC’s. Measurement of Economic Development and Growth. Per Capita Income approach, Quality of Life Index / HDI etc. Historical overview of world development and emerging major issues pertaining to Less Developed Countries (LDC’s). Why the whole world is not d eveloped? Topic: 2 Major Theories of Development – Classical and Neo-classical Theories, Adam Smith and Competitive Capitalism, Vicious Circle of Poverty, Stages of Economic Growth, Balanced and Unbalanced Growth, Big Push Theory. Dependency Theory, Structuralist’s View Point.Endogenous Growth Theory: New growth Theory. Income Convergence/ Divergence, New Growth Theory. Market Friendly Approach. Topic: 3 Agriculture and Industry Agriculture vs. Industry: Development Debate. Lewis’ Model of surplus Labor. Rains’ Fei Model and its critical review. Transforming Agriculture, Underemployment problem. Role of Agriculture: Market for Industrial Output, Provision of Input, food, Complementarity, productivity growth. Terms of Trade Issue and Subsidies, etc. and Competitiveness. Land Holdings, Green Revolution and it’s Performance. Need for Industrialization. Industrialization and its financing mechanism. Problem of Sectoral Dualism. Why Green Revolution?The Spread of Green Revolution in Pakistan and its Status / Contributions. Topic: 4 Population, Education and Human Capital Demographic Transition, Human Resources as a source of growth and their contributions. Investment in education and returns. Models of Employment & Unemployment: Time Criterion, Productivity Criterion and New Index etc. , and Employment generation Strategies/Techniques. Part B: International Development Issues and Debates Topic: 5 International Debt, Aid / Assistance Why international borrowing? Two Gap Model, Aid commitments and disbursement. Sources of borrowing. Debt Cycle Theory/Stages. Debt Burden: Debt Servicing, Debt laffer Curve, Debt buy back etc. Latin American Debt Crises, ASEAN Crises, Debt Problem of LDC’s and South Asia, Debt Overhang and threat to growth. Policies to combat debt problem: Forecasting debt and solution for debt burden, saving mobilization/Domestic resource mobilization, Debt rescheduling etc. Debt Modeling and Forecasting Future Implication. Topic: 6 WTO, Liberalization and International Trade Trade vs. Aid. Liberalization of Trade and its impacts/gains etc. , Foreign Exchange Constraints and Balance of Payment deficit. Role of GATT and its Failure. WTO and LDC’s. Trade Instability, Distribution of gains from Trade liberalization. Regional Trade Associations (RTA’s): their role and contributions. Basis for trade and benefits: Gains from Trade: Static and Dynamic Gains.Comparative Advantage, Revealed Comparative Advantage and Competitiveness. Trade as an engine of growth. Product Cycle. Determinants of exports growth. Transfer of Technology: Sources & Need. Technology Centered Development and Appropriate technology issue. Topic: 7 Transnational Corporations (TNC’S), FDI and Development Transnational Corporations (TNC’s): Objectives, Role and Contributions, Long term cost of TNC’s. Transfer of Technology: Ways and Means. Global integrated production system: TNC’s and Globalization, Foreign Direct Investment (FDI) and Its Determinants/Role. Foreign Direct Investment (FDI) and TNC’s. Flow of FDI and its contributions.Topic: 8 Poverty and Income Distribution Definitions and Measurement of Poverty/Poverty Line. Poverty concepts/definitions. Absolute Poverty, Relative Poverty, Income approach, Expenditure approach, Basic needs approach, Poverty of Opportunities Index (POPI) and Calorie-based approach etc. Poverty Indicators. Poverty by socio-economic groups. Sources, impacts and policies to combat poverty. Strategies and tools to combat poverty. Growth and Income Inequality in the world. Empirical evidences on poverty. Redistribution with growth. How to combat income inequality. Basic Needs, Social Action Programs and Poverty alleviation. Topic: 9 Environment and DevelopmentModel of Environment and Economic Activity. Market Based Approach and Externalities. Deforestation and Renewable Resources, Measuring environment values. Deforestation and Macroeconomic Environment. Industrialization and its environmental cost, Use of Pesticides and Environmental Impacts. Natural resources degradation. Cost of Pollutions/Environmental degradation. International awareness about environment, production and need for Reforms. Economic thoughts and Environment. International Agencies: Environmental concerns and programs. Urbanization and environmental issues. Sustained development, Ecology and economic progress. Topic: 10 Growth ModelsHarrod-Domer Model, Technical Change and growth Model, Kaldor’s Model of Distribution, Joan Robinson’s Model of capital accumulation, Model of Steady State Growth. Saving-Investment and Golden Rules. Recommended Books: 1. Balasubramanyam V. and Lall, S. (1992, eds), Current Issues in Development Economics. McMillan , London. 2. Chaudhary M. Aslam and Hamid, A. , (1999). Human Resource Development and Management in Pakistan. Ferozsons, Lahore. 3. Chenery H. B. and Srinivasen. Hand Book of Develo pment Economics,* vol. I & II, Amsterdam (1988, eds. ). North Holland. 4. Cypher J. M. and Dietz James L. , (2004), The Process of Economic Development, Routledge.Tayl or Francis Group, London/New York. 5. Ghatak Subarta, (2003), Introduction to Development Economics, Routledge, Taylor and Francis Group, London/New York. 6. Herrick B. and Kindleberger C. , (latest eds. ). Economic Development. McMillan, New York. 7. Hirshman A. O. , (1960). Strategy of Economic Development, Yale University, Press. 8. Jones H. G. , An Introduction to Modern Theories of Economic Growth, (Latest Edition), McGraw Hills. 9. Mahboob-ul-Haq Center for Human Development (MHCHD). Human Development in South Asia, Annual Reports, Islamabad. 10. ————- (1999), A Profile of Poverty In Pakistan, (In Collaboration with UNDP). 11. Meier Gerald M. Leading Issues in Economic Development, (Latest Issue), Oxford University Press. 12. Thirlwall, A. P. , (2003), Growth and Development, With Spe cial Reference to Developing Economies 7th edition, Palgrave Publisher. 13. Todaro M. P. , Economic Development in the third World. Latest Edition, Heinemann, London. 14. UNDP, Human Development Reports , Annual Reports. 15. Van Den Berg H. , (2001), Economic Growth and Development,* McGraw Hills. 16. William, Easterly, Growth without Development, A Case Study of Pakistan, World Bank. 17. World Bank, World Development Reports, Annual reports, 1986, 1987, 1990, 1991, 1992, 1994, 1995, 1998/99, 2000/2001 and 2004. 18. Yotopolous Pan A. and Nugent Jeffery B. Economics of Development, Empirical Investigation (Latest Issue). Harper and Row Publishers, London/New York. Paper 4: RESEARCH METHODOLOGY Importance of Research Methodologies. Research techniques in social sciences and their limitations. Theory and basis of research. Empirical and theoretical research. Stages of research process. Identification of problem/issue, data, theory and estimation and related problems. Thinking, Field Re search Designs; the process of field research, Exploratory Research, Casual Inference. Methods of communication in survey. Vision survey and communication techniques. Art of asking questions and getting quality information.Preparation of Research Proposal Questionnaire, Sample Design; the Nature of Sampling, Measurement and Scaling; Measurement, Measurement Scales, the Characteristics of Sound Measurement, the Development of Measurement Tools, Scaling, the Nature of Scaling, Response Methods, Scale Construction. Data Collection Methods, Survey Instruments and Field Procedures; Survey Instrument Designs, the Survey Situations, the Instrument Development Process, Questionnaire Development, Field Procedures, Personal Interviewing, Telephone Interviewing, Interviewing by mail, observations. Data collection, Observation, Experimentation and Simulations; Experimentation and Simulation.Choice of Research Technique, Experimental Research Design, Simulation, Observation, Observation Designs. Use of Secondary Data; the Nature of Secondary Data Sources, the Use of Secondary Data, Types of Secondary Data Sources, Statistical Sources, Data Research Procedures, Evaluating Secondary Data. Vision Survey: Interpretation of Replies. Data Presentation and Analysis: Elements of Analysis, Data Preparation, Special Data Problem, Tabulation, Data Presentation, and Data Analysis. Report Writing; the Questions and analysis of Research Proposal. Organization of Research Paper. How to format and Write country Research Report. Executive summary and abstract of a report.Conclusion and its basis. Evaluation of Research Work. The Research Report, Research Report Format, Writing and editing of research Report. Recommended Books: 1. Birchenhall C. and Grout P. , (latest edition), Mathematics for Modern Economics, Herifaq Publishers, New Delhi. 2. Holt, Rinehart and Winston, Holt-Sounders Japan Ltd. Tokyo (Latest edition). 3. Johnson, Glenew Research Methodology for Economists: Philosophy and Practice, McMillan Publishing Co. (Latest edition). 4. Kidder Louise H. , Research Methods in Social Relations. 5. Lambert, P. , (1985) Advanced Mathematics for Economists. Static and Dynamic Optimization, Basil Black Well. 6. Neuman W.Lawrence, (1997) Social Research Methods, Qualitative and Quantitative Approaches, Allyn and Bacon; Boston. 7. Sckaran Business Research Methods 8. Uma, Sekarn, (1992), Research Methods for Business. A Skill Building Approach, John Willey & Sons, Inc. 9. Young Pauline V. , (latest edition), Scientific Social Survey and Research, Prentice Hall Inc. 10. Zikmund William, G. , (1994), Business Research Methods, The drydem Press. OPTIONAL PAPERS Paper 5. 1: ADVANCED MATHEMATICAL ECONOMICS Topic 1:Complex Number and Circular Functions Imaginary and Complex Numbers. Complex Roots. Circular Functions. Properties of Sine & Cosine functions. Eular Relations.Alternative Representation of Complex Numbers. Topic 2:Integral Calculus Dynamics and Integration. The Na ture of Indefinite Integrals, Basic Rules of Integrations & Rules of Operation. The Substitution Rule and the Rule of Integration by Parts. Definite Integrals. Major Properties of Definite Integral. A Definite Integral as an Area Under a Curve. Improper Integrals. Economic Applications of Integrals – Finding Total Functions from Marginal Functions, Investment & Capital Formation, Present Value of Cash Flow. Present Value of a Perpetual Flow, Domar Growth Model. Topic 3:Differential Equations: Continuous Time: First Order Linear Differential EquationsMeaning and Definition; Homogenous & non-Homogenous Cases. Solution of First Order Linear Differential Equation with Constant Coefficient & Constant Term and its Verification. Economic Application: Dynamics of Market Price. Solution and its Verification of First Order Differential Equation with Variable Coefficient and Variable Term. Exact Differential Equation, its Solution and Verification. Non-linear Differential Equations of t he First Order and First Degree. Bernoulli Equation, Separable Variables. The Qualitative Graphic Approach. Concept of Phase Diagram, types of Time Paths and their Dynamic Stability. Economic Application: Solow Growth Model.Topic: 4 Differential Equations: Higher Order Differential Equations Solution and Verification of Second order Linear Differential Equations with Constant Coefficient and Constant term-Distinct Real Roots, Repeated Real Roots and Complex Root Cases. Dynamic Stability of Equilibrium. Economic Applications. A Market Model with Price Expectations. The Interaction of Inflation and Unemployment. Solution of Higher order Differential Equations with Constant Coefficient and Constant Term. Convergence and the Routh Theorem. Topic 5:Difference Equations; Discrete Time: First Order Difference Equations Solution and its Verification of First Order Difference Equations. The Dynamic Stability of Equilibrium.Economic Applications – The Cobweb Model, A Market Model with Inventory. Nonlinear Difference Equations – The Qualitative-Graphic Approach. Phase Diagrams Types of Time Path. A Market with a Price Ceiling. Topic: 6 Higher Order Difference Equations Solution and Verification of Second-Order Linear Difference Equations with Constant Coefficients and Constant Term-Distinct Real Roots, Repeated Real Roots and Complex Roots cases. The Convergence of the Time Path. Economic Applications, Samuelson Multiplier-Acceleration Interaction Model. Inflation and Unemployment in Discrete Time. Higher Order Linear Difference Equations and their Solutions. Convergence and Schur Theorem Again.The Solution of Simultaneous Differential Equations. Topic 7:Non-Linear Programming The Nature of Non Linear Programming Non-Linearities in Economics. Kuhn Tucker Condition. Interpretation of Kuhn Tucker Condition. Kuhn Tucker Sufficiency Theorem: Concave Programming. Arrow Enthoven Sufficiency Theorem: Quasiconcave Programming. Economic Application-Utility Maximizat ion, Least Cost Combination. Solving a Nonlinear Program via the Kuhn-Tucker Conditions. Recommended Books: 1. Chiang A. C. Fundamental Methods of Mathematical Economics McGraw Hill (3rd Edition) 1984. 2. Dowling Edward T. Mathematics for Economics Schaum Series, 1981. 3. Glass Colin J.An introduction to Mathematical Methods in Economics McGraw Hill. 4. Haung David, S. , Introduction to the set of Mathematics in Economic Analysis Graphical Approach, Simplex Method, Economic Application of linear Programming N-Y John Wiley and Sons, latest edition. 5. Hoy M. , Livermois J, Rees R, Stengos T. , Mathematic for Economics, 1996. Addison0Wesley Publishers limited. 6. Weber E. Jean, Mathematical Analysis, Business and Economic Application (latest edition), Harper and Row Publishers, New York. 7. Yamene, Taro, Mathematics for Economists, Prentice Hall, latest edition. Additional Readings: 1. Allen R. G. D. , Mathematical Economics, London, Macmillan English Language Book Society. 2.Edey & P eacock, National Income and Social Accounting London, Hutxchinson University Library, 3rd Edition. Paper 5. 2: APPLIED ECONOMICS AND COMPUTER APPLICATION Topic 1:Introduction to Windows 2000 and Ms-Word Operating System, Performance Management, Desktop Management, Printer Management, Internet Explorer, E-mail. MS-Word, using Advanced Formatting Features, Sharing data with Word, Word Macros, Composing Models and Mathematical Equations. Topic 2:PowerPoint and MS-Access (XP) Database Concepts, File Linkages, Data Retrieval, Data Editing / Updating. Data Transferring. Topic 3:SPSS and E-View Menu, Tool Bars, File Linkages, Dialog Boxes. Data Analysis, Analysis of Variance.Simple and Multiple Regression Analysis, Formatting Reports, Creation and Modification of Chart, Line Area and Pie Chart. Output Navigator Printing, Data Editor Printing, Command Syntax Printing. Use of E-view for Model Estimation. Topic 4:Estimation of Production Function Use of Computer, SPSS, E-View to Estimate Prod uction Functions. Cob-Douglas Production Function, Constant Elasticity Production Function etc. Topic 5:Computer Applications: Demand – Supply & Equilibrium Estimation of Demand and Supply using E