Christian Symbolism in the Old Man and the Sea

Christian Symbolism in The Old Man and the Sea Christian symbolism, especially images that refer to the crucifixion of Christ, is present throughout The Old Man and the Sea. Hemingway’s novel can be construed as an allusion to the Bible and the struggles of Jesus. Told simply and sparely, the contest between the old Cuban fisherman Santiago and a giant marlin is often seen as emblematic of human endurance and bravery against nearly overwhelming odds. A man can be destroyed but not defeated', Hemingway maintained. Santiago's story mirrors Christ's insofar as both men suffer greatly and it is, primarily, through the use of crucifixion imagery that Hemingway creates a symbolic parallel between Santiago and Christ, an analogy that elevates Santiago's trials. Hemingway seems to include small, yet noticeable details that allow the reader to relate the novel with the Gospel’s. â€Å"In the first forty days a boy had been with him.But after forty days without a fish the boyâ⠂¬â„¢s parents told him that the old man was now definitely and finally salao, which is the worst form of unlucky† (Hemingway 5). To the religious layman, the latter may represent nothing special; however, for those looking for representations of the Bible, this is viewed as the first example in The Old Man and the Sea. Along with the reference of a fish, which the novel is largely centered on, as an ancient Christian symbol, the number forty holds special meaning in holy writings.Such examples of the number forty in reference to religion includes, the Great Flood of the Old Testament which lasted forty days, forty days is also â€Å"the length of time it took Christ to subdue Satan in the desert†, â€Å"fasting and repentance in preparation for Easter† lasts forty days for Christians (â€Å"Lent†). One can easily relate these examples to what occurs in the story. Santiago remains in the sea for forty days once with the boy and again without him, just as N oah did. Christians fast just as Jesus did for forty days which is meant to represent the forty days Santiago has gone without catching a fish since the boy left him.Other numbers that Hemingway uses that are significant in the New and Old Testament are three and seven. â€Å"The Old Man’s trial with the great fish lasts exactly three days; the fish is landed on the seventh attempt; [and] seven sharks are killed†. All throughout the book the old man wishes for salt, a staple seasoning in the human diet. He is a fisherman, similar to Christ's disciples. Hemingway says that Santiago is not a religious man, but he seems to have some faith as shown by his offers to say his â€Å"Hail Marys† and praises if he catches the marlin.He also promises to make a pilgrimage to the Virgin De Cobre if he catches the fish. Pictures of both the Virgin De Cobre and the Scared Heart of Jesus are the only adornments in Santiago’s shack. The pictures were the relics of the lat e wife of Santiago. During the old man’s battle with the marlin, his palms are cut by his fishing cable. Santiago comments on this. â€Å"You’re feeling it now, fish†¦. And so, God knows, am I. † When his hand cramps, he starts to worry about the possibility of sharks and his suffering is evident.Given Santiago’s suffering and willingness to sacrifice his life, the wounds are suggestive of Christ’s stigmata, and Hemingway goes on to portray the old man as a Christ-like martyr. This image of his bleeding hand, in conjunction with his suffering at sea, recalls the image of the hand of Jesus Christ bloodied by the nails used to crucify him. As soon as the sharks arrive, Santiago makes a noise one would make â€Å"feeling the nail go through his hands and into the wood. † And the old man’s struggle up the hill to his village with his mast across his shoulders is evocative of Christ’s march toward Calvary.Santiago’s mast , and the cross carried by Jesus are strangely similar in appearance and seem to be synonymous for most critics of the novel: â€Å"[Santiago] started to climb again and at the top he fell and lay for some time with the mast across his shoulders†(90). Santiago would fall four more times before reaching his home; an eerie similarity to the struggle Jesus went through while carrying his cross to Golgotha, the place of the skull. Even after his three days of brutal fishing the old man dutifully carries his mast on his back, Christ-like, before reaching his shack and falling into a deep sleep.One of the final correlations, of Christ’s crucifixion with Santiago is the position Santiago takes in his bed once returning from his quest on the sea: â€Å"[Santiago] slept face down on the newspapers with his arms out straight and the palms of his hands up† (91). One can see a similarity between Santiago’s body position in bed and that of Jesus’ on the cross. When the boy walked into Santiago’s shack the next day, â€Å"he saw the old man’s hands and started to cry† (91). This situation corresponds to how the women and Apostles wept when they saw the holes in Jesus’ hands after he had risen from the tomb.Crucifixion imagery is the most noticeable way in which Hemingway creates the symbolic parallel between Santiago and Christ. Hemingway employs these images in order to link Santiago to Christ, who exemplified transcendence by turning loss into gain, defeat into triumph, and even death into life. In order to suggest the profundity of the old man’s sacrifice and the glory that derives from it, Hemingway purposefully likens Santiago to Christ, who, according to Christian theology, gave his life for the greater glory of humankind.

Philosophy of Raja Yoga Essay

For many in the West, yoga is simply just a part of your workout plan, a means of strengthening the body, curing body ailments, and improving flexibility. As we review the philosophy of yoga we’ll find that it is â€Å"much more than a system of physical exercise for health, Yoga is . . . an ancient path to spiritual growth. † (Raphael) The word yoga is related to the English word yoke. A yoke is a wooden plank custom fitted on cattle to help them pull the load. The same way the yoke is unifying the cattle to the beam, yoga is the union of body, mind and spirit. (Chopra ix) We first find traces of yoga in ancient texts dating back to 500 B.  C where they speak of uniting â€Å"the light within you with the light of Brahman†. There are four main forms of yoga Gyan, Bhakti, Karma, and Raja, all which we have covered in class, but I will only go into detail about Raja yoga. It wasn’t until the work of Maharishi Patanjali in his Yoga Sutras that we come to see the main philosophy of Raja yoga as it stands now. (Chopra 23) Legend has it that Patanjali’s mother, Gonnika, was praying to Lord Vishnu and that he was so moved by her devotion that Vishnu asked the cosmic serpent, Ananta, to prepare for human incarnation. A speck of Ananta’s cosmic seed fell into Gonnika’s hand, she nurtured this cosmic seed, which then soon developed into a baby boy. Quite similar to the Christian story of the Virgin Mary and the birth of Jesus, Gonnika named her child Patanjali from the root word pat meaning â€Å"descended from heaven† and Anjali the word for praying posture. Patanjali set up a system of eight branches of Raja each meant to get you closer to unification with Brahman, they are: Yama, Niyama, Asana, Pranayama, Pratyahara, Dharana, Dhyana and Samadhi. (Chapra 47) I will briefly discuss all eight branches and how it compares to some catholic beliefs. The first branch of yoga, Yama, deals with how you interact with others. These social rules include practicing nonviolence, speaking truthfully, exercising proper sexual control, and being generous. Like Christianity and all other religious traditions they encourage people to live ethical lives. The essence of Yama is to achieve, in Sanskrit, ahimsa. Mahatma Ghandi advocated this principle during the independence movement in India. Ahimsa means your whole body is in peace, your thoughts are nonviolent, and your actions are nonviolent. Ghandi was quoted on saying, â€Å" If you express your love in such a manner that impresses itself indelibly pon your so called enemy, he must return that love†¦and that requires far greater courage than delivering of blows. † (Chapra 33) The second branch, Niyama, are the rules of personal behavior. How does one live when no one is watching? What choices do you make when you’re the only witness? Niyama yoga encourages a surrender to the divine, discipline, purity and contentment. Asana is the main branch of yoga that has grown in popularity in the western world. It is the third branch of yoga and it deals with physical flexibility and tone. At the deepest level of asana you will achieve full mind-body integration. The different postures offer great benefits in balance, and strength, and when preformed continuously it can also be a great aerobic exercise, but if not done properly it may cause serious damage. Pranyama is the fourth branch of yoga, which is similar to the Christian belief of the Holy Spirit. Prana means life force. Like the Holy Spirit, prana is the deciding factor between a living being and a cadaver. It is your soul. Modern day meditation derives from the fifth branch of yoga, Pratyahara. This is the process of ignoring the senses from the outer world and recognizing those in your inner world. The concept is similar to when you stay away from food for a while; usually your next meal is going to taste better than normal. When you withdraw from your senses you are able to experience them again with more vibrancy. Monks walking on hot coals seeming to feel nothing are practicing pratyahara. Dharana, the sixth branch, is the mastery of attention. This has grown in popularity by modern day quantum physics and in the book â€Å"The Secret† which tries to prove the law of attraction. Once you activate your attention on something, your intentions have a powerful magnetic influence to attract those same thoughts. Basically, if you set your mind to it you can achieve it. Very similar to Dharana, Dhyana, the seventh branch of yoga, is achieving complete awareness. You develop this skill in meditation, something I believe everyone should practice no matter your religious affiliation. Meditation teaches you to stay centered and awake to all possibilities, in order to be able to choose the best course of action for any obstacle. (Chapra 47) The eighth and final branch of yoga is called Samadhi. This is the belief that we are forever infinite, that although our bodies are temporarily on this planet our spirit is forever flowing in the cosmic world. Samadhi’s main goal is to know yourself as a spiritual being disguised as a human being. These teachings clash heavily with western philosophy of the afterlife. Christians believe that if we live good moral, ethical lives then we will be granted permission into the gates of heaven and therefore be in eternal peace. This belief, in my opinion, has been misinterpreted causing a materialistic movement. We tend to believe that since we are only here on this earth once, that we are forced to make as much money as possible and to have as many things as we can while it lasts. It has also led to carelessness in our environment. When western civilization begins to realize that the earth is in fact a living organism and we share the same breath of air with everyone, then we can begin to treat the Earth as our Mother Nature not just a temporary medium to the afterlife. Raised into a Roman Catholic family I still hold all the same values and beliefs I grew up with. But I believe no one religion is right, and it is naive to think that Christianity is the only way of life. Christianity, being one of the youngest religions, was derived from many beliefs of many different religions. Similarities are everywhere, but over time, power, greed and many other factors have changed the customs and traditions to their favor. I no longer see myself as Catholic, but I am still highly spiritual. I took this course hoping to find some answers and I’ve come to the realization that I don’t have to be a devout follower of any particular religion. I can take bits and pieces from various teachings to establish my own beliefs in a way that’s going to help me live a morally righteous life. Namaste.

Best Way to Promote Your Business on Social Media

Best Way to Promote Your Business on Social Media Social media marketing is an intense route for businesses of all sizes to achieve prospects and clients. Your clients are now communicating with brands through social media, and in case you’re not talking straightforwardly to your audience through social platforms like Facebook, Twitter, Instagram, and Pinterest, you’re passing up a major opportunity! Awesome marketing on social media can convey amazing accomplishment to your business, making committed brand advocates and notwithstanding driving leads and deals. What Is Social Media Marketing? Social media marketing, or SMM, is a type of internet marketing that includes making and sharing content on social media networks keeping in mind the end goal to accomplish your marketing and branding objectives. Social media marketing incorporates exercises like posting text and picture updates, recordings, and other content that drives audience engagement, and also paid social media publicizing. With these tips, you can start building up your own particular social media marketing master plan. Begin With a Plan Before you start making social media marketing efforts, think about your business objectives. Beginning a social media marketing effort without a social strategy as a primary concern resembles meandering around a woods without a guide—you may have a fabulous time, however you’ll likely get lost. Here are a few things to ask when characterizing your social media marketing objectives: What are you wanting to accomplish through social media marketing? Who is your target audience? Where might your target audience hang out and how might they utilize social media? What message would you like to send to your audience with social media marketing? Your business compose should illuminate and drive your social media marketing strategy. For instance, an internet business or travel business, being profoundly visual, can get a great deal of significant worth from a solid nearness on Instagram or Pinterest. A business-to-business or marketing organization may discover more use in Twitter or Linkedin. How Social Media Marketing Can Help You Meet Your Marketing Goals Social media marketing can help with various objectives, for example, Expanding site movement Building conversions Raising brand mindfulness Making a brand character and positive brand association Enhancing correspondence and cooperation with key audiences The greater and more drew in your audience is on social media networks, the less demanding it will be for you to accomplish each other marketing objective on your rundown! Best Social Media Marketing Tips Prepared to begin with marketing on social media? Here are a couple of social media marketing tips to commence your social media crusades. Social Media Content Planning — As talked about already, constructing a social media marketing plan is basic. Consider catchphrase examine and focused research to enable conceptualize to content thoughts that will intrigue your target audience. What actions are different businesses in your industry taking to drive engagement on social media? An awesome Facebook promotion ought to be reliable with your entire brand picture A Consistent Brand Image — Using social media for marketing empowers your business to extend your brand picture over a wide range of social media platforms. While every stage has its own particular unique condition and voice, your business center character, regardless of whether it’s well disposed, fun, or reliable, should remain steady. Social Media for Content Promotion — Social media marketing is an ideal channel for sharing your best webpage and blog content with perusers. When you construct a dedicated after on social media, you’ll have the capacity to post all your new content and ensure your perusers can discover new stuff immediately. In addition, extraordinary blog content will enable you to manufacture more supporters. It’s an amazing way that content marketing and social media marketing advantage each other. Sharing Curated Links — While utilizing social media for marketing is an extraordinary method to use your own particular unique, unique content to pick up adherents, fans, and fans, it’s likewise a chance to connection to outside articles too. On the off chance that different sources give awesome, profitable data you figure your target audience will appreciate, don’t be timid about connecting to them. Curating and connecting to outside sources enhances trust and unwavering quality, and you may even receive a few connections consequently. Following Competitors — It’s constantly vital to watch out for contenders—they can give important information to watchword explore and other social media marketing knowledge. On the off chance that your rivals are utilizing a specific social media marketing channel or procedure that is by all accounts working for them, considering doing likewise, however improve! Estimating Success with Analytics — You can’t decide the accomplishment of your social media marketing systems without following information. Google Analytics can be utilized as an awesome social media marketing tool that will enable you to gauge your best social media marketing procedures, and figure out which methodologies are in an ideal situation surrendered. Join following labels to your social media marketing efforts so you can legitimately screen them. What’s more, make sure to utilize the investigation inside every social stage for much more knowledge into which of your social content is performing best with your audience. Instructions to Choose the Best Social Media Platforms for Marketing Here’s a short review about how to utilize social media for marketing as per every stage’s unique user base and condition. Distinctive social media marketing destinations require diverse methodologies, so build up a unique strategy custom-made for every stage. Utilizing Google+ for Social Media Marketing Google+ entered the scene as a Facebook contender, yet it now serves a more specialty audience. It won’t work for everyone, except a few groups are extremely dynamic on Google+. On Google+ you can transfer and offer photographs, recordings, connections, and view all your +1s. Additionally exploit Google+ circles, which enable you to portion your supporters into littler gatherings, empowering you to impart data to a few adherents while notwithstanding others. For instance, you may have a go at making a â€Å"super-fan† circle, and offer uncommon rebates and selective offers just with that gathering. Utilizing Pinterest for Social Media Marketing Pinterest is one of the quickest developing social media marketing patterns. Pinterest’s picture focused stage is perfect for retail, yet anybody can profit by utilizing Pinterest for social media purposes or deals driving advertisements. Pinterest enables businesses to exhibit their item offerings while additionally creating brand identity with eye-getting, unique pinboards. When building up your Pinterest strategy, recollect that the social system’s essential audience is female. In the event that that is your statistic, you require a nearness on Pinterest! Utilizing Twitter for Social media marketing for fakers Twitter is the social media marketing tool that gives you a chance to communicate your updates over the web. Take after tweeters in your industry or related fields, and you should pick up a constant flow of supporters consequently. Stir up your official tweets about specials, rebates, and news with fun, brand-building tweets . Make certain to retweet when a client has something pleasant to say in regards to you, and bear in mind to answer individuals inquiries when conceivable. Utilizing Twitter as a social media marketing tool rotates around exchange and correspondence, so make sure to communicate however much as could be expected to support and construct your following. Utilizing LinkedIn for Social Media Marketing LinkedIn is one of the more expert social media marketing destinations. LinkedIn Groups is an awesome setting for going into an expert discourse with individuals in comparable businesses and furnishes a place to impart content to similarly invested people. It’s additionally incredible for posting occupations and general worker organizing. YouTube for social mediaUsing YouTube for Social Media Marketing YouTube is the main place for making and sharing video content, and it can likewise be an amazingly effective social media marketing tool. Numerous businesses attempt to make video content with the point of having their video â€Å"become a web sensation†, yet in all actuality those odds are entirely thin. Rather, concentrate on making valuable, educational â€Å"how-to† recordings. These how-to recordings additionally have the additional advantage of positioning on the video indexed lists of Google, so don’t under-assess the energy of video content! Utilizing Reddit for Social Media Marketing Reddit, or comparable social media platforms, for example, Stumble Upon or Digg, are perfect for sharing convincing content. With more than 2 billion online visits a month, Reddit has mind blowing social media marketing potential, however advertisers ought to be cautioned that lone genuinely unique, fascinating content will be invited. Posting on Reddit is behaving recklessly—submit spammy or clearly deals centered content and your business could get upbraided by this to a great degree well informed group.

Executive Leadership Research Proposal Example | Topics and Well Written Essays - 2500 words

Executive Leadership - Research Proposal Example 2014). The program aims to assist the organization in identifying potential leaders and build their capacity with essential skills to achieve the present and future leadership requirements. Leadership training programs are essential for the organization because they enables the management to evaluate the efficiency of their operations, increase competency, empower employees and satisfy the organizations’ current and future leadership requirements (Morse et al., 2007). In addition, it enables the organization to achieve improved value for products and service due to improved efficiency, reduced cost of operations and improved satisfaction of the stakeholders. Developing and retaining competent leaders in an organization are one of the most challenges organizations are facing today (Wart, 2012). The leadership development programs should have the capacity to satisfy current and future needs of the organization leadership (Cleveland, 1985). Despite the importance of leadership development in creating value for the organization, most managers consider building leadership talent as the most challenging practice. Organizations continue to face challenges of getting suitable candidates to fill the top leadership positions despite the rising unemployment in the labor market (Barnard, 1968). Successful leadership development requires the managers to recognize the organization plans, and the necessary leadership approaches appropriate for executing that plans (Wart, 2012). The managers should start by reviewing the organization best strategies in order to recognize the leadership needs as well as the qualities appropriate for the required leadership in those particular areas (Drucker, 2009). The best practices to be reviewed include formal development programs, and feedback/ multi-source rating of performance, executive coaching, job assignments, mentoring, reflection, action learning, and outdoor challenges (Velsor et al.,

How have archaeologists' attempts to interpret sex and gender Essay

How have archaeologists' attempts to interpret sex and gender relations in the past changed over the last thirty years - Essay Example vii). However, this is the core problem with the way in which cultures have been framed through Western belief systems, thus making assumptions about the way that sex and gender are considered within those societies subject to modern standards of understanding. It is important to re-examine the nature of social structures that have been determined through biased assumptions in order to better construct a picture of an ancient societies. Studying Gender through Archaeological Inquiry In studying gender, Gilchrist states (1999, p. x), â€Å"gender is revealed as a metaphor for relations between men and women: gender is an expression of social practice and beliefs about sexual difference†. The nature of defining social structures through gender relations provides for a depth of context that is not often discovered in archaeological pursuit. The nature of interrelationships between men and women is such that it defines family, political structures, social class structures, and all aspects of society that must be framed to understand how a culture lived. Gosden (1999, p. 135) points out that in the continual creation of gender as it exists within society, the nature of people can be seen for their ’composite’ as it is a creation of sets of relationships that define social roles and identities. In studying gender, a central part of that concept can become understood. Joyce (2000, p. 177) states that â€Å"Gender and power are completely intertwined because the social control of individual experience of the body is the most intimate level of discipline practiced by authorities†. In defining the roles that exist within the genders, it is clear that these roles are defined differently depending on location. Settings define the nature of a gender role, whether it be within a public sphere or in a private sphere (Joyce 2000, p. 182). In creating a discussion of gender, the relationships as they are defined by location creates a textually deeper understanding of how a culture interacted. In putting the domestic roles in context with the public roles, a defined space begins to emerge in which male and female participation in cultural life is spatially recognizable. The nature of social order and discipline becomes defined for the way in which it is practiced within relationships of importance, many of which are specified as roles of gender. Studying gender through feminist referencing in archaeology did not being until the 1980s, and more specifically with the first published paper was in 1984 through Conkey and Spector, with the first real collection of essays published in 1991 in reference to a conference that took place in 1988. This collection was published by Conkey and Gero and is titled Engendering archaeology: Women and prehistory. In the process of trying to spark interest in the topic, Conkey and Gero set up a series of projects associated with gender to create paths of inquiry and to frame feminism within the arc haeological discipline (Wylie 1992, p. 15). There are two primary trends in the study of gender through archaeological approach. The first is to use written records as a comparison against archaeological finds. The primary problem with this, of course, is that not all civilizations have

Critical perspectives Essay Example | Topics and Well Written Essays - 2500 words

Critical perspectives - Essay Example Thus, conjuring perspectives in social and economic programs have continuously battled through time. In this regard, we see that many aspects of economic, political, social, and cultural motivations underpin the processes of the society’s development. Changing political and social approaches is thus fundamental to forming new economic platforms and social goals. In Freefall (2010), Stiglitz re-establishes the ‘government-intervention’ approach (see Keynes 1926) to market economy by criticizing the current malfunctions of economic trend present in America and subsequently in most parts of the world. In his book, Stiglitz (2010) was able to illustrate the risks and failures that the ‘free-market economy’ (Smith 1776) encounters. Stiglitz (2010) enumerated the downfall of many aspects of social welfare, particularly the conditions of inequalities, by referring to many examples of the imbalances of power in the economic and political realms of the society . Freefall (2010) uncovers the allegedly ill-founded traditions of economic practices in America and other affected countries in the international arena. The book suggests change in approach and perspective in determining the more suitable policies towards economic stability and development. In this paper, a critical discussion of Stiglitz’s (2010) analysis of the present economic situations as drawn from the Great Recession in America will be presented. In line with this, the opposing arguments of the free-market and government-intervention economic perspectives will be examined in order to understand better the background of Stiglitz’s essay. Moreover, looking at the backdrop of the practiced economic programs, the effects of such accounts on the local and international conditions will also be talked about. In here, the influences of globalization movement will be substantiated and analyzed in terms of its effect in the local and international social welfare and econ omic status. The effects of the discussed perspectives in relation to culture and society will be considered. In addition, a discussion of the moral and ethical conditions underlying the issues will be examined. Thus, in this paper, a critical exploration of the perspectives involved in the matter will be done in order to see the significant points Stiglitz suggests in his essay. The Old and the New Economy In Freefall, Stiglitz (2010) emphasizes the grave conditions of world economy as a misleading approach to economic policies continues to prevail in the United States and subsequently in peripheral countries particularly in Asia. The Great Depression and the more recent Great Recession in the United States have tremendously shown how the local and global economy was constructed on a ‘sinking’ foundation (Stiglitz 2010). Stiglitz profoundly highlights the ill-conditions of some of the biggest international organizations facing economic retaliation namely the United Sta tes Treasury and the International Monetary Fund (IMF). The long-practiced economic advocacy echoing Adam Smith’s laissez faire tremendously affects the world political-economic trends in history primarily through the said international organizations. In this regard, the political underpinnings of the world economic framework are apparently magnetized by the free-market policies. This

Supply Chain Management Essay Example | Topics and Well Written Essays - 1750 words

Supply Chain Management - Essay Example In order to ensure that the production process is strategically aligned to the supply chain, it must be aligned to market demand. For this reason, organizations undertake the process of production planning and scheduling which involves optimizing the output level. This is the output level that takes into account sales and production capacities of the company. Production planning and scheduling enables the management to organize the production facilities in such a manner that they are able to capitalize upon customer wants and market demand to the highest possible extent (Grimson and Pyke 325). Because customer wants change and market demand fluctuates, production has to be flexible. For this reason production planning and scheduling is a key success factor when it comes to building and maintaining a competitive supply chain. As mentioned before, production involves a transformation process from raw materials to finished goods. Production involves managing this transformation in such a manner that production capacities are capitalized upon to the best extent possible taking into account market demand. For this reason, production planning and scheduling are related to strategic decisions. ... Therefore the management has to invest in production equipment that not only incorporates the latest technology, but can also produce goods according to total quality management. Production planning and scheduling enables the management to meet the objective of maintaining state-of-the-art production facilities which can meet market expectations. Production ensures product availability according to forecasted sales. When the customer order is received, the production process must start immediately. Production planning ensures that the required production capabilities are maintained in the long term. Production scheduling ensures that the optimum volume of output is available in order to maximize the profitability of the company. Supply Supply can be defined as the process of defining the balance between capacity and quality. When considering supply, the management must assess whether the production facilities are able to maintain product quality that maximizes company profitability. As mentioned before, the production process must occur according to market demand. This ensures product availability. However this incorporates quality as well. This is taken into account in supply considerations. In this case, the management considers whether the company’s production facilities can meet the quality requirements economically. If it takes too much investment to ensure quality, then this drives up the cost of supply and therefore profitability is reduced. So considering supply forces the management to take into account the production capacity for ensuring product availability at the lowest possible cost. As mentioned before, production is the transformation from raw

MPTP and Its Role in Toxic Parkinsonism Essay Example | Topics and Well Written Essays - 1000 words

MPTP and Its Role in Toxic Parkinsonism - Essay Example The degeneration of the substantia nigra of the basal ganglia coupled with intracytoplasmic inclusions known as Lewy bodies is the pathological characteristic seen in patients afflicted with PD. "The primary biochemical defect is the loss of striatal dopamine" which is the neurotransmitter produced by the neurons in the pars compacta of the substantia nigra (Braddom, 1164). The basal ganglia "assist in the regulation of voluntary movement and the learning of motor skills" (Snell, 320). It also functions in the initiation of movements. It is because of this that patients present primarily with motor affectations with the cardinal signs for PD which include bradykinesia (characterized by a slowness and sudden pause in movement), resting tremors (uncontrolled shaking or movement), muscular rigidity (stiffness) and postural instability. The specific cause for Parkinson's disease is still unknown. Genetic factors such as defects in or mutations of several genes are known to cause PD, but these mutations actually result in only a very small number of cases of PD, in as little as 5% of the total number of PD cases. The two most important genes are "called parkin (autosomal recessive) and LRRK2 (autosomal dominant). Other genes that, when mutated, are known to cause PD include alpha-synuclein, DJ-1, PINK-1, and UCHL-1" (American Parkinson Disease Association). Envirionmental factors, such as exposure to toxins like pesticides/herbicides, industrial chemicals, trace metals, cyanide and carbon monoxide, are also thought to be a likely cause of Parkinson's Disease. 'The most compelling evidence for an environmental factor in PD relates to the toxin 1,2,3,6-methyl-phenyl-tetrahydropyridine (MPTP)" (Olanow & Tatton, 124). In the late 1940's, MPTP was first tested for its possible therapeutic use tested as a possible anti-pa rkinsonian agent. Conversely, the drug was abandoned soon after the 6 humans given the drug developed PD symptoms and 2 of them died (myDr.com). The surge in the numbers of the MPTP-induced Parkinsonism came in the 1980's when it was being sold in the streets as synthetic heroin. The case study done by (Ballard, Tetrud & Langston, 949) wherein the subjects, seven patients in total, developed permanent chronic and severe parkinsonism after repeatedly injecting MPTP intravenously. MPTP is able to cross the blood-brain barrier and react with the enzyme monoamine oxidase (MAO) (Hauser et.al). The interactions of MPTP with monoamine oxidase (MAO) was studied by Singer, Salach, Castagnoli & Trevort in 1986. (785) (Last Name) 3 l-Methyl-4-phenyl-1,2,3,6-tetrahydropyridine (MPTP), a thermal breakdown product of a meperidine-like narcotic. The nigrostriatal toxicity is not due to MPTP itself but to one or amore oxidation products resulting from the action of monoamine oxidase (MAO) on this tertiary allylamine. Both MAO A and B catalyse the oxidation of MPTP to the 1-methyl-4-phenyl-2,3-dihydropyridinium species (MPDP+), which undergoes further oxidation to the fully aromatic 1-methyl-4-phenylpyridinium species (MPP+). These bio-oxidations are blocked by selective inhibitors of MAO A

Sustainability in manufacturing Literature review

Sustainability in manufacturing - Literature review Example Sustainability refers to the power to endure. Sustainability measurement is a term used to denote the size as the quantitative source for the informed administration of sustainability. The metrics that are used for measurements in sustainability evolve as time goes by. These metrics include indicators, audits, benchmarks, certification systems and sustainability standards. The sustainability measures that are widely used in the contemporary society include Triple Bottom Line Accounting and sustainability reporting. In this report, the discussion will mainly touch on sustainability measures in the manufacturing process. In organisations that deal with manufacturing, implementation of sustainable manufacturing is applied because it is a strategy that has many benefits to the organisation at large. There are various reasons as to why sustainability has to be measured in the manufacturing process (International Energy Agency, 2007, 154). These are some of the reasons why sustainability i n manufacturing has to be measured. In order to have an effective measurement outline, there is a process that should be followed. These are the steps that are required in undertaking the sustainability measurement process. The steps to e followed areDevelop Sustainability Policy. Identify major aspects.Establish objectives. Select metrics and indicators.This is a step where the company makes a selection of sustainability indicators. At this point, it is the bit challenging since the selection of indicators is not always easy.

Russell Assignment Example | Topics and Well Written Essays - 500 words - 1

Russell - Assignment Example of this problem, the obvious stance is to hold it improbable or impossible for any deity to be attributed with such qualities as omnipotence, omniscience and endless benevolence. According to the problem of evil, if indeed there existed an infinitely compassionate creator, then such undesirable outcomes like deathly famines, wars and other forms of catastrophe – including the notion of hell would not have been present in the universe that He created. Thus, according to the problem of evil, the notion of God’s creations and the perceived act of his judgment upon his creators seem to be contradictory. If indeed God had the power to create, he equally had the ability to ensure that whatever he created will submit only to His will thus eliminating the possibility of evil. If God existed and he is indeed the creator, then it would be a moral disgrace for him to keep on permitting the many evils that are present in the world – such is the stance taken by Russell. In his article, The Perennial Problem of Evil, Mark Piper best captures this dilemma by equating the coexistence of both God and evil to parents who willfully allow a nursery school t o be infested by pedophiles. Such is the contradicting nature of the existence of a powerful God who always means well and the simultaneous existence of evil that constitutes the problem of evil. Leibniz approaches the problem from the underachiever perspective. This perspective postulates that the only outcome for having a God who is against evil and evil itself in the same world can only mean that God has indeed come short. Such a proposition will further discount the popularly held believe of the existence of an all-powerful and supreme being. Leibniz argues that God put his best work in creating this world, with the presence of evil or otherwise. As long as humans are not privy to the happenings in any other world out there, then ours will remain the best world and the existence of evil makes it so. Although God

Requiment Essay Example for Free

Requiment Essay Healthcare United aims to be the number one provider of Healthcare professionals in Australia. Healthcare United is an organisation that currently employs 1,500 Healthcare professionals with two sites, in Victoria and NSW and seeks to expand its operations and open another office in Hobart. As an organisation our vision is to provide: The best qualified and trained human resources available for clients. Up-to-date technology in all services for both clients and staffs. Innovative best practices and procedures from both inside and outside the organisation. Best facilities and procedures in a competitive environment. To address the future needs of organisation, Healthcare United aims to recruit a future 500 or the best possible healthcare professionals available, in three stages, over the next five years. 2. Executive Summary Healthcare United is a healthcare provider and currently employs 1,500 Healthcare professionals with two sites, in Victoria and NSW. They recently developed a new strategic plan that involves opening another office at Hobart. Part of their HR plan is to employ 500 workers in three stages. An analysis and review of Healthcare United’s 2000 and newly developed 2010 policies and procedures for recruitment and selection have been conducted in this report. Conclusions have been made from the comparison between the 2000 Healthcare United recruitment and selection guidelines and the newly developed 2010 Healthcare United recruitment and selection policy and relevant legislation. Recommendations have been made for the changes necessary to improve procedures and the overall process of Healthcare United’s recruitment and selection policies and procedures, based on current research. 3. Purpose of Report The purpose of this report is to review analysis and compare Healthcare United recruitment and selection policies and procedures for the year 2000 and 2010 for the following 5 key areas: Timeframes Personnel involved Documentation Training Monitoring and evaluation Conclusions have been made from the comparison between the 2000 and the newly developed 2010 recruitment and selection policies and procedures. Recommendations have been made for changes to the 2010 policies and procedures to improve the newly developed recruitment and selection policies and procedures at Healthcare United. 4. Analysis and Review: Healthcare United 2000 and 2010 Recruitment and Selection Policies and Procedures The following is the analysis and review of 2000 and 2010 recruitment and selection policies and procedures: Key Area 2000 2010 Timeframe The whole selection process from: analyse the vacant position position description lodge an advertisement short-list applicants interview preparation interview applicants reference checks Total: 35 to 51 days The whole selection process from: analyse the vacant position position description lodge an advertisement short-list applicants interview preparation interview applicants reference checks Total: 14 to 21 days maximum. Personnel Involved HR department will assume major responsibility for the recruitment and selection of staff, the training of required personnel and supporting documentation. Managers will support the managers in role. Managers will assume major responsibility for the recruitment and selection of staff, the training of required personnel and supporting documentation. HR department will support the managers in role. Documentation All vacant and new positions will be advertised internally and externally for ten working days unless special exemptions apply and be advertised online and in leading national newspaper. All positions must first be advertised internally for a minimum of ten working days in the HU newsletter before being advertised externally for a period of ten working days. Training HR department will hold the training for all new employees. Manager will hold the training for all new employees. Monitoring and Evaluation HR department will monitor and evaluate each new employee about their work performance. Managers will monitor and evaluate each new employee and report it to HR department about their work performance. It can be noted from both the 2000 and 2010 Healthcare Uniteds recruitment and selection policy and procedures make no reference to all relevant legislation for the recruitment and selection processes. However 2010 policy and procedures briefly mention that Healthcare United is an equal employment opportunity (EEO) employer. 5. Conclusions and Recommendations 5. 1 Conclusions It can be concluded from the analysis and review of 2000 ; 2010 Healthcare United policies and procedures for recruitment and selection processes that 2010 policies and procedures are superior to those of 2000 in all key areas in term of efficiency and effectiveness of the recruitment and selection processes. For example, 2010 policy and procedure envisage a timeframe of maximum 3 weeks which is for efficient in selecting the best candidate when compared to the 2000 policy and procedures which specify selection processes requiring 35-51 days. Also, 2000 policy and procedure require participant of a large number of HR personnel when compare to 2010 where only the department managers are principally involved with the HR a support role only at all stages of recruitment and selection processes. 5. 2 Recommendations It is recommended that the newly develop 2010 policies and procedures for recruitment and selection should be adopted by Healthcare United for its recruitment and selection processes for future employment needs. However, the 2010 policies and procedures should include the provisions of legislative Acts, such as Anti- discrimination and the latest individual relation laws and regulations in addition to the EEO laws already included for the recruitment and selection processes.

Shifting Trends in Special Education Essay Example for Free

Shifting Trends in Special Education Essay The Thomas B. Fordham Institute. is. the. nations. leader. in. advancing. educational. excellence. for. every. child. through. quality. research,. analysis,. and. commentary,. as. well. as. on-the-ground. action. and. advocacy. in. Ohio.. It. is. affiliated. with. the. Thomas.. B.. Fordham. Foundation,. and. this. publication. is. a.. joint. project. of. the. Foundation. and. the. Institute For. further. information,. please. visit. our. website. at. www. edexcellence. net. or. write. to. the. Institute. at.. 1016. 16th. St.. NW,. 8th. Floor,. Washington,. D. C.. 20036 The. Institute. is. neither. connected. with. nor..sponsored. by. Fordham. University. A. big. thank. you. goes. out. to. the. whole. Fordham. team. for. their. assistance. on. this. project,. especially. Michael. Petrilli. and. Chester. E.. Finn,. Jr.. for. their. project. guidance. and. astute. feedback,. to. Daniela. Fairchild. for. production. management,. to.  ©istockphoto. com/ AnithaCumming. for. the. snappy. cover. image,. and.. to. Amy. Fagan. for. dissemination.. The. smart. layout. design. is. the. work. of. Alton. Creative. and. the.. â€Å"Ed. Shorts†. logo. of. Laura. Elizabeth. Pohl. Conclusion.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Appendix A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Figure. A1:. Proportion. of. the. National. Student.. Population. with. Disabilities,. 1976-77. to. 2009-10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Table. A1:. National. Number. of. Students.. with. Disabilities. by. Category,. 2000-01. to. 2009-10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Table. A2:. Students. with. Disabilities. by. State,.. 2000-01. to. 2009-10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18. Appendix B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Federal. Disability. Definitions.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Endnotes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21. SH I FTI NG TREN DS I N SPECIAL EDUCATION EXECUTIVE SUMM ARY Executive Summary Special. education. is. a. field. in. flux.. After. decades. of. steady. increases,. the. population. of. students. with. disabilities. peaked. in. 2004-05. with. 6. 72. million. youngsters,. comprising. 13. 8. percent. of. the. nation’s. student. population.. The. following. year. marked. the. first. time. since. the. enactment. of. the. Individuals. with. Disabilities. Education. Act. (IDEA). that. special-education. participation. numbers. declined—and. they. have. continued. to. do. so,. falling. to. 6. 48. million. students. by. 2009-10,. or. 13. 1. percent. of. all. students. nationwide. This. report. examines. trends. in. the. number. of. special-education. students. and. personnel. at. both. the. national. and. state. levels. from. 2000-01. to. 2009-10.. It. finds. that. the. overall. population. of. special-education. students,. after. decades. of. increases,. peaked. in. the.2004-05. school. year. and. has. declined. since.. But. within. this. population,. individual. categories. of. students. with. disabilities. differed. markedly. in. thei r. trajectories:  ». . he. population. of. students. identified. as. having. â€Å"specific. learning. disabilities,†. the. most. prevalent. of. all. T dis. bility. types,. declined. considerably. throughout. the. decade,. falling. from. 2. 86. million. to. 2. 43. million. a students,. or. from. 6. 1. to. 4. 9. percent. of. all. students. nationwide.  ». . ther. shrinking. disability. categories. included. mental. retardation,. which. dropped. from. 624,000. to. 463,000. O students,. or. from. 1. 3. to. 0. 9. percent. of. all. pupils,. and. emotional. disturbances,. which. fell. from. 480,000. to. 407,000. students,. or. from. 1. 0. to. 0. 8. percent.  ». . utism. and. â€Å"other. health. impairment†. (OHI). populations. increased. dramatically.. The. number. of. autisA tic. students. quadrupled. from. 93,000. to. 378,000,. while. OHI. numbers. more. than. doubled. from. 303,000. to. 689,000.. Even. so,. autistic. and. OHI. populations. constituted. only. 0. 8. and. 1. 4. percent,. respectively,. of. all. students. in. 2009-10. In. addition,. state-level. special-education. trends. varied. dramatically:  ».. hode. Island,. New. York,. and. Massachusetts. reported. the. highest. rates. of. disability. identification. in. 2009R 10;. Rhode. Island. was. the. only. state. with. more. than. 18. percent. of. its. student. body. receiving.. special-education. services.  ». . exas,. Idaho,. and. Colorado. reported. the. lowest. rates. of. disability. identification. in. 2009-10.. Adjusting.. T for. overall. population. size,. Texas. identified. just. half. as. many. students. with. disabilities. as. Rhode. Island:. 9. 1. percent. of. its. total. student. body. States. also. varied. in. their. special-education. personnel. practices,. so. much. so. that. the. accuracy. of. the. data. they. report. to. Washington. is. in. question.. Nationally,. schools. ostensibly. employed. 129. special-education. teachers. and. paraprofessionals. for. every. thousand. special-education. students. in. 2008-09,. up. from. 117. per. thousand. in. 2000-01.. At. the. state. level,. this. ranged. from. a. reported. 320. per. thousand. in. New. Hampshire,. to. thirty-eight. per. thousand. in. Mississippi.. (We. appreciate. the. implausibility. of. these. numbers,. which. come. from. the. only. available. official. source. ) 1 SH I FTI NG TREN DS I N SPECIAL EDUCATION I NTRODUCTION  Introduction Last. summer,. New. Jersey’s. Star-Ledger. ran. a. hard-hitting. piece. about. the. condition. of. education. finance. in. the. Garden. State.. It. bemoaned. a. dismal. school-system. budget. in. which. teachers. had. been. laid. off,. extracurricular. activities. scrapped,. and. free. transportation. curtailed.. But. one. budgetary. category. had. been. spared:. special. education. â€Å"This. is. an. area. that. is. completely. out. of. control. and. in. desperate. need. of. reform,†. said. Larrie. Reynolds,. superintendent. in. the. Mount. Olive. School. District,. where. special-education. spending. rose. 17. percent.this. year.. â€Å"Everything. else. has. a. finite. limit.. Special. education—in. this. state,. at. least—is. similar. to. the. universe.. It. has. no. end.. It. is. the. untold. story. of. what. every. school. district. is. dealing. with. † 1 And. so. it. is.. Special. education. consumes. a. hefty. slice. of. the. education. pie,. comprising. an. estimated. 21. percent. of. all. education. spending. in. 2005.. That. slice. is. growing,. too.. Forty-one. percent. of. all. increases. in. education. spending. between. 1996. and. 2005. went. to. fund. it. 2 As. Superintendent. Reynolds. indicated,. special. education. is. a. field.in. urgent. need. of. reform.. Not. only. is. its. funding. widely. seen. as. sacrosanct—due. to. federal. â€Å"maintenance. of. effort†. requirements,. strong. special-education. lobbies,. nervous. superintendents,. entrenched. traditions,. and. inertia,. as. well. as. a. collective. sense. that. we. should. do. right. by. these. kids—but. America’s. approach. to. it. is. also. antiquated.. Despite. good. intentions. and. some. reform. efforts,. the. field. is. still. beset. by. a. compliance-oriented. mindset. that. values. process. over. outcomes.. Thirty-six. years. after. Congress. passed. the. Education. for. All. Handicapped. Chil dren. Act. (now. the. Individuals. with. Disabilities. Education. Act. or. IDEA),. the. rigidities. and. shortcomings. of. yesterday’s. approach. have. become. overwhelming,. as. have. the. dollar. costs.. There. has. to. be. a. better. way. We. at. the. Thomas. B.. Fordham. Institute. seek. to. help. chart. a. different. path,. doing. right. by. children. with. special. needs. while. recognizing. both. that. every. youngster. is. special. in. some. way. and. that. the. taxpayer’s. pocket. is. not. bottomless.. This. is. the. first. of. several. special-education. eye. openers. that. we’re. undertaking. 3. Ten. years. ago,.we. dipped. our. toes. into. the. turbid. waters. of. special-education. policy. via. a. set. of. thought-provoking. papers. in. a. volume. titled. Rethinking Special Education for a New Century. 4. The. fundamental. shift. from. compliance. to. outcomes. that. we. advocated. in. that. volume. has,. for. the. most. part,. not. come. to. pass. (though. we. may. see. a. glimmer. of. hope. in. the. implementation. of. Response. to. Intervention. [RTI]. programs).. Still,. someday—probably. after. the. delayed. reauthorization. of. the. Elementary. and. Secondary. Education. Act—Congress. will. again. take. up. IDEA.. Methodologypecial-education. student-population. data. (referred. to. in. federal. reporting. requirements. as. â€Å"child. count†). and. personnel. data. were. drawn. from. the. Data. Accountability. Center,. funded. by. the. Office. of. Special. Education. Programs. in. the. U. S.. Department. of. Education. and. located. at. ideadata. org. 5. Child-count. totals. are. reported. each. year. by. states. and. include. all. children. ages. three. to. twenty-one. identified. with. disabilities. 6. Thus,. the. term. â€Å"students. with. disabilities†. in. this. report. refers. to. the. number. of. students. that. the. education. system. recognizes.as. having. disabilities.. Variation. among. the. states’. disability. incidence. rates. almost. surely. has. more. to. S do. with. how. a. state. defines. and. identifies. special-needs. students. (i. e. ,. whether. a. state. over-. or. under-identifies. disabilities). than. with. the. true. population. of. disabled. children. in. that. state. . To. calculate. each. state’s. disability. incidence. rate,. child-count. numbers. were. divided. by. total. state. enrollment. figures. 7. State. enrollment. data. were. drawn. from. the. Digest of Education Statistics.. Total. student. enrollment. data. for. the. 2009-10. school. year.had. not. been. released. as. of. publication;. thus. 2009-10. figures. are. based. on. projections. published. in. the. Digest. 2 SH I FTI NG TREN DS I N SPECIAL EDUCATION I NTRODUCTION It’s. our. hope. that. the. next. iteration. of. that. law. will. benefit. from. fresh. thinking. amid. changed. realities. But. that. day. has. not. yet. dawned.. And. before. we. can. seriously. re-imagine. the. field. of. special. education. and. how. it. should. be. funded,. we. need. a. basic. understanding. of. the. state. of. special. education. today—and. how. it’s. changed. over. the. past. decade.. Many. are. aware,. for. instance,.that. the. number. of. students. who. received. specialeducation. services. rose. steadily. between. IDEA’s. enactment. in. 1975. and. the. turn. of. the. century.. But. is. this. population. still. growing?. Are. particular. types. of. disabilities. responsible. for. overall. trends?. What. types. of. personnel. do. schools. employ. to. teach. these. students?. Accurate. descriptive. data. on. questions. like. these. are. a. scarce. commodity. (more. on. that. later),. but. we. desperately. need. them. if. we’re. to. wrestle. with. the. more. complex. questions. that. vex. the. field,. such. as:. Have. rising. numbers. of.special-education. students. driven. up. costs?. Which. states. are. spending. more. and. which. are. spending. less. per. special-education. student. than. others?. Are. states. correctly. identifying. students. and. providing. them. with. appropriate. services?. What. types .of. interventions. are. most. effective. with. special-needs. children? This. report. sets. forth. the. number. of. children. identified. with. disabilities. in. our. nation’s. schools. by. disability. type,. nationally. and. by. state,. examining. how. those. patterns. have. changed. over. the. past. decade.. It. also. addresses:  ». Which. states. have. the.largest. and. smallest. proportions. of. children. judged. to. have. disabilities;  ». The. extent. to. which. the. numbers. of. students. with. specific. learning. disabilities. have. changed. over. the. last. ten. years;. and  ». The. number. of. special-education. personnel. employed. nationally. and. how. this. varies. by. state. We. also. dig. into. a. couple. of. outliers—Massachusetts. and. Texas—and. attempt. to. explain. why. their. data. look. like. they. do.. We. close. with. a. few. takeaways. and. next. steps.. 3 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS Findings Students with Disabilities across America. After. decades. of. steady. increases,. the. population. of. students. with. disabilities. peaked. in. 2004-05. with. 6. 72. million. youngsters,. comprising. 13. 8. percent. of. the. national. student. body. (see. Figure. 1).. The. following. year. marked. the. first. time. since. the. enactment. of. IDEA. in. 1975. that. special-education. participation. numbers. declined.. (For. a. long-term. trend. analysis. of. the. special-education. population,. see. Appendix. A. ). Since. then,. the. number. and. proportion. of. students. with. disabilities. has. decreased. steadily,. falling. to. 13. 1. percent. of. the. national. student.body. by. 2009-10,. or. 6. 48. million. students.. 1 13. 8 13. 6 13. 4 13. 2 13. 0 Proportion of the National Student Population with Disabilities, 2000-01 to 2009-10 This. national. trend. is. driven. by. shifting. populations. of. particular. disability. types.. The. federal. government. requires. all. states. to. report. studentpopulation. numbers. across. twelve. categories. of. disability. (the. reporting. of. a. thirteenth,. termed. â€Å"developmental. delay,†. is. optional):. autism;. deafblindness;. emotional. disturbance;. hearing. impairments;. mental. retardation;. multiple. disabilities;. orthopedic. impairments;. other.health. impairments;. specific. learning. disabilities;. speech. or. language. impairments;. traumatic. brain. injuries;. and. visual. impairments.. (For. the. full. federal. definition. of. each. category,. see. Appendix. B. ). 1 2 4 6 7 3 5 8 9. Much. of. the. recent. decrease. in. the. overall. specialeducation. population. can. be. attributed. to. the. shrinking. population. of. students. identified. with. specific. learning. disabilities. (SLDs).. After. decades. of. growth,. the. proportion. of. students. with. SLDs. peaked. in. 2000-01. and. declined. thereafter,. falling. from. 2. 86. million. to. 2. 43. million. students.between. 2000-01. and. 2009-10,. or. from. 6. 1. to. 4. 9. percent. of. the. national. student. body. 8. -0 -0 -0 -0 -0 07 -0 -0 -0 00 -0 04 02 06 03 05. Other. disability. categories. declined. as. well.. The. population. of. students. with. mental. retardation. dropped. from. A Caveat on Disability Types T he. federal. government. requires. states. to. report. child-count. numbers. across. twelve. disability. categories. each. year. (a. thirteenth. category. is. optional),. but. does. not. require. that. states. actually. use. those. categories. for. their. own. within-state. identification. and. data-collection. purposes.. Thus,.state-specific. nuances. in. disability. definitions. abound.. For. example,. many. states. employ. their. own. unique. definitions. for. each. of. the. thirteen. categories. and/or. combine. and. eliminate. categories.. At. least. one. state. goes. so. far. as. to. identify. no. individual. categories,. opting. instead. for. a. single. â€Å"eligible. individual†. classification. for. students. with. disabilities. (see. Iowa’s SLD Trend: True or False? ).. To. meet. federal. reporting. requirements,. these. states. must. estimate. the. number. of. students. with. disabilities. within. each. federal. category.. And. in. some. cases,.federal. reporting. requirements. allow. states. to. report. one. category. within. another—for. example,. seven. states. report. students. with. multiple. disabilities. in. their. primary-disability. categories. rather. than. in. the. â€Å"multiple. disabilities†. 08 09 01 -10 category.. The. lack. of. consistency. in. defining. and. reporting. data. across. all. fifty. states. renders. any. state-level. comparison. of. students. with. disabilities. inherently. imprecise. . Take,. for. example,. recent. categorization. changes. in. Ohio.. Prior. to. 2007-08,. preschoolers. (three-. to. five-yearolds). with. disabilities. in. the. Buckeye. State. were. lumped. together. in. a. single. disability. category.. In. that. year,. however,. Ohio. first. required. preschoolers. to. be. sorted. into. distinct. categories.. To. ease. the. transition,. districts. classified. all. existing. preschoolers. with. disabilities. as. having. developmental. delays;. thereafter,. all. new. preschoolers. with. disabilities. were. to. be. categorized. by. disability.. As. could. be. expected,. the. number. of. students. with. developmental. delays. reported. to. the. federal. government. suddenly. grew. from. 0. to. 19,000. in. 2007-08,. and. then. fell. by. half. in. 2008-09.and. again. slightly. in. 2009-10. 9. Such. inconsistencies—this. is. just. one. example. of. myriad. state. eccentricities. and. idiosyncrasies—confuse. trend. analyses. at. both. the. state. and. national. level. 4 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS 624,000. to. 463,000. in. that. time,. or. from. 1. 3. percent. to. 0. 9. percent. of. all. students.. The. number. identified. with. emotional. disturbances. fell. from. near. 480,000. in. 2000-01. to. 407,000. by. 2009-10. (after. peaking. at. 489,000. students. in. 2003-04),. or. from. 1. 0. to. 0. 8. percent. of. all. students.. Offsetting. a. portion. of.the. decline. in. these. disability. categories. were. sharp. increases. in. the. populations. of. students. with. autism. and. other. health. impairm ents. (OHIs). over. the. last. decade.. The. number. of. autistic. students. quadrupled. between. 2000-01. and. 2009-10,. rising. from. 93,000. to. 378,000,. while. the. number. of. OHI. students. more. than. doubled. from. 303,000. to. 689,000.. Still,. the. autistic. and. OHI. populations. constituted. only. 0. 8. and. 1. 4. percent,. respectively,. of. all. students. in. 2009-10. The. category. of. developmental. delay,. which. often. serves. as. a. general. disability. category.for. young. students. (typically. ages. three. to. five. or. three. to. nine),. grew. as. well,. from. 213,000. students. in. 2000-01. to. 368,000. in. 2009-10,. or. from. 0. 5. to. 0. 7. percent. of. all. students. The. incidence. of. other. disability. types. (which,. other. than. speech. or. language. impairments,. comprise. a. small. fraction. of. the. total). either. remained. stable. or. declined. slightly. during. this. time.. Figure. 2. shows. in. â€Å"pie. chart†. form. how. the. composition. of. the. special-education. population. has. changed. over. the. past. decade.. While. SLD. students. constituted. 45. 4. percent. of.all. students. with. disabilities. in. 2000-01,. that. percentage. had. shrunk. to. 37. 5. percent. by. 2009-10.. Autism,. on. the. other. hand,. increased. from. 1. 5. percent. of. all. identified. disabilities. to. 5. 8. percent.. OHI. identifications. doubled. from. 4. 8. to. 10. 6. percent,. while. cases. of. both. emotional. disturbance. and. mental. retardation. decreased. relative. to. other. identifications. 2 Special-Education Population by Disability 2000-01 and 2009-10 3. 4% 1. 5% 4. 8% 5. 3% 7. 6% 9. 9% 5. 1% 5. 8% 21. 8% 5. 7% 10. 6% 6. 3% 37. 5% 7. 1% 22. 0% 45. 4% n = 6. 30 million students ? ? ? ? ? ? ? ? 1. 5% 3.4% 4. 8% 7. 6% 9. 9% 45. 4% 22. 0% 5. 3% Autism Developmental Delay Other Health Impairment Emotional Disturbance Mental Retardation Specific Learning Disability Speech or Language Impairment Other Disabilities ? ? ? ? ? ? ? ? 2000-01 n = 6. 48 million students 5. 8% 5. 7% 10. 6% 6. 3% 7. 1% 37. 5% 21. 8% 5. 1% Autism Developmental Delay Other Health Impairment Emotional Disturbance Mental Retardation Specific Learning Disability Speech or Language Impairment Other Disabilities 2009-10 Note:. The. special-education. population. in. 2009-10. was. slightly. larger. in. raw. numbers. than. it. was. in. 2000-01,. but. the. proportion.of. students. with. disabilities. among. all. students. declined. from. 13. 3. percent. in. 2000-01. to. 13. 1. percent. in. 2009-10.. 5 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS Students with Disabilities by State The. national. figures. mask. stark. variation. among. the. states.. As. Figure. 3. shows,. Rhode. Island,. New. York,. and. Massachusetts. topped. the. list. with. the. highest. rates. of. disability. identification. in. 2009-10;. Rhode. Island. was. the. only. state. to. have. more. than. 18. percent. of. its. student. body. enrolled. in. special. education.. At. the. other. end. of. the. spectrum. were. Texas,. Idaho,. and. Colorado.. Texas’s. rate. of. disability. identification. was. less. than. half. of. Rhode. Island’s,. at. just. 9. 1. percent. (see. Figure. 4. for. complete. state. identification. rates).. These. vast. disparities. call. into. question. the. extent. to. which. true. incidences. of. disability. vary. among. state. populations,. or. to. which. some. states. over-identify. or. under-identify. students. with. disabilities. 10 3 Identification Rates of Students with Disabilities, by State 2009-10 WA MT OR ID WY NE NV CA UT CO KS IA IL MO TN AR MS TX LA FL AL GA SC IN OH WV KY NC AZ NM OK VA SD ND MN WI NY MI PA. VT ME NH MA RI CT NJ DE MD D. C. ? 9. 0? –? 10. 99% ? 11. 0? –? 12. 99% ? 13. 0? –? 14. 99% ? 15. 0? –? 16. 99% ? 17. 0? –? 18. 99% AK US AVERAGE HI About. half. of. the. states. saw. increases. in. their. rates. of. special-education. identification. between. 2000-01. and. 2009-10,. while. the. other. half. saw. decreases. (see. Figure. 5).. The. national. proportion. of. students. with. disabilities. rose. and. fell. over. that. time. period,. landing. 0. 2. percentage. points. lower. in. 2009-10. (at. 13. 1. percent). than. in. 2000-01. (at. 13. 3. percent).. Texas’s. rate. of. identification. fell. from. 12. 1. percent. to. 9. 1. percent—in. raw. numbers,. a. decrease. of. about. 47,000. students.. Pennsylvania,. on. the. other. hand,. saw. an. increase. in. students. with. disabilities. from. 13. 4. percent. of. the. student. body. in. 2000-01. to. 16. 7. percent. in. 2009-10—or,. in. raw. numbers,. an. increase. of. 52,000. students. 6 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS 4 Identification Rate of Students with Disabilities, by State 2009-10 18. 68 17. 80 17. 36 17. 25 17. 16 Massachusetts Maine Rhode Island New York 5 Percentage-point Change in Identification Rate, by State 2000-01 to 2009-10 3. 29 2. 39 2. 05 1. 80 1. 80 1.76 1. 35 1. 16 1. 14 1. 12 1. 72 2. 53. Pennsylvania Wyoming Vermont West Virginia Vermont Pennsylvania Indiana New Jersey Wyoming New York Minnesota Ohio 16. 66 16. 84 16. 55 16. 52 15. 60 15. 55 15. 57 15. 74 South Dakota North Dakota Kentucky New Hampshire Delaware Kentucky Illinois New Hampshire Michigan Massachusetts Nebraska South Dakota Oklahoma Wisconsin Missouri Ohio 14. 80 14. 75 14. 71 14. 97 15. 04 Oklahoma Indiana Alaska Delaware Kansas 0. 99 0. 98 0. 71 0. 71 1. 10 Minnesota 14. 66 Mississippi Washington Oregon Illinois D. C. 14. 64 14. 34 14. 15 14. 58 0. 46 0. 52 Wisconsin Arizona Utah 0. 39 0. 38 0. 14 0. 42. North Dakota Oregon Kansas 14. 26 14. 12 Nebraska California New Jersey Maine 0. 09 0. 08 0. 03 0. 07 South Carolina Michigan Alaska Iowa Florida 14. 09 14. 06 13. 98 13. 79 13. 55 13. 14 13. 99 13. 94 United States -0. 04 -0. 26 -0. 28 -0. 53 -0. 61 -0. 61 -0. 20 New Mexico Arkansas Virginia Montana Nevada Arkansas Colorado United States Mississippi Louisiana 13. 42 13. 03 12. 53 12. 30 12. 25 11. 94 11. 28 11. 28 11. 13 11. 17 12. 21 12. 41 12. 57 Maryland Missouri Virginia Iowa Louisiana -0. 60 Washington Connecticut Tennessee Maryland -0. 70 -0. 74 -0. 85 -0. 85 -1. 03 -1. 03 -1. 43 -1. 43 -1. 54 -1. 72 -1. 41 -0. 75 -0. 72 D. C. North Carolina Hawaii Utah Montana West Virginia Georgia Florida Rhode Island Connecticut Alabama Arizona Nevada California 10. 67 Colorado Georgia 10. 45 10. 27 9. 89 9. 13 10. 58 South Carolina Hawaii Idaho North Carolina Tennessee Idaho Texas 0 5 10 15 20 New Mexico Texas Alabama -2. 32 -2. 98 -3. 5 -1. 75 0 1. 75 3. 5 -2. 52 -2. 01 DISABILITY IDENTIFICATION RATE (%). PERCENTAGE-POINT CHANGE IN IDENTIFICATION RATE 7 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS Specific Learning Disabilities As. the. most. prevalent. of. all. disability. types,. the. category. of. specific. learning. disabilities. (SLDs). provides.a. unique. look. into. shifting. disability. populations.. The. nationwide. population. of. students. with. specific. learning. disabilities. shrank. at. a. notable. rate. over. the. decade. leading. to. 2009-10:. SLD. numbers. fell. from. 2. 86. million. students. and. 6. 1. percent. of. the. national. student. body. in. 2000-01. to. 2. 43. million. students. and. 4. 9. percent. of. the. student. body. in. 2009-10. 11. Some. of. this. drop. was. likely. due. to. an. increasing. national. awareness. of. autism. and. a. subsequent. shift. from. incorrect. SLD. identification. to. autism. identification.. A. few. other. hypotheses.are. worth. mentioning.. First,. growing. populations. of. students. with. developmental. delays,. which. may. in. some. states. substitute. for. autism. diagnoses. of. three-. to. five-year-olds,. and. with. OHIs,. which. has. become. somewhat. of. a. â€Å"catch. all†. category,. may. be. responsible. for. some. of. the. SLD. decrease,. in. addition. to. growth. in. autism.. Second,. SLD. numbers. may. have. dropped. due. to. the. proliferation. of. Response. to. Intervention. (RTI)—a. method. of. providing. targeted. assistance. to. young. children. who. have. difficulty. learning—and. other. early-reading. interventions. (see. Response to Intervention).. Lastly,. the. identification. of. SLDs,. though. strictly. outlined. in. policy,. appears. more. subjective. and. prone. to. human. error. than. the. identification. of. most. other. disabilities;. thus,. SLD. identification. is. perhaps. more. affected. by. related. changes. in. policy,. budget,. personnel,. etc. Rates. of. SLD. identification. varied. across. the. fifty. states. in. 2009-10.. As. shown. in. Figure. 6,. just. 2. percent. of. the. student. body. in. Kentucky. was. labeled. SLD. in. 2009-10,. while. over. 8. 4. percent. o f. Iowa’s. student. body. was. classified. as. such.. Similarly,. in.2009-10,. Kentucky’s. SLD. students. comprised. only. 13. 1. percent. of. the. state’s. entire. special-education. student. body,. while. in. Iowa. they. accounted. for. 60. 4. percent.. Across. the. entire. United. States,. SLD. students. comprised. 4. 9. percent. of. all. students. and. 37. 5. percent. of. all. students. with. disabilities. in. 2009-10.. Massachusetts. saw. the. greatest. percentage-point. decrease. in. its. SLD. population. between. 2000-01. and. 200910.. There,. SLD. students. fell. from. 9. 8. to. 5. 9. percent. of. all. students. during. that. time.. As. a. slice. of. the. specialeducation. pie,. in. fact,. Massachusetts’s. SLD. students. went. from. 58. 7. percent. of. all. special-education. students. to. just. 33. 3. percent.. Despite. this. declining. proportion,. however,. Massachusetts. still. identifies. the. second. overall. highest. rate. of. disability. in. the. nation. (see. Behind the Numbers in Outlier States. on. page. 13). Response to Intervention esponse. to. Intervention. (RTI). is. a. method. of. providing. targeted. and. increasingly. intensive. assistance. to. young. children. who. have. difficulty. learning.. RTI. began. to. gain. ground. with. the. enactment. of. the. No. Child. Left. Behind. Act. (NCLB). in. 2001,. which. provided. schools. with. Reading. First. grants. to. introduce. it. and. other. early-reading. strategies. into. general. education.. But. the. program. spread. more. rapidly. in. the. aftermath. of. the. 2004. reauthorization. of. IDEA,. which. allowed. districts. to. spend. 15. percent. of. the. law’s. Part. B. funds. on. RTI. and. other. early-intervening. services,. and. to. use. RTI. as. one. part. of. a. comprehensive. evaluation. process. for. identifying. students. with. SLDs.. In. 2007,. just. 24. percent. of. R districts. reported. that. they. had. implemented. or. were. in. the. process. of. implementing. RTI;. by. 2010,. this. had. risen. to. 61. percent. of. districts. 12 . Indeed,. SLD. may. be. the. disability. population. most. affected. by. early. interventions. like. RTI,. because. such. interventions. can. help. prevent. the. misidentification. and. mislabeling. of. struggling. students—who. may. simply. learn. better. with. enhanced,. tailored. instruction—as. students. with. SLDs.. At. the. same. time,. modifications. in. pedagogical. approach. and. lesson. planning. can. help. to. offset. the. challenges. faced. by. those. students. with. true. but. mild. SLDs.. 8 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS 6. SLD as a Proportion of All Students and All Students with Disabilities, by State 2009-10 ALL STUDENTS Iowa 8. 42 7. 63 7. 41 STUDENTS WITH DISABILITIES Nevada Iowa 60. 37 47. 47 45. 06 42. 92 42. 78 42. 73 42. 11 42. 74 44. 25 45. 81 48. 11 Pennsylvania Rhode Island New Jersey Delaware Oklahoma New York 6. 43 6. 29 6. 17 6. 85 Pennsylvania Alabama Arizona Delaware Iowa’s SLD Trend: True or False? New Hampshire South Carolina D. C. 6. 05 5. 99 5. 96 5. 92 5. 85 5. 73 5. 95 5. 97 South Carolina Oklahoma California Texas Utah I Florida Massachusetts Illinois Florida 42. 40 42. 09 41. 87 41. 21 Alaska Ohio Hawaii Montana Alaska D. C. New Mexico South Dakota Alabama Nevada Indiana 5. 48 5. 36 5. 13 5. 11 New Mexico New Hampshire United States New Jersey Ohio Illinois 40. 92 38. 88 38. 46 38. 16 37. 51 38. 87 39. 76 Michigan Montana 5. 03 5. 03 4. 97 5. 01 5. 05 Wyoming United States Arizona Oregon Utah Kansas Maine Rhode Island Tennessee New York Colorado 36. 68 Nebraska Hawaii 4. 89 4. 92 4. 93 4. 95 36. 43 36. 28 35. 53 36. 11 Michigan Washington 4. 82 4. 82 4. 75 Virginia South Dakota Oregon Kansas 34. 94 34. 53 33. 25 32. 06 31. 93 31. 36 31. 51 33. 16 34. 15 34. 57 35. 07 35. 22 West Virginia Vermont Virginia 4. 69 4. 59 4. 61 Massachusetts North Carolina Indiana. North Dakota Washington Wisconsin Missouri Tennessee California 4. 50 4. 38 4. 11 4. 47 4. 52 4. 31 North Dakota Mississippi Wisconsin Arkansas Vermont Georgia Maine Idaho Connecticut Maryland Nebraska North Carolina Connecticut Mississippi Maryland Arkansas 4. 08 4. 00 3. 99 3. 85 3. 70 3. 74 3. 87 4. 04 29. 99 29. 94 29. 36 29. 02 29. 15 29. 81 30. 63 Minnesota Colorado Texas Wyoming Louisiana Georgia Idaho 3. 60 3. 07 2. 97. West Virginia Minnesota Kentucky Louisiana Missouri 28. 69 28. 66 27. 86 13. 10 28. 94 owa. was. a. notable. exception. to. the. general. SLD. trend,. as. one. of. only. four. states. that. reported. an.increase. in. its. proportion. of. SLD. students. from. 2000-01. to. 2009-10.. The. Hawkeye. State. illustrates. the. extent. to. which. data. reporting—rather. than. actual. shifts. in. disability. incidence—may. affect. the. numbers. reported. to. the. public.. . At. 8. 4. percent,. Iowa. had. the. highest. rate. of. SLD. in. the. nation. for. 2009-10.. However,. the. state. does. not. assign. particular. disability. categories. to. its. specialeducation. students;. instead,. it. uses. a. single. â€Å"eligible. individual†. designation. for. all. students. with. disabilities.. To. meet. federal. disability. reporting. requirements,.which. call. for. population. counts. disaggregated. by. disability. category,. Iowa. examines. a. random. sample. of. Individualized. Education. Programs. (IEPs). each. year.. Reviewers. decide,. based. on. the. services. described. therein,. which. type. of. disability. is. likely. being. served. 13. Thus. Iowa’s. high. rate. of. SLD. relative. to. other. states. may. result. from. judgment. errors. made. by. IEP. reviewers,. who. examine. student. services. rather. than. symptoms.. Further. inaccuracy. could. arise. from. outdated. expectations. that. SLD. students. should. comprise. a. large. proportion. of. all. students.with. disabilities:. Beyond. Iowa’s. high. SLD. rate,. the. state. also. reports. low. rates. of. autism. and. OHI,. and. each. of. these. rates. has. remained. relatively. stable. in. the. state. over. the. last. decade.. Given. that. national. SLD. numbers. have. been. dropping. considerably,. while. autism. and. OHI. numbers. are. rising. quickly,. Iowa’s. incidence. rates. may. simply. be. based. on. old. assumptions. Kentucky 0 2 4 6 8 10 2. 04 25. 25 0 20 40 60 80 SLD IDENTIFICATION RATE (%) SLD IDENTIFICATION RATE (%) 9 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS Personnel As. special-education. numbers. have.increased. over. the. last. few. decades,. only. recently. declining. for. the. first. time,. the. cost. of. educating. these. students. has. continued. to. increase. at. a. fast. rate. 14. Because. 85. percent. of. special-education. spending. supports. personnel,. special-education. staff. is. obviously. the. main. source. of. swelling. expenditures. 15 Schools. employ. a. diverse. range. of. professionals. to. teach,. support,. and. assist. their. students. with. disabilities.. In. addition. to. special-education. teachers. and. paraprofessionals—employees. who. might. provide. one-on-one. tutoring,. assist. with. classroom.  management,. conduct. parental-involvement. activities,. or. provide. instructional. support. under. the. supervision. of. a. teacher—a. school. might. retain. a. number. of. more. specialized. professionals. such. as. Audiologists,. speech. and. language. pathologists,. psychologists,. occupational. therapists,. physical. therapists,. social. workers,. and. more. 16. Because. shifts. in. these. populations. are. difficult. to. trace. over. time. (mostly. due. to. changes. in. federal. reporting. requirements),. this. analysis. focuses. on. teachers. and. paraprofessionals,. which. together. constitute. over. 80. percent. of. all.  special-education. personnel. 17 The. ratio. of. teachers. to. students. fluctuated. over. the. last. decade,. reaching. its. peak. in. 2005-06. and. declining. quickly. thereafter. (see. Figure. 7).. Public. schools. employed. sixty-five. special-education. teachers. per. thousand. special-education. students. in. 2000-01—or. 412,000. teachers. overall;. that. ratio. rose. to. seventy. per. thousand. in. 2005-06,. and. then. fell. to. sixty-three. per. thousand—or. 405,000. teachers. overall—by. 2008-09.. (Personnel. data. were. not. available. for. 2009-10. as. of. publication. ) In. contrast,. the. number. of. special-educati.

Economic Impact of the Indonesian Mineral Law

Economic Impact of the Indonesian Mineral Law Abstract Raw mineral ores is one of excellence natural product in Indonesia. For many years, the mineral mining company in Indonesia can export raw mineral ores directly over the world. A new mining law mandates the mining company to process the ores domestically then export its product. The government purpose is to increase value added of the mineral ores and creates domestic industry activity. The problem arises since there are only few smelters which ready to process the mineral ores. In short run, this new law has a negative impact to mineral export activity and GDP growth become slower. 1 Introduction Indonesia is one of rich countries with abundant mineral resource. Bauxite, copper, gold, nickel and tin are Indonesia’s excellence mineral resource export product. This mineral ores are spread over in Indonesia region, mostly in Kalimantan Island, Papua Island, Sumatra Island and Sulawesi Island. The latest report of U.S. Geological Survey (USGS) mentions the estimation of bauxite reserves in Indonesia is 1,000,000 metric ton, ranked Indonesia in 6th of biggest bauxite reserves in the world. Meanwhile the reserve of Indonesia’s copper is 28,000 metric ton, the 8th largest in the world. Gold reserve is 3,000 metric ton, placed in 5th largest reserves in the world. Other Indonesia resources, nickel and tin are estimated 3,900,000 and 800,000 metric ton reserved beneath the earth. Indonesia’s nickel is 6th largest deposit and tin reserve ranked this country at 2nd position in the world (USGS, 2014). Figure 1.Production per year its reserves (bauxite, nickel, tin) (source: USGS, 2014) Figure 2.Production per year its reserves (copper, gold) (source: USGS, 2014) These generous resources are being used by Indonesian government to add national income by export the mineral ores to foreign country. Since 1967, Indonesian government attracts foreign company to invest in mining sector. To regulate the Foreign Direct Investment (FDI) in mining sector, the government had been issued several mining law which has revised over the time. Since then, the mining sector is become favorite among foreign investor (Bhasin Venkataramany, 2007). These mining activities contribute to Indonesia’s Gross Domestic Product (GDP). Together with oil gas and quarrying, mining sector accounted with 7% in real GDP at 2012 (at constant prices). Even though this sector does not contribute more in contrary with another natural resource e.g.: agriculture, livestock, forestry and fishery with 12% contribution in GDP, mineral sector still contribute USD 61.3 billion in Indonesia’s total GDP of USD 875.72 billion Figure 3. Indonesia GDP 2012 at constant prices (source: Central Bureau of Statistics) 2 Indonesia New Mining Law After spending almost four years discussion in the House of Representatives, on 16th December of 2008 the parliament members agreed a new mining law, replacing old mining law which had been applied almost 40 years. This new mining law officially signed by the president on January 2009 and the law is known as Law No.4/2009 Concerning Mineral and Coal Mining (Syahrir, Bongaerts, Drebenstedt, 2013). The government’s purpose to implement this new mining law is not only regulates the contract term for foreign investor company and obligate them to have a mining license, but also better environment and increasing added value of mineral resources (Syahrir et al., 2013). In order to protect the environment area which affected by mining operation, the new mining law also regulate the mining company to keep the environment and ensure them to fulfill the minimum requirement of environmental standard operational based on their level of license. Beside the environment purpose, the new law also regulates the company to undertake domestic processing. The Law no.4/ 2009, Chapter XIII, article 102 and 103 stated: Article 102 The holders of Mining Business License (IUP) and Special Mining Business License (IUPK) shall increase the added value of mineral and/or coal resources in carrying out mining, processing and purification activities as well as in making use mineral and coal. Article 103 The holders of Mining Business License (IUP) and Special Mining Business License (IUPK) for operational production shall process and purify output of the domestic mining. The holders of IUP and IUPK as referred to in paragraph (1) can process and purify the mining output from others holders of IUP and IUPK. Further provisions on the need to increase the added value as referred to in Article 102 as well as on the processing and purification as referred to in paragraph (2) are to be provided for in government regulation. Furthermore, the Ministry of Energy and Mineral Resource (MoEMR) also issued a regulation no.34/2009 in order to control production and export of mining product. This is reflected from article 5 MoEMR no.34/2009 which stated: The Mining Company as cited in Article 3 paragraph (1) shall be allowed to export the mineral or coal as long as it is capable of fulfilling a Minimal Percentage of Mineral Sale or Minimal Percentage of Coal Sale. This policy issued as government want to ensure the supply for increasing domestic demand. With this Ministry Regulation, the company may export their production, but is encouraged to fulfill domestic demand which calculated by Domestic Market Obligation (DMO) (PricewaterhouseCoopers, 2012). Despite this new mining law was signed on five years ago in 2009; the effect will be enforced on 12 January 2014. Therefore, after 12 January 2014 the mining company cannot export mineral unprocessed. This situation is totally different when in the old mining rules regime[1], the mining company still allowed to shipping the mineral ores directly to their buyer; industrial countries, such as: China, Japan, EU countries and United States. At that time the mineral ores are exported and then processed by the buyer in order to add the value of ores product. Later, Indonesia’s industry sector will import the metal product to supply their production (Syahrir et al., 2013). For example: Indonesia shipyard industries have to import steel from China where the China’s steel plant produced steel from Indonesia’s iron ores. Based on this situation, the idea of adding value to mineral resource in Indonesia came to surface. And later the President of Indonesia Republic signed it as the new mining law. This law and regulation will close the mining company’s curtain to export the mineral resources directly to the buyer unless the mineral is processed domestically. 3 The Lack Preparation of Mineral Refinery Sector After the new law has been signed on December 2009, the mineral resources have to be processed or extracted in domestic smelter or extractor. In the other hand there are only three available mining refinery in Indonesia by 2012: PT Aneka Tambang, PT Indonesia Asahan Aluminium and PT Smelting (Hogan Lovells, 2012). After another regulation MoEMR reg. no.7/2012 come into force to mandate the mining companies to increasing the value through mineral processing, some mining company are intended to invest smelter in Indonesia which are: PT Vale Indonesia, PT Freeport Indonesia, PT Newmont Nusa Tenggara, PT Weda Bay Nickel, PT Jogja Magasa Iron and PT Agincourt Resources. Those mining companies should build mining refinery in order to comply the law even though they are facing uncertainty condition to build a smelter caused by unrealistic deadlines and unclear concept of Contract of Work (CoW) (McBeth, 2014). Indonesia’s inconsistence policy and high risk investment made the companies considering build a smelter are decreasing (Jensen Burton, 2014). This unprepared mineral refinery industry to anticipate the new mining law is being unhealthy to Indonesian mining sector as their ore cannot be shipped. Fortunately, the government already received several refinery plant proposals coming from domestic investor and foreign investor. However only three are expected to start the project this year with takes at least 5 years to complete (Jensen Burton, 2014). 4 The Effect of Mineral Law As mentioned above, there is some increasing amount of mineral ores in mining companies’ stock pile as it cannot be shipped over the world. After the new mining law has been applied, the export activity especially in mining sector is decrease which can be shown by following figure: Figure 4.Export of Mineral Ores (source: Ministry of Trade) The figures describing the export of mineral ores; especially: tin, copper, nickel and aluminum. After the new law has been signed, the mining companies start to boost the production in order to add extra revenue before they could not export the ores unprocessed. When the MoEMR no.7/2012 released to mandate them to increasing mineral value added, they start to slow down the production as they cannot export directly to their buyer. Table 1.GDP growth quarterly at constant price (source: Central Bureau of Statistics) This condition also affecting Indonesia’s GDP growth as the mineral trade also contribute to Indonesia GDP as shown in previous table. From nine sectors of GDP contributor, only mining and quarry sector which decrease consecutively in 1st quarter and 2nd quarter of 2014. Throughout the first quarter of this year, the value-added mining and quarrying decreased about 0.38% when compared with last year in the same quarter. If calculated based on constant 2000 prices, the value added produced by the sector in the first quarter of 2014 was only Rp 48.2 trillion. The figure is lower than the first quarter of 2013 amounted to Rp 48.4 trillion and fourth quarter 2013 amounted to Rp 50 trillion (Central Bureau of Statistics, 2014). However, in the trade, export of coal only US $ 5.63 billion, down 13.29% compared to the first quarter of 2013 amounted to US $ 6.49 billion. In fact, coal became the biggest contributor to non-oil exports. So that the growth of exports to the first quarter of 2014 GDP is minus 0.78% (Central Bureau of Statistics, 2014) 5 Conclusion In the short run, the result of new mining law is negative to mining trade activity and to national income growth. In the long run after the smelter built, the mining sector will increase again and the domestic industry also growth since the mineral ores should be processed domestically. As the result, in the long term this law will lead greater national income growth. Literature References: Bhasin, B., Venkataramany, S. (2007). Mining Law and Policy: Replacing the â€Å" Contract of Work † System in Indonesia Mining Law and Policy: Replacing the â€Å" Contract of Work † System in Indonesia, 1–16. Central Bureau of Statistics. (2014). Pertumbuhan Ekonomi Indonesia Triwulan II-2014, (63). Gandataruna, K., Haymon, K. (2011). A Dream Denied? Mining Legislation and The Constitution in Indonesia. Bulletin of Indonesian Economic Studies, 47(2), 221–231. doi:10.1080/00074918.2011.585951 Hogan Lovells. (2012). Investment in Indonesia ’ s Mineral Refining and Processing Sector: Value-added Regulations and Industrial Policy, (July). Jensen, F., Burton, M. (2014). As smelters weigh cost, Indonesia’s ore export ban may backfire. Retrieved December 11, 2014, from http://www.reuters.com/article/2014/01/27/indonesia-minerals-smelters-idUSL3N0KY20P20140127 McBeth, J. (2014). How to kill an industry in Indonesia. Retrieved December 11, 2014, from http://www.atimes.com/atimes/Southeast_Asia/SEA-01-100214.html PricewaterhouseCoopers. (2012). Mining in Indonesia Investment and Taxation Guide, 4th Editio(April). Syahrir, R., Bongaerts, J. C., Drebenstedt, C. (2013). The Future of Indonesian Mining Activities after the Implementation of Law Number 4 of 2009 Concerning Mineral and Coal Mining ( The New Mining Law ). IMRE Journal, 7(4). USGS. (2014). Mineral Commodity Summaries 2014. [1] The mining predecessor law no.11/1967 used over than 40 years in Indonesia mining industry. At that time, the mining company which most of them is foreign investor act as contractor under government and tied with Contract of Work (CoW) agreement (Gandataruna Haymon, 2011)

Little Love in Pride and Prejudice :: Pride Prejudice Essays

Little Love in Pride and Prejudice   Ã‚  Ã‚  Ã‚  Ã‚   In Pride and Predjuice life is not all fun and games.   There are many pressures in life:   mothers with high expectations for a good marriage and a girl's own expectation of what life and hopefully marriage will be like. Charlotte Lucas is the oldest daughter in a large family, she is not the most beautiful girl, and she is twenty-seven, well beyond the marrying age. Charlotte is Elizabeth Bennett's best friend and Mr. Collins, the man Charlotte finally marries, is Elizabeth's cousin.   Charlotte Lucas will marry to solidify her life, not because she loves, for many people are unkind about her ability to marry well; thus after her marriage to Mr. Collins, she spends all of her time avoiding him.      Ã‚  Ã‚  Ã‚  Ã‚   Charlotte knows   that even though she wants to marry more than anything in the world, she does not expect love to come about; thus, she decides that it is probably even better if you don't know a thing at all about the person you are marrying.   While Charlotte is speaking to Elizabeth about her sister, she expressed her opinion as to Jane Bennet's relationship towards a gentleman.   She says it is probably better not to study a person because you would probably know as much after twelve months as if she married him the next day.   Charlotte even goes as far as to say that "it is better to know as little as possible of the defects of the person with whom you are to pass your life" (p.21). Charlotte considered Mr. Collins "neither sensible nor agreeable" but since marriage had always been her goal in life, "at the age of twenty-seven, with having never been handsome, she felt all the good luck of it" (p.107).   Charlotte is speaking to Elizabeth on her marriage to Mr. Collins, "I am not romantic, you know.   I never was.   I ask only a comfortable home; and considering Mr. Collins' character, connections, and situation in life, I am convinced that my chance of happiness with him is as fair as most people can boast on entering the marriage state" (p.110).   Charlotte is optimistic in entering her marriage even though Elizabeth is not.      Ã‚  Ã‚  Ã‚  Ã‚   The people associated with Charlotte, even her dear friends, have little

Food Poisoning :: essays research papers

You know, when you eat an egg, and it doesn't taste right, look right or smell right? Well that means that it could be contaminated with a dangerous substance (Like Chelsea). Food poisoning is the result of ingesting organisms or toxins in your food. Food poisoning can affect one person, or it can occur as an outbreak among several people who all ate the same thing. Even though food poisoning is quite rare in North America, 60 to 80 million people get affected by food poisoning each year, and 6 to 8 million die from it each year. It mainly occurs at picnics, school cafeterias, or at big social events, like parties with food at them. These are all cases where food is contaminated by something, or it isn't prepared correctly. Most of the time, people get contaminated by under-cooked meats or expired dairy products. Bacterias also cause deadly poisoning. Most cases are caused by common bacteria (see Jonathan's speech) like Staphylococcus or E. coli. The main evil ones are Staph Aureus, E. coli enteritis, salmonella, shigella, campy lobacter, cholera, botulism, listeria, bacillus cereus and yersina (gee, funny names!). Kids (like me) and the elderly, (like Mr. Bark), and people with diabetes, heart disorders or kidney disease, have a much higher chance of having deadly symptoms from bacteria in our food. In places like Africa, there are many more diseases that can affect Canadians, because there are many bacterias that our bodies aren't used to. It is also warmer and there are lots of insects that can carry the diseases around.   Ã‚  Ã‚  Ã‚  Ã‚  And now for the symptoms of being poisoned (this is my favorite part). Depending on what exactly your stupid brain told you to eat, the symptoms vary.

I am Sam Movie Review Essay -- Film Movie Psychology Essays

"I am Sam" Movie Review 1. Movie Title   Ã‚  Ã‚  Ã‚  Ã‚  I Am Sam 2. Year of Production   Ã‚  Ã‚  Ã‚  Ã‚  2001 (Theatrical) ? 2002 (Home Video) 3. Feature Length   Ã‚  Ã‚  Ã‚  Ã‚  134 Minutes 4. Director   Ã‚  Ã‚  Ã‚  Ã‚  Jessie Nelson 5. Producers and Studio   Ã‚  Ã‚  Ã‚  Ã‚  Director/Producer Jessie Nelson, Executive Producer David Scott Rubin & Producers Edward Zwick, Marshall Herskovitz, Richard Solomon.   Ã‚  Ã‚  Ã‚  Ã‚  New Line Home Entertainment 6. Major Character Cast   Ã‚  Ã‚  Ã‚  Ã‚  Sam Dawson played by Sean Penn   Ã‚  Ã‚  Ã‚  Ã‚  Rita Harrison played by Michelle Pfeiffer   Ã‚  Ã‚  Ã‚  Ã‚  Lucy Diamond Dawson played by Dakota Fanning 7. Brief Synopsis   Ã‚  Ã‚  Ã‚  Ã‚  Mentally disabled Sam Dawson is a single father fighting to keep custody of his daughter Lucy with the help of his pro-bono lawyer, Rita Harrison. 11. Comparative Information   Ã‚  Ã‚  Ã‚  Ã‚  The movie portrays Sam Dawson as a mentally deficient parent. The closest the movie, and any resource on it, came to giving an actual diagnosis of his condition is given by a judge in the film stating ?? you have the mental capacity of a 7 year old.? This movie revolves around Sam fighting for the right to raise his daughter beyond the age of 7. The film also has many sociological aspects that correspond to Sam and his daughter, Lucy?s relationship as well as the effects on them separately.   Ã‚  Ã‚  Ã‚  Ã‚  In the large amount of legal proceedings Sam goes through in the movie, I expected to hear a formal diagnosis or at least a technical term for Sam?s mental capabilities, but there was none. Some of the symptoms portrayed...