Signficance Of The Study Essay Example for Free

Signficance Of The Study Essay Our study, which is how to make an effective Floorwax without using gas . Instead We used cooking oil (used). It has a lot of significance on life of everyone. The first one is that it helps us avoid Respiratory Diseases, how? For example You’ll use a Floorwax cleaning the floor because of the gas contained on it you may take the gas emitted by the Floorwax and it may affect your Respiratory System. Another importance of our study is it’s materials, especially the used cooking oil, because it’s already used you don’t need to buy it in the market just recycle your cooking oil and it’ll be good. Another significance of this study is observable when you apply it , Normal Floorwax was easily remove when water mixed on it , but on Our study it can’t removed easily by the water. Though Our study was just simple it has a lot of significance that may help the user with it,

The Integration Of Core Concepts And Frameworks In Health Studies Nursing Essay

The Integration Of Core Concepts And Frameworks In Health Studies Nursing Essay Introduction This assignment attempts to explore the integration of core concepts and frameworks in health studies. The purpose of the assignment is to analyse the writers current professional practice, focusing on the outcomes of reflection, models of health, focus for learning, methods of enquiry and occupational mode of practice. Where reflective accounts are used to demonstrate a relationship to current practice, the author will make these entries in the first person (Webb, 1992, Hamill, 1999). The author is a senior staff nurse within an acute and emergency care facility in the North West of England. To ensure anonymity and confidentiality no reference is made to either patients or staff (NMC, 2004). During the last three decades, many professional groups have taken up reflective practice. Bulman Schutz (2004) argue that this enhances learning and promotes best practice within nursing. It is seen as an appropriate form of learning and a desirable quality amongst nursing staff (NMC, 2002). There have been many attempts to define reflective practice, however, Atkins Murphy (1993) argue that the whole concept is poorly defined. Reflection and reflective practice is a process allowing the practitioner to explore, understand and develop meaning, highlighting contradictions between theory and practice (Johns, 1995). Moon (1999) defines reflection as a set of abilities and skills, to indicate a critical stance, an orientation to problem solving or state of mind. Reflection is a window through which an event or situation is broken down and evaluated upon in an attempt to understand what has happened, to improve practice and aid learning and development (Reed, 1993, cited in Burns Bulman, 2000). Kolb (1984) states that reflection is central in theories of experiential learning and argues that within nursing, this form of learning is the most dominant. Platzer, Blake Ashford (2000) state that there are many benefits to learning through reflection, however, they are critical of individual reflective accounts and acknowledge the barriers to this form of learning. They explain how group reflection is more potent when attempting to understand complex professional issues and believe that through sharing, supporting and giving feedback in these sessions will facilitate learning with greater effectiveness. Wilkinson Wilkinson (1996) share this view, but highlight the importance of respecting and maintaining confidentiality. Schon (1983) describes reflection in two ways: reflection in and reflection on action. The differences in these types of reflections are reflecting whilst the situation unfolds and reflecting retrospectively on an event (Greenwood, 1993, Fitzgerald, 1994). Atkins Murphy (1994) improve upon this and suggest that for reflection to make a significant difference to practice, the practitioner must follow this up with a commitment to action, as a result. Interestingly, Greenwood (1993) also states that reflection before action is an important preparatory element to reflective learning as it allows the practitioner to formulate plans ahead of situations arising. There are other writers on reflective practice and conflicting arguments exist about when best to reflect. (Wilkinson, 1999). There are some critics of reflective practice, these highlight issues including the surveillance and self-regulation of reflective practice (Taylor 2003). Bulman Schutz (2004) suggest that when bringing personal feelings and emotions into the public domain that this can act as a barrier to reflection. They also acknowledge other limitations to the reflective process, including a lack of effective tools for assessment, political and financial pressures and the knowledge and skills required by facilitators. Taylor (2003) proposes that due to the confessional nature of reflection, debate can be raised over the legitimacy and honesty of the process. Schutz (2007) states that insufficient research has taken place to assess the benefits of reflection in nursing, leaving some debate about its appropriateness. Taylor (2003) argues however, that reflective practice is considered a positive approach to learning and is an important educational tool. There are many models to guide a practitioner through the reflective cycle. Reflection was first explored by Dewey (1933), Boud et al (1985) Cooper (1975) Powell (1989), Jarvis (1992), Atkins and Murphy (1994), Reid (1993) and others. More recently, models used to guide reflective practice, include Gibbs (1998) Johns (1995), Bortons (1970), Smyth (1989) and others. Health is a broad concept and can embody a variety of meanings, of which there is no particular right or wrong answer. There is no ideal meaning of health, making it a highly contested topic (Aggleton, 1993). The word health derives from the old English word to heal (hael) meaning whole (Naidoo and Wills, 2000). This statement suggests that health relates to the individual and concerns their holistic well-being. However, the literature suggests that opinions vary and that some perspectives disagree. Health is defined in many ways, generally divided into two types of understanding; official and lay perspectives. The main difference between the two, is that one is the view held by professionals and the other represents the views of lay people (non professionals). Official definitions of health have two common meanings in every day use; positive and negative (Cribb 1998, Aggleton 1993). The positive view represents a state of well being and the negative view surrounds absence of disease. The World Health Organisation (WHO) (1946) encapsulated a holistic view of health, Health is a state of complete physical, mental and social well-being, not merely the absence of disease or infirmity. Whilst setting high targets to be achieved, this definition has been criticised for being too idealistic and impossible to attain (Aggleton, 1993). In view of the criticism, the WHO changed its definition: health is the extent to which an individual or group is able to realise aspirations, to satisfy needs and to change or cope with the environment. Health is therefore seen as a resource for everyday life not the object of living. Health is a positive concept emphasising social and personal resources as well as physical capabilities (WHO, 1986). This suggests that more recent definitions see health not as a state, but as a process towards the achievement of each individuals potential (Seedhouse, 1986). Negative definitions focus on the absence of disease or illness (Aggleton 1993, Naidoo Wills 2000). One definition of health suggests that people are healthy so long as they show no signs of bodily abnormality (disease). This definition fails to take into account how the person feels about themselves. The individual may feel ill in situations where health professionals are unable to find any underlying pathology (Aggleton 1993). Alternatively, an individual may have a disease and feel perfectly well. The main point being made here is that subjective perceptions cannot be overruled or invalidated by scientific medicine (Naidoo Wills 2000). The negative meaning of health is utilised by the medical model, which is explored later in the text. Whilst in the workplace, it is apparent to me (who is also a Registered Nurse) that both positive and negative meanings of health are used. Doctors focus on health from the negative viewpoint e.g. a doctor may review a patient and whilst not being able to find evidence of an acute illness, decides that the patient is fit to be discharged. Alternatively, I may focus on the positive view. In this context, a holistic approach to the patients health and social well-being is being explored, and therefore a comprehensive assessment of these needs are being made prior to discharge. As previously mentioned, lay beliefs are the views of those who are not professionally involved in health issues (Aggleton 1999). Whilst this is so, they must not be totally discounted as they can be as important as official definitions. They often influence the behaviour and understanding of an individual, and ultimately, the way they respond to health issues. An example of this can be demonstrated when reflection takes place after an incident e.g. a gentleman was admitted to the assessment area complaining of chest pain. After investigation, he was diagnosed with a myocardial infarction. Immediately after diagnosis, he remained on bed-rest for twenty-four hours, then after this period, the patient stated (when asked how he felt), that he felt well and had infact never felt better. At this point the patient proceeded in an attempt to get out of bed and mobilise locally. Thus, it was his belief (a positive view) that because he felt well (he had no symptoms of feeling unwell) then th is was a signal for him to carry on, in his normal manner, which was not the case. If the patient had been told he needed to rest, then it is likely that his behaviour would have changed. Beliefs about health can also vary from place to place (Aggleton 1993). Having nursed in various locations throughout the United Kingdom, my experience of this is first hand and from this experience, I share the views of Aggleton. There seem clear distinctions between health needs and health interpretations between different social class groups. e.g. in deprived areas, beliefs of health are that you just get by, however, in more affluent areas, health is not seen as merely being free from ill-health, but looks at other dimensions too, like keeping fit, eating healthily and being active. According to Jones (1994), health is subject to widely variable individual, social and cultural expectations, produced by the interplay of individual perceptions and social influence; suggesting that individuals create and re-create meanings of health and illness. This is done by our lived experiences. This view is supported by researchers, who have identified social class differences in concepts of health (Blaxter 1990, Calnan 1987). Their findings concluded that middle class respondents had a more positive view of health and found this to be linked to perceptions such as enjoying life and being fit and active. Through the same research, working class groups viewed health as functional and avoiding ill health. One explanation for these findings is that compared to working class people, middle class groups have greater control over their lives, due to income thresholds and job security, generating higher standards of living. According to Naidoo Wills (2000), this leads to people in different social classes holding different beliefs about autonomy and fatalism. These views are confirmed by my experiences in the workplace. The majority of patients I see are from working class backgrounds. This information is obtained from the patient during admission, when asked about their occupational status. It must be acknowledged however, that someones occupation doesnt necessarily denote their social group. These patients do have a tendency to view health as functional and this further supports the explanation offered by Naidoo Wills (2000). The United Kingdom is undoubtedly classed as a multicultural society, therefore it could be argued that a range of cultural views about health co-exist (Naidoo Wills, 2000). Alternative practitioners offer therapies such as acupuncture, reflexology and massage, which are based on cultural views of health and disease and run in conjunction with therapies offered by the National Health Service, which focuses on scientific medicine. The use of complementary alternative medicine (CAM) is largely unregulated but due to recent government pressures, a regulatory body to govern the use of some of these practices is to be set up (Hawkes, 2008). It is also evident that differences in chronological age and lifestyle also play a key part in influencing our views about health. For many young people, health may be seen as the ability to take part in sporting activities or being at the peak of their fitness (Blaxter 1990, Aggleton 1993). Alternatively, health for the older person is more likely to relate to the ability to cope and to be able to undertake a more restricted range of actions (Williams 1983, Aggleton 1993). It is clear from this discussion, that there are a variety of forms that can be taken from a concept. It is felt therefore that it would be useful to use an analytical framework which brings together defining features of concepts of health and demonstrates their relationship to each other. One such framework is by Alan Beattie (1987, 1993). Beattie (1987, 1993) suggests that concepts of health can be characterised by a focus on health as the property of individuals through to the property of people collectively, on a continuum. Further concepts can be seen as open to authoritative definition (or scientific principles), or alternatively as socially negotiable within the context of people concerned. This lead Beattie to set out two interlocking axis the horizontal and vertical axis. The horizontal axis represents individual people to families, groups and whole communities. The vertical axis represents a stance from expert led (authoritative usually represented by expert knowledge) to client led (negotiated using peoples own interpretations of their health and viewing them as experts in their own right) interventions. From this, the four quadrants of Beatties concepts were born. Biopathological models of health are related directly to the individual, them being the focus for treatment and free from illness or disease. Health is proclaimed in an authoritative manner through investigation and diagnosis. This model relates closely to the medical model of health. Biographical models of health focus on the individual subjective experience of health. Health is seen as part of everybodys life story and is therefore seen as being linked to our individual biographies. Health is not established through science but the personal opinion of the individual in the context of their lived experience. Environmental models view health as a property of populations as opposed to individuals. The emphasis is on the use of statistical data to describe epidemiology, in order to determine the health of the population. The communitarian concept states that health is the property of the social contexts of peoples lives in their communities. Health is seen to be influenced by how people respond to their material and cultural circumstances of their lives and not being shaped by authoritative monitoring of patterns of health. Beattie (1987, 1993) suggests that these models are not mutually exclusive. They can co-exist in differing circumstances, however, the emphasis may be more or less dominant. Having explored these models, it becomes evident that within my practice the Biopathological model is the most dominant between the members of the health care team e.g. a patient is admitted to the assessment unit with complaints of chest pain. The medical team (or the technician as Beattie would refer) would see the individual as the focus for treatment and will carry out expert, scientific led investigations. The diagnosis would then be proclaimed in an authoritative manner. This model has been criticised for being too narrow and it can be argued that medicine is not as effective as it is often claimed (Naidoo Wills 2000). The twentieth century has seen a reduction in mortality and increased longevity in developed countries and it is often assumed that medical advances have been responsible for this. McKeown Lowe (1974) would argue that this is not necessarily the case. In their historical analysis they concluded that social advances in general living conditions had been responsi ble for most of the reduction in morbidity, whereas the contribution of medicine had played a much smaller role. However, within the professions and institutes of medicine, mechanistic approaches to analysis are still dominant (Beattie et al 1993). In practice, the biopathological model of health is usually adopted when dealing with the nominated patient group, but it must be acknowledged that sometimes, due to the nature of nursing (even in an acute area), I may utilise other models within Beatties framework, particularly the biographical model of health. Here, the focus is still individual, but the care is negotiated as opposed to prescribed. Interestingly, the NMC (2004) code of professional conduct also advocates that patients be treated individually, with respect and with their best interests in mind. An example can be given to the reader of when this overlap occurs. A patient is admitted to hospital, following an acute exacerbation of chronic airways disease. The individual is seen by the doctor and in an authoritative manner prescribed a course of treatment, which included smoking cessation. The patient did not respond well to this demand. He believed that because he had been smoking for most of his adult life, that this did not contribute to his current health breakdown. Utilising previous experience in this area, I talked through the issues of smoking cessation and gave a rationale for the proposed treatment. I listened to the patient, with their concerns and anxieties and found that previous attempts at stopping smoking had been unsuccessful. The patient highlighted that no help had been offered previously from the health care team and that he had no financial compensation for his treatment. After a discussion about the support and available services, the patient accepted my offer to a free and confidential stop smoking service and agreed to a referral being sent. According to Beattie (1987, 1993) the focus for learning concerns the type of knowledge a health care practitioner needs in order to practice within their setting. Within the biopathological model of health, the focus for learning is that of essential knowledge applied by the competent worker (the technician). This is consistent with my focus for learning and is utilised frequently in every day practice. It is the most dominant over other focuses suggested by Beattie (1987, 1993) within other models of health. An example of when I might use this form of knowledge could be when managing a deep vein thrombosis (DVT) clinic. I assess the patients risk of having a DVT, then, by following the trusts protocol decide the patients management plan. To ensure the effective running of the clinic at a competent level requires me to have essential knowledge about the diagnosis and treatment of DVT including a thorough understanding of the anatomy and physiology involved, the treatments, radiologi cal investigations, complications and side effects to treatment. Carper (1978), suggests that there are four fundamental patterns or types of knowing in nursing. These are known as his taxonomys of knowing and include, the empirics, aesthetics, personal knowledge and ethical domains. The empirics element of his taxonomy relates to the science of nursing and having the ability to describe, explain and predict. The aesthetics dimension relates to the art of nursing. Personal knowledge relates to the knowledge that an individual has from their past experiences in nursing and the ethical component of Carpers taxonomy relates directly to the decision making, the rights and wrongs, holding values and applicating. A method of enquiry, concerns the formal ways in which knowledge is generated and used by practitioners (Beattie 1987, 1993), often referred to as research and is vital in informing practice (Rolfe 1996). Research has two main paradigms for which there are different terms. Here, they shall be referred to as positivism and interpretivism. Positivist research is concerned with facts based on objective information, which is tested and systemised e.g. a randomised controlled trial. Interpretivist research deals with meanings based on subjective information e.g. a patient satisfaction survey (Parahoo 1997). Previously, I have identified that the predominant method of enquiry in the workplace is the positivistic approach, directly relating to the biopathological model of health. In nursing, the use of evidence-based practice is prevalent and Naidoo Wills (2000) agree is firmly established. This is consistent with the use of randomised controlled trials to establish what forms of treatment are most effective for most people. Sackett, Rosenburg, Muir Gray, Haynes Richardson (1996), describe evidence based practice to be a conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients. This suggests that evidence based practice is crucial to the effective delivery of care and to the role and status of the nursing profession (Hardey Mulhall 1994, Roper, Logan Tierney 1996). An example of positivistic research, used within my practice, would be the use of diabetes mellitus, insulin glucose infusion in acute myocardial infarctio n (digami regime) (see appendix 1, for summary of research findings). Following these findings, the digami regime has been implemented throughout the NHS Trust in which I am employed, and is now standard procedure for staff to use on the appropriate patients. The data to support the use of the digami regime evolved from randomised controlled trials, which Hardey Mulhall (1994), maintains provide high reliability. Further more, the randomised controlled trials have been described within evidence-based practice as the gold standard (Naidoo Wills, 2000). On the negative side, Parahoo (1997) argues that positivistic research studies human beings as objects and does not provide knowledge of the patients views of the treatment. Conclusion It is undoubtedly clear that health is a complex and multi-faceted area for discussion. There are many meanings and definitions to health with no simple answers. It has become clear that lay and professional views should be regarded equally due to their equal stature. The practitioner has always regarded these as so, but the essay has highlighted this important area and has increased my awareness of this for future clinical practice. The practitioner will continue to view health positively and holistically and will endeavour to promote this practice amongst other members of the multi-disciplinary team. The practitioner has learned that using an analytical framework is a useful tool when mapping concepts of health in particularly Beatties framework. The framework was easy to follow and relates well to practice. The focus for learning was found to be predominantly around applying essential knowledge. The method of enquiry that informs practice was dominantly positivism which linked closely with Beatties biopathological model. Not surprisingly, this model prevails as the most dominant in my clinical practice. From this module, I feel that I have developed both personally and professionally. The knowledge gained through the undertaking of further study has helped me bridge the theory practice gap and has made me more aware of issues surrounding this complex area of health. Appendix 1 This study was initiated to test the hypothesis that rapid improvement of metabolic control in diabetes patients with acute myocardial infarction by means of insulin glucose infusion decreases the high initial mortality rate and that continued good metabolic control during the early post infarction period improved the subsequent prognosis of myocardial infarction (Malmberg et al 1995, Malmberg et al 1994, Malmberg 1997). Conclusions from this study, support the immediate use of insulin glucose infusion followed by multi-dose insulin in diabetic patients with acute myocardial infarction (Malmberg et al 1995, Malmberg et al 1994, Malmberg 1997) References Aggleton. P. (1993) Health Routledge. London. Atkins. S., Murphy. K. (1993) Reflection: a review of the literature. Journal of advanced nursing. 18(8) 1188-1192. Atkins. S., Murphy. K. (1994) Reflective practice. Nursing Standard, 8(39) 49-56. Beattie. A., Gott. M., Jones. L., Sidell. M. (eds) (1993) The changing boundaries of health. The Macmillan press Ltd. Hampshire. Beattie. A. (1987) Making the curriculum work inAllan. P, Jolley. M. (eds) The curriculum in nursing education. Chapman Hall. London. Blaxter. M. (1990) Health and lifestyles. Routledge. London. Borton. T. (1970) Reach, teach and touch. McCraw Hill. London. Boud. D., Keogh. R., Walker. D.(1985) Reflection: turning experience into learning. Routledge falmer. London. Bulman. C., Schutz. S. (2004). Reflective practice in nursing (3rd ed). Blackwells publishing. Oxford. Burns. S., Bulman. C. (2000) Reflective practice in nursing: The growth of the professional practitioner. Blackwell Science. Oxford. Calnan. M. (1987) Health and Illness. Tavistock. London. Carper. A. (1978) Fundamental patterns of knowing in nursing. In Nicholl L H (Ed) Perspectives on nursing theory. Lippincott Company. Philadelphia. Cooper C. L. (1975) Theories of group processes. John wiley Sons. London. Cribb. A. (1998) The philosophy of health in nursing practice and health care a foundation text. Arnold. London Dewey. J. (1933) How we think: a restatement of the relation of reflective thinking to the education process. DC Heath co, Massachusetts. Fitzgerald. M. (1994) Theories of reflection for learning. in Reflective practice in nursing, A. Palmer. S. Burns. (eds). Blackwell scientific. Oxford. Gibbs. G. (1998) Learning by doing: a guide to teaching and learning methods. FEU. London. Greenwood. J. (1993) Reflective practice: a critique of the work of Argyris Schon. Journal of Advanced Nursing. 19. 1183 1187. Hamill. C. (1999) Academic essay writing in 1st person: a guide for undergraduates. Nursing Standard. 13 44 38-40. Hardey. M. Mulhall. A. (1994) Nursing research Theory and practice Chapman Hall. London. Hawkes. N. (2008) New laws to govern alternative medicine. TimesOnline http://www.timesonline.co.uk/tol/life_and_style/health/article3134337.ece (accessed 6th January 2008). Jarvis. P. (1992) Reflective practice and nursing. Nurse education today. 12. 174 181. Johns. C. (1995) Framing learning through reflection with Carpers fundamental ways of knowing in nursing. Journal of Advanced Nursing. 22. 226-234. Johns. C. (1995) Achieving effective work as a professional activity. In Schober. J. E., Hinchcliff. S. M. (eds). Towards advanced practice: key concepts for healthcare. Arnold. London Jones. L. J. (1994) The social context of health and health work. Macmillan press. Basingstoke. Kolb. D. A. (1984) Experiential Learning: Experience as the source of learning and development. Prentice Hall. New Jersey. Malmberg. K. A., Efendic. S., Ryden. L. E. (1994) Feasibility of Insulin-Glucose Infusion in Diabetic patients with acute myocardial infarction Diabetes Care 17(9) 1007-1014 Malmberg. K. A., Efendic. S., Ryden. L. E., Herlitz. J., Nicol. P., Waldenstrom A., Wedel. H., Welin. L. (1995) Randomised Trial of Insulin-Glucose Infusion followed by Subcutaneous Insulin treatment in Diabetic patients with Acute Myocardial Infarction (DIGAMI Study) : Effects on Mortality at 1 year Journal of American College of Cardiology 26(1) 57-65 Malmberg. K. A. (1997) Prospective randomised study of intensive insulin treatment on long term survival after acute myocardial infarction in patients with diabetes mellitus British Medical Journal 314, 1512-5 McKeown. T., Lowe. C. R. (1974) An introduction to modern medicine Blackwell scientific publications. Oxford. Moon. J. (1999) Reflection in learning and development. Theory and practice. Routledge Falmer. Oxon. Naidoo. J., Wills. J. (2000) Health promotion foundations for practice (2nd ed). Balliere Tindall. London. New York. NMC. (2002) Requirements for pre-registration nursing programmes. NMC publications. London. NMC (2004) The code of professional conduct: standards for conduct, performance and ethics. NMC publications. London. 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Book Review On Life Along The Silk Road History Essay

Book Review On Life Along The Silk Road History Essay The book that I had been given for review is LIFE ALONG THE SILK ROAD. The book offers a glimpse into the character and characters of the Eastern Silk road between AD 750 and 1000. The author of the book Susan Whitfield is the director of the British Library sponsored Dunhuang project, which makes a remarkable collection of Ancient Silk Road manuscripts including those acquired by legendary explorer Sir Auel Stein, available on the internet. Her knowledge of this treasure trove of primary material shows throughout the book. She has written extensively about china and therefore is in a good position to give an account of the all the details regarding the network of roads and paths crossing central Asia and concentrates on the 8th to 10th centuries A.D. The author has an extensive research on the Mongolian Empire and middle kingdom. She has travelled to central Asia several times and has written this novel as reflection of the stories of the Silk Road. She has dedicated the book to prof.Edward Schafer whom she credits for literary excavation of this historic trade route. This book Life along the Silk Road gives a rich account of the varied history of the Silk Road. It is a good read for people with special interest in history. The book recounts the stories, the lives of ten individuals who lived along the Silk Road in different era. The tale of ten different individuals a merchant, a soldier, a horseman, a monk, a nun among others, all form a different walk of life. The author has tried to reconstruct the history of the route through the personal experiences of these characters. The region covered in the book corresponds to modern day eastern Uzbekistan, western China, Mongolia, south to the Himalayas and including Tibet. Today that region is largely occupied by Turkic peoples, mainly the Uighur, as well as Chinese colonists and is more Islamic than not. In the time period covered by the book it was more Indo-European in character, mainly Buddhist, and a great deal more cosmopolitan, with many towns and cities home to Turks, Indians, Chinese, Tibetans, and Mongolians as well as followers of Manicheism, Zoroastrianism, Nestorian Christianity, Islam, Judaism, and shamanism. Many Silk Road towns, once some of the most populous cities in the world, now have largely been reclaimed by the desert sands due to a decline in population and a drop in the water table, a land now rich in archaeology but vulnerable to thieves looking for artifacts to sell on the black market. The major source of information for this book and indeed much of the scholarship done on this region and era comes from the over forty thousand documents uncovered in a Buddhist cave complex outside Dunhuang, now in Gansu province, China. Sealed up in the eleventh century, it was uncovered by accident in 1900. Though many of these precious scrolls, paintings, and sculptures have been lost since then for various reasons (and others tainted by the existence of forgeries), more than enough remained; the importance of the Dunhuang documents cannot be overstated. A whole field of study, Dunhuangology, grew up around the study of the documents. Not only were there many Buddhist texts, but as paper was rare and often recycled (and once Buddhist scripture was written on paper it was considered nearly blasphemous to destroy at that point), many non-Buddhist writings were preserved, unique in providing glimpses into the lives of everyday people. First chapter of the book was the most informative and wide ranging. It takes reader back in 2nd century and helps in understanding what events took place for which during the mid 8th century when the silk route was as its peak. In this chapter reader learns that there was not one Silk road but multiple paths and that also it was not only silk that was traded along it, horses, salt, wool, jade were also major trade items. The distances covered by the merchants around 3000 miles was indeed a challenge for them. Though Silk Road was of major important for centuries by the end of 10th century trade became increasingly maritime in nature. Following the introduction chapter, author begins to tell tale of ten individuals. The author diligently combines information from texts and archaeological discoveries with her own imagination in order to describe her characters and their families and acquaintances to discuss events in which they participated or which they observed and to indicate their feelings and thoughts. Each tale is full of information about material life that is detail of clothing, eating habits and other details gives the reader a feel for the place and time. The stories along with the numerous pictures present in this book give the reader and insightful into the life of ordinary men and women on the Silk Road era. Following the lives and stories of the Merchant, the Soldier, the Monk, the Courtesan, and others, Susan Whitfield brings the dramatic history of pre-Islamic central Asia down to a human scale, describing the battles of conquest and trade with the details of everyday life. One significant point that can be grasped from the book is the history of Central Asia over this period characterized by a complex succession of power struggles. The lives of ten individuals in this book were greatly affected by the rise and fall of Chinese, Tibetan, Uighur, Arab, and the other powers (such as autonomous city-states like Samarkand) that continually fought for control of the eastern Silk Road. when an empire was not defeated on the battlefield it could collapse or fall into chaos due to serious internal disturbances, such as a 755 rebellion led by a general of the Chinese army against the Tang dynasty and when earlier that same year the Tibetan emperor was murdered during a revolt by his ministers. From the 11th century onwards the culture of the region changed and the Road declined as Islamic culture overtook Chinese influence and the sea route grew in importance. With the rise in sea explorations, overland trade routes became sea routes with Marcopolo set sail to trade the Indians, who were renowned for the spices, textiles and ivory products. Towns near present day Afghanistan saw abandoned villages and the trade declined. The author of the book has presented history in a vivacious manner. At some pages reader may feel elated by a time machine: one hears the sounds, smells the smells and hears the multilingual crowds in the capital of Changan or the various desert posts. The major quality of the book is that it is written not only from Chinese point of view but also contains ample information about the people of central Asia. It is not important to have knowledge about the history of china in order savor the stories in the book. Small and fine details about different characters in the books give the reader a feel as if one is itself present there. The wealth of historical data present in the book which one would like to read in one sitting is an inhuman undertaking given the sheer joy and shock of all the little anecdotes, background facts and human insights. For a student like me it is easy to understand history through understanding the lives of the people who lived there and then instead of going through the tedious information regarding the places and dates of battles and monarchial successions. Traditional histories are normally about who won the battle where. But after having read this book I can fittingly say that the author has conscientiously tried to accommodate people like me by showing Central and Eastern Asias history during the prime days of the Silk Road through a series of brief vignettes representing the lives of various types of people who lived then. I found the writing style of the author quite stiff and solid but the technique she used to present the glorious history is quite effective and fascinating. Her depiction of the Silk Road through her unique style drew me in with everyday detail from the period. She presented the greater historical details, like Chinese dynastic changes and which nations gained superiority a t what time, into a context I could understand and enjoy reading. Apart from the above mentioned qualities there are some problems in the book as well though relatively minor is nature. First of all it should be stated at the outset that this book is, in fact, generally unsuitable as a resource for scholars or teachers, for it is in essence a work of historical fiction. While the book may indeed offer the reader images of life along the Silk Road, it cannot be considered an accurate scholarly resource, since it does not make clear to the reader what is imaginative and what is not. Secondly then trouble with names and terminology emerges almost from the outset, after stating that she will employ k rather than q in Turkic terms and names (i.e., Kocho rather than Qocho), since that will make them more accessible to English speakers, the author then informs the reader that she will use Beshbaliq (not Beshbalik, as one would expect) for the city known in Chinese sources as Beiting, this certainly makes understanding more difficult. Thirdly as one would expect in a book intended for the general market, this work contains neither annotation nor a bibliography, although it does offer suggestions for further reading (pp. 226-29). The book has numerous illustrations, including color and black-and-white photographs, and maps. It also has a Table of Rulers, 739-960 (pp. 230-31) that containsfor no clear reason other than much of it has been taken directly (and not without the introduction of errors) from one of Whitfields sources (6)Frankish and Byzantine monarchs as well as those of the Islamic world, China, Tibet, the Turks and Uighurs. There is an index of subjects and proper names as well. In the end I ill just like to conclude by saying that for the general reader, this book may well serve as an engaging and lively evocation of its subject. For the scholar, teacher, or serious student, however, its problems are sufficiently great as to limit its utility.

The Origins and Purpose of the Goblin Queen in George MacDonald´s the P

The Origins and Purpose of the Goblin Queen in George MacDonald ´s the Princess and the Goblin Whatever the purpose of a story may be, whether the tale is a philosophical, moralizing or merely entertaining one, an assortment of characters with sufficient depth, notability and believability is vital to shoulder the burden of the author’s intent. George MacDonald, in one of his most famous novels, The Princess and the Goblin, displays an acute awareness of this fact, presenting us with some of the most colorful and unforgettable characters seen in children’s literature. When considering the exceptional imagination MacDonald infused into his story and characters, it is little wonder that The Princess and the Goblin is considered to be one of the pioneering novels that gave birth to the immense genre of modern fantasy. Of the two worlds introduced to us by MacDonald in his novel, that of the surface world, a land of sunlight, castles upon rolling hills, and princesses, and that of the underworld, a realm of darkness, stone, and, of course, goblins, it is definitely the latter that is more bereft of significant characters. On the surface, Lootie, Curdie, Princess Irene and her mysterious, powerful grandmother are all key characters with a prominent role in advancing the plot, yet in the dark goblin world, we are given an impression of a teeming, faceless mass of bizarre creatures, with no real sense of individualism. Of the few underworld characters we do meet, the goblin queen is the most prominent, and indeed, she is one of the memorable and distinctive characters in the entire novel. Her impact on the reader is greater reinforced by her embodiment of many elements of folklore and fairytale on top of the already ancient t... ...ons that MacDonald collected, converged, and ultimately made his own. Or perhaps she represented for MacDonald some female presence in his own life, an overaggressive figure deserving of the author’s fearsome representation in his novel. This remains unknown, but the goblin queen nevertheless represents one of the few truly menacing figures in the story; despite many goblins, also presumably the king and his son, we do not feel that the goblin threat has been truly removed until we see her lifeless form, and, with relief, bid her farewell, as Hamlet once said: â€Å"Wretched Queen, adieu!† Works Cited Keightley, Thomas. Fairy Mythology. New York: AMS press, 1968. MacDonald, George. The Princess and the Goblin. New York: Dell Publishing, 1986. Mark Morris. Of Goblins and Dwarves. 5 Nov. 2002 < http://www.humanities.ualberta.ca/mmorris/388/goblins.htm/>. The Origins and Purpose of the Goblin Queen in George MacDonald ´s the P The Origins and Purpose of the Goblin Queen in George MacDonald ´s the Princess and the Goblin Whatever the purpose of a story may be, whether the tale is a philosophical, moralizing or merely entertaining one, an assortment of characters with sufficient depth, notability and believability is vital to shoulder the burden of the author’s intent. George MacDonald, in one of his most famous novels, The Princess and the Goblin, displays an acute awareness of this fact, presenting us with some of the most colorful and unforgettable characters seen in children’s literature. When considering the exceptional imagination MacDonald infused into his story and characters, it is little wonder that The Princess and the Goblin is considered to be one of the pioneering novels that gave birth to the immense genre of modern fantasy. Of the two worlds introduced to us by MacDonald in his novel, that of the surface world, a land of sunlight, castles upon rolling hills, and princesses, and that of the underworld, a realm of darkness, stone, and, of course, goblins, it is definitely the latter that is more bereft of significant characters. On the surface, Lootie, Curdie, Princess Irene and her mysterious, powerful grandmother are all key characters with a prominent role in advancing the plot, yet in the dark goblin world, we are given an impression of a teeming, faceless mass of bizarre creatures, with no real sense of individualism. Of the few underworld characters we do meet, the goblin queen is the most prominent, and indeed, she is one of the memorable and distinctive characters in the entire novel. Her impact on the reader is greater reinforced by her embodiment of many elements of folklore and fairytale on top of the already ancient t... ...ons that MacDonald collected, converged, and ultimately made his own. Or perhaps she represented for MacDonald some female presence in his own life, an overaggressive figure deserving of the author’s fearsome representation in his novel. This remains unknown, but the goblin queen nevertheless represents one of the few truly menacing figures in the story; despite many goblins, also presumably the king and his son, we do not feel that the goblin threat has been truly removed until we see her lifeless form, and, with relief, bid her farewell, as Hamlet once said: â€Å"Wretched Queen, adieu!† Works Cited Keightley, Thomas. Fairy Mythology. New York: AMS press, 1968. MacDonald, George. The Princess and the Goblin. New York: Dell Publishing, 1986. Mark Morris. Of Goblins and Dwarves. 5 Nov. 2002 < http://www.humanities.ualberta.ca/mmorris/388/goblins.htm/>.

Child Development Essay -- Health, Childhood Obesity

There are multiple factors in a child’s development. Parents have a responsibility, as well as a privilege, to contribute to every milestone. Most parents stress over physical and mental stages so much so that play-time is ignored. By making decisions that sacrifice play parents hinder their social development. Parents must take action and encourage their youth to play more, before childhood is lost forever. Play-time is an essential part of early childhood development as well as their most primitive form of expression. In an article titled â€Å"The Importance of Play† by Bruno Bettelheim, he refers to Sigmund Freud’s thoughts that play is a child’s first step in attaining â€Å"cultural and psychological achievements†. (Bettelheim 324) The author also mentions Freud’s notation of how children use play to â€Å"express† themselves. (Bettelheim 324) Play is vital for the maturation of toddlers’ emotional and mental health. Bettelheim, in his article, reflects on Fraud’s understanding of â€Å"how children use play to work through and master quite complex psychological difficulties of the past and present†. (Bettelheim 324) As a mother, I agree with this insight because I can witness the day’s events unfold through my son’s eyes as he holds batman and robin figures. Today’s culture views the media as a necessity. One class of media entertainment is television. Television is often exchanged for play among children. Marie Winn wrote â€Å"The End of Play† commenting on how children have replaced â€Å"fantasy and make-believe games† for television. (Winn 76) A research study in USA Today showed results of a survey indicating â€Å"14% of parents said TV is always on.†(Par 4) Their findings point out â€Å"TV decreased play’s intensity to given toy†. (Par 3... ...thout recess, children are denied elements for social development. Physical education classes, or P.E., are the higher grades’ version of recess. At this level, juveniles engage in a more structured program with specific objectives. In Education Digest, Ann Rosewater from Team Up for Youth reflects on how organized sports are a bridge to adult achievements. Her report on the impact of organized sports exclaims â€Å"participation in physical activities have long term positive effects†. (Par 7) Details assert juveniles â€Å"connect with positive peer groups and provide the experience of failing yet trying again†. (Par 8, 9) As parents we want our children to experience the joys of childhood. One’s child rearing choices are the most dominate factors in adolescents. Parents must control the outside influences interfering with their emotional and physical maturity.

Acct553 Homework Es

1. (TCO A) A taxpayer may litigate a tax dispute without first paying the tax in the:  (Points : 5)|   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  U. S. District Court. U. S. Tax Court. U. S. Court of Federal Claims. All of the above | 2. (TCO F) A business bad debt is deductible for tax purposes as a(n):  (Points : 5)|   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ordinary business deduction. short-term capital loss. long-term capital loss. miscellaneous itemized deduction. | 3. (TCO I) Under the cash method of tax accounting, tax deductions are generally taken when:  (Points : 5)|   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  payment is made. the liability arises. there is net income to absorb the expense.None of the above | 4. (TCO A) Which of the following constitutes tax evasion? (Points : 5)|   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Arranging your affairs to keep your tax liability as low as possible under the tax law   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Failing to disclose a tax liability from a completed transaction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Trying to maximize profits Trying to minimize your tax liability. | 5. (TCO C) Which of the following items is subject to federal income tax? (Points : 5)|   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Interest on U. S. Treasury bonds Gambling winnings Interest on loans made in the ordinary course of business   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  All of the above | 6. (TCO B) Sam owes Bob $8,000.Bob cancels (forgives) the debt. The cancellation is not a gift, but Sam is insolvent. Which of the following statements is correct concerning the impact of this transaction? (Points : 5)|   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Both Bob and Sam recognize $8,000 of taxable income. Bob recognizes $8,000 of taxable income. Sam recognizes $8,000 of taxable income. Neither Bob nor Sam has any taxable income from this transaction. | 7. (TCO I) David, a cash basis taxpayer, owns two rental properties. Based on the following information, compute the amount that he must include in his 2012 gross rental income.Property #1, security deposit on one-year lease received 2/1/12 All of deposit returned at lease end: $1,000 Property #1, payment received 2/1/12 for last month of lease(1/13): $900 Property #1, rental income received in 2012 2/12-12/12: $8,000   Property #2, rental income received in 2012 1/12-12/12: $9,600 Property #2, security deposit received 1/1/12 to be used for last month's rent: $800 Property #2, rent 1/13 received 12/28/12: $800  (Points : 5)|   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  $21,100 $19,300 $18,500 $20,100 | 8. (TCO F) Section 197's intangible assets, such as patents and trademarks, are amortized for tax purposes over:   (Points : 5)| years. 15 years. 10 years. 20 years. | 9. (TCO E) Explain the constructive receipt doctrine. (Points : 17)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  | 10. (TCO G) Answer the following questions concerning tax laws. a. What roles do the U. S. Constitution and U. S. Congress play in creating the tax law? b. What does the common body of tax law (CBOTL) consist of? Br iefly explain how a tax bill becomes a tax law. c. What role does the Internal Revenue Service play in interpreting, and providing guidance on, the tax law? What types of tax law guidance are published by the IRS? (Points : 18)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  |

Business Cycle

Tanzania Business Cycle. Tanzania is one of the poorest countries in the world. According to the United Nations’ data approximately 36% of the global population (43. 7 million people) lives below the poverty line. This signifies that the per capita income of Tanzania is relatively low. The Tanzanian economy depends highly on agriculture, which makes up 40% of the Gross Domestic Product (GDP), provides 85% of exports and employs about 80% of the labour force. The remaining 20% is employed either in tourism, construction, mining or the service sector.Although agriculture has boosted Tanzania’s economy, hurdles still exist due to the poor infrastructure of the country. However, the World Bank and International Monetary Fund (IMF), together with private foreign companies are adopting measures to develop the country in order raise its GDP, and have a sustainable growth rate. (Roubin Global Economics 2012). The business cycle represents four phases that the economy of a count ry goes through over a period of time, moving away from it actual growth trend as suggested by Grant 2000. These include a) depression, b) recovery, c) boom and d) recession.The graph (1) in Appendix A shows, how a economy moves through the four stages, moving away from the actual growth trend. At each stage the economic activities and the total output produced by the economy fluctuate. In addition to that, at each stage the macro economic variables, which include inflation and unemployment, also fluctuate. The wealth of the country also fluctuates at each stage signifying that at each phase of the business cycle the level of consumption, investment, government expenditure, exports and imports fluctuate. (Gant 2000). Below the graph represents Tanzania’s business cycle from 1960 to 2011.The graph represents the four phases of the business cycle according to Tanzania’s economy, also represents how the economy moves away from its actual growth trend. Graph 1: Bigsten and Danielsson(2011) This essay will firstly describe Tanzania’s progress through the four economic phases over the time frame of 1960-2011. Thereafter it will discuss how the various macro economic variables fluctuate during each stage. In particular, this essay will focus on the macro economic variables of unemployment, inflation, investment, output growth (including the components of aggregate demand and supply) and will also consider exports.Depression is the period that falls between recession and recovery. This is the period when the economy faces high rate of unemployment, negative net investment, low levels of exports and falling demand for consumer goods and services, as well as capital goods. (Grant 2000) This is the period when the output level falls over a period of time and the economy of the country is at the lowest level of growth. This implies that the aggregate demand for commodities produced will be relatively low. At this stage the economy will experience a ne gative growth rate, thus the country will not experience economic development.Instead the country will experience poverty as the circular flow of income in the economy is at a minimum. (Grant 2000) As shown in the graph above, according to the Tanzania economic business cycle, it shows that during the period of independence in 1960’s, the economy experienced a negative growth rate of -4. 2% and had a per capita income rate of 7. 1%. In addition to this the inflation rate was relatively high at 7. 8% as stated by Bigsten and Danielsson (2011). The situation in which the rate of inflation is relatively high and the country’s growth rate is negative is known as hyperinflation.Hyperinflation occurs when the economy highly depends on imports and the country’s currency has lost its value. (Investopedia 2012). This occurred because Tanzania had just been freed from the colonial British rule and, had been taken over by the father of the nation, J. K. Nyerere. The countr y therefore had to adopt various reform policies in order to boost the economy. (Bigsten and Daneelsson (2011)). By the early 1980’s Tanzania was heading to an economic crisis, due to the war between Uganda and Tanzania, which climaxed in1978. (EISA2010).During this period of warfare, Tanzania faced a reduction in its exports. In addition to this, there were low levels of investment and low levels of production, which decreased the consumption level in the economy. All these factors led to a fall in the aggregate demand and supply in Tanzania. The negative growth also caused the Tanzanian Shilling to depreciate by 25% in 1984, where the wages level decline, thus implying there was a high rate of unemployment, together with that the inflation rate was at 40%, as can be seen on the graph (2) in appendix A. (EISA 2010).According to Rutasita 2004, the high rate of inflation occurred due to the depreciation of the Tanzanian Shilling, which was brought about by the situation of hyp erinflation as the currency lost it value. The effect of this on the country was vast as there was a great dependency on imported products that included oil. Tanzania therefore fell into deep economic crises mainly due to the oil price shock, the war between Uganda and Tanzania; fall in exports and the depreciation of the local currency. (Noni 2011) Recovery is the period between depression and boom.This is the period in an economy when reforms occur which tends to boost consumption levels, increase production, increase net investment, increase inflation rates and decrease unemployment rate. Overall, during recovery period the government implements various reform policies, in order to boost the economy and have a positive stable growth in terms of the GDP growth rate (Grant 2000). According to the Tanzanian growth cycle, Tanzania has adopted several reform policies, to allow the economy to have a stable growth rate that would eventually lead to its peak period.Soon after its indepen dence from British rule, as suggested by Noni (2011), Tanzania established commercial banks in November 1970,with the main aim to facilitate investment by providing medium and long term loans, in order to boost up the economy of the country, through the industrial sector. Tanzania however, is said to have a growth rate of 4. 2% after 1986 through the reform policy on macro stability (Shanghai Poverty Conference). In addition to this, in order to reform the economy, the Tanzanian government adopted various policies to reduce the poverty level in the county.Between the 1994 and 2002, through the adaptation of the policy, the level of poverty reduced by 28%. The rate of inflation reduced from 30% during the 1980’s and early 1990’s to a single digit in the late 1990’s, as seen in the graph (2) on Appendix A. As suggested by Shanghai Poverty Conference, the introduction of various policies by Tanzania boosted the economy, as it created new investment, both private an d foreign direct. The policy also created employment began to expand the economy.The reforms also improved the balance of payment, which stabled the exchange rate to allow the inflation rate to reduce to a single digit in 1999 being 7. 9%, as the economy was less dependent on the imported productions, and also because of the improvement in balance of payment the shillings gained value, thus stabilizing the economy to a certain level (Rutasitara 2004). This implies that overall production level to increase, which signifies that the aggregate demand for the products’ production would also increase, bring an overall increase in the consumption level.Thus the country has experienced a steady rate of economic growth over the time frame of 1962 to 1976, 1984 to 1995 and finally from 1998 to 2011. The fact that the country’s overall economy has been growing signifies a steady flow of money circulation in the Tanzanian economy. Boom is the period in the economy that comes afte r recovery and before recession. During this stage of the business cycle, goods and services are at high demand. Also there is a high import and export rate, the inflation rate is relatively high and employment is at the peak.This stage of the economy is when production is at its highest level and thus the expectation of profit is relatively high. (Grant 2000) Referring to the graph above, between the years 1960 and 2011, the Tanzanian economy has been recovering showing a significant growth overall in the economy. Tanzania experienced a significant growth rate in 1966 when the growth rate peaked to 12. 8% (ESED International). Thereafter, the economy has also peaked from the year 2000 to 2011, with an average growth rate of 6. 6%, over a period of 11 years.During this period the average inflation rate was 7. 25% (ESDE International). During this period Tanzania had found natural resources including gold and natural gases which has led to the development of its infrastructure. The i ndustrial sector grew by 9. 2% in 2007, and was estimated to grow by 10% in year 2008, as suggested by Campbell and Christie (2010). Tanzania also showed a great improvement in 2010, performing well in foreign exchange reserves tourism sector. The country has collected $3. 7 billion reserves by September 2012 (The Citizen 2010).Furthermore, the country has taken various measures to improve its growth, as stated by Business Development Gateway (2012). For example, in the year 2010, there had been more development under private sectors, which benefit the investors, and allow investment to occur in the country, which would bring about employment opportunities. Overall, since the beginning of the twenty-first century Tanzania has experienced a great improvement in terms of the GDP growth rate. (Campbell and Christie 2010) Recession is the period between boom and depression.This is the period when the economic growth slows down eventually attaining a constant level in the economy. This i s the phase where the rate of unemployment would rise, while the rate inflation rate would decrease. During the recession period the economy is growing but at a low rate. (Grant 2000). According to the graph above, Tanzania’s economy faced a recession during the year 2008. This occurred due to the global financial crises of 2008 that originated from the United States of America caused a general fall in the level of output.This effected Tanzania’s economy as this caused fuel prices to increase, which led to an increase in price in all the sectors of Tanzania’s economy, causing poverty to increase. According to Ngowi (2010), the crises mainly affected the low income earns countries (such as Tanzania) as they are highly financially dependent on the developed nations. Furthermore, due to the financial crises, according to Ngowi (2010) the growth rate predicted by Tanzania reduced from 7. 8% to 7. 5%, in 2008.The investment level also decreased by 10%, together with the level of exports reduced by 44% in cotton industry, 30% in the tourism industry and 50% in the coffee industry. The reduction in all the main economic activities of the country caused the growth rate of the country to decrease. The average inflation rate over the period 2009 to 2011 was 8. 2% (ESDS International). Overall the consumption of in the economy reduced considerably. The financial crises of 2008 did effect the economy of Tanzania, but not at a vast level, as stated by Ngowi (2010).In conclusion this essay has discussed the four phases of a business cycle, showing how an economy of a country (Tanzania) moves through the four stages over a period of time. Overall, Tanzania’s economy has been stable since the country redeemed its independence from British rule However according to president Kikwete (2011), the government has come up with a 5-year government plan in order to ameliorate the country’s economy to a middle income country, with an average GDP grow th rate of 8% for next 5 years and targeted growth rate of 10% from 2016 to 2025.Appendix A Graph 1 Graph 1: Google image, the business cycle. Graph 2 Graph 2: ESDS Data Change in inflation rate on27th July 2012. REFERENCE 1. Bigsten A. , Danielsson A. (1999) â€Å"Is Tanzania an emerging economy? A report for the OECD project†Emerging Africa†Ã¢â‚¬ . [Online]. Available at: http://www. investmentcompact. org/dataoecd/40/30/2674918. pdf [Accessed on: 12th July 2012]. 2. Business Development Gateway (2009) Your Gateway to Business success; Fanikiwa ki-Biashara. Available at: http://www. bdgtpsf. com/ [Accessed on: 12th July 2012] 3. Christie T. , Campbell J. 2010) â€Å"Tanzania† [Online] Available at: http://fic. wharton. upenn. edu/fic/africa/Tanzania%20Final. pdf [Accessed on: 12th July 2012] 4. ESED (2012) The CPI % Change. Available at: http://esds80. mcc. ac. uk/wds_ifs/TableViewer/tableView. aspx [Accessed on: 12th July 2012] 5. EISA (2010) Electoral Instit ute for the Sustainability of Democracy in Africa: Tanzania: failure of Ujamaa (1976 – 1986). Available at: http://www. eisa. org. za/WEP/tanoverview9. htm [Accessed on: 12th July 2012]. 6. Grant, S. J. (2000) Stanlake’s Introductory Economics. 7th edn.Harlow: Essex. 7. Google images (2012) The Business cycle. Available at: http://www. google. co. uk/imgres? q=the+business+cycle&hl=en&sa=X&tbm=isch&prmd=imvns&tbnid=jagFpjAAwB55EM:&imgrefurl=http://monevator. com/investment-clocks/&docid=J2v1d2NUFnqmMM&imgurl=http://monevator. com/wp-content/uploads/2009/05/businesscycle_1. jpg&w=515&h=427&ei=9uIBUPyBAqbC0QXX0uCIBw&zoom=1&biw=930&bih=440 [Accessed on: 12th July 2012] 8. Investopedia (2012)Hyper Inflation: Definition of Hyper inflation. Available at: http://www. investopedia. om/terms/h/hyperinflation. asp#axzz20XRP0LOi [Assessed: 12th July 2012] 9. Ngowi (2010) â€Å"The Current Global Economic Crisis and its impact in Tanzania†. African Journal of Business Manag ement. 4(8) pp 1468 – 1476. [Online] Available at: http://www. academicjournals. org/AJBM/PDF/pdf2010/18July/Ngowi. pdf [Accessed on:12th July 2012] 10. Noni, P. (2011) â€Å"Implementing Successful Reforms and Transformations in DFIs: The Experience of Tanzania Investment Bank Limited†. Tanzania Investment Bank Limited. [Online] Available at: http://www. adfi-ci. org/news/Presentation_by_Mr_Noni_TIB. df [Accessed on: 12th July 2012] 11. Roubin Global economics (2012 )Tanzania: Economic profile: Back ground. Available at: http://www. roubini. com/briefings/119199. php [Accessed on 12th July 2012]. 12. Rutasitara, L. (2004) â€Å"Exchange rate regimes and inflation in Tanzania†. Africa Economic Research consortium. Paper 138 pp. 1-23 [Online] Available at: http://dspace. cigilibrary. org/jspui/bitstream/123456789/32127/1/RP138. pdf? 1 [Accessed on: 12th July 2012]. 13. Shanghai Poverty Conference Tanzania’s Economic Reforms and Lessons Learned. Online] Ava ilable at: http://info. worldbank. org/etools/docs/reducingpoverty/case/31/summary/Tanzania%20Country%20Study%20Summary. pdf [Accessed on 12th July 2012]. 14. United Republic of Tanzania Presidents office planning Commission (2011). The Tanzania five years development plan 2011/2012 – 2015/2016. Available at: http://www. tanzania. go. tz/pdf/FYDP-2012-02-02. pdf [Accessed on 12th July 2012] 15. The Citizen (2010) â€Å"Economy on Course after global recession†. [Online] Available at: http://thecitizen. co. tz/magazines/31-business-week/6759-economy-on-course-aft