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Monetary policies are very important when governments are out to stabilize the economies.

This is attributed to the fact that, it is much easier to enact monetary policy decision than a fiscal policy decisions. Having monetary policies is a clear avenue for flexible exchange rates (Betts & Michael, 2000). The ranging inflation makes the domestic level rise, this in the results to appreciation and very high account deficits; fixed exchange rate is actually beneficial by rendering the central bank component. For the fixed exchange rate, it does not move around in the short run. Exporters and importers don’t have to be afraid by the hedging open currency positions or even the demand of goods fluctuating along the relative price (Chari, Patrick & Ellen, 2002).

When monetary policy is implemented through fixed exchange rate system, the main aim is to maintain low inflation and maintaining an adequate level of foreign reserves (Clarida, Jordi & Mark Gertler, 2000). Moreover, when this one is used, the central bank acquires control over the monetary base, since it does not have to do any additional or even subtraction liquidity derived from compulsory interventions in the foreign exchange market. But having a fixed exchange system, the central bank influences interests rates and exchange rtes through the general price level (Devereux, Michael & Charles, 2003).

Due to the transparency in the system, this process is effective in stabilizing the inflation expectations, the exchange rate and the evolution of inflation. Conclusively, under the fixed exchange rate system, a country’s current account deficit can become substantially larger than its account surplus and therefore it is very hard for then to face a balance of payment crisis. Moreover, the rates also act as an automatic stabilizer to external shocks. In other words, they facilitate relatively painless adjustment to negative events in other countries that affect the host country (Devereux, Michael & Charles, 2003)

References

Betts, Caroline and Michael B. Devereux (2000): “Exchange Rate Dynamics in a Model ofPricing-to-Market”, Journal of International Economics 50,1,215-244

Chari, V.V., Patrick Kehoe, and Ellen McGrattan (2002): “Monetary Shocks and Real ExchangeRates in Sticky Price Models of International Business Cycles,” Review of EconomicStudies 69, 533-563

Clarida, Richard, Jordi Galí, and Mark Gertler (2000): “Monetary Policy Rules andMacroeconomic Stability: Evidence and Some Theory,” Quarterly Journal ofEconomics, vol. 105, issue 1, 147-180.

Devereux, Michael B. and Charles Engel (2003): “Monetary Policy in the Open EconomyRevisited: Exchange Rate Flexibility and Price Setting Behavior”, forthcomingReview of Economic Studies.

Name:

Title: Module 2 – Case Planning Health Promotion Programs: Needs Assessment

Course:

Date: 15th August 2013

Module 2 – Case Planning Health Promotion Programs: Needs Assessment

What is the rationale and importance of the study?

This study was conducted after medics realized that the cases of cervical cancer were higher among Canadian women of Chinese origin compared to native Canadian women. The aim of the study was to create an understanding and highlight why Canadian women of Chinese origin are less regular visitors for PAP tests.

Main point of interest is to find out why women of Chinese origin not only living in Canada but also British Colombia had low turn outs for Pap tests.

What steps of the Precede-Proceed model are used as theoretical background for this study?

Factors that predispose, enable and reinforce that are common after a Pap test were examined from women of Chinese origin who lived in British Colombia. The samples from a Pap test 2 years ago from the study were used for comparison.

The study conducted in British Columbia is a basis for comparison, to help the researchers have a deeper understanding and connection.

How was the data collected?

Data was collected through interviews where questionnaires were filled by Canadian women with Chinese origin from age 20 to 79 years. The questions in the questionnaire were formulated from the PRECEDE-PROCEDE model that had been conducted earlier.

The questionnaires were reviewed by specialists who checked for all ambiguity in the answers. Clarity of answers was key in creating a basis to understand and conclude the study.

What were the factors associated with screening?

There were several factors that were associated with screening; Sociodemographic factors. These include social status factors, whether the Lady is single or married also if she was fluent in English.

Another factor was Predisposal; this is in relation to the lady’s beliefs regarding screening and prevention of cervical cancer.

Enabling factors was also a factor of consideration. These include issues of insurance and accessibility to health care facilities. How accessible are health centers for these women.

Finally, the reinforcing factors; these are factors that push the lady to have a pap test for example being advised to have on by her physician.

These factors constitute of issues that the average woman encounters, from marriage to age. They form a general rationale which can be used to construct a questionnaire.

What were the Implications for further research?

It was clear that there were distinct factors which caused Canadian women of Chinese origin not to have a pap test thus leaving unaware. Women who were less educated and single were deemed ignorant on issues of cervical cancer and having a pap test. Also, old women who were still practicing Chinese cultures in Canada did not have the Pap test nor had low turn outs for the test.

While following culture and taking herbs to balance yin and yang, most Chinese women were misled and herbs could not serve various purposes. Further research should be based on convincing these women to visit clinics and have regular tests for cervical cancer and other types of cancer. The study should be used to create public awareness and sensitization on the need of such tests in prevention and early detection of cancer.

In conclusion

The study revealed that it is true most women living in Canada with a Chinese origin pay less attention to testing for cervical cancer.

Reference

Hislop T.G., Deschamps M., Teh C., Jackson C. (2003). Facilitators and barriers to cervical cancer screening among Chinese Canadian women. Canadian Journal Of Public Health. 94(1) 68-73

Name:

Title: Module 1 – Case Health Promotion: The role of Theory and the Ecological Perspective

Course:

Date: August 16, 2013

Did the study find that walkability of the neighborhood affected obesity in all areas and populations?

The aim of the study was to examine if there is a relationship between walking areas in the neighborhood and the body mass index in lower body. If the environment where one lives and its association with obesity and general overweight.

No, the study found that there were some significant factors which affected the thesis. Normally, it is expected that a person living in a walkable area is less likely to be obese or overweight due to the regular walking. However, several factors prove this wrong; the advantaged populations proved this right, with more walking they had a good BMI. Advantaged groups refer to people with higher education and income and are considered more stable. In disadvantaged groups the walking factor did not eliminate obesity. There are factors which seemed to cause obesity such as food environment.

Which populations benefited from walkable neighborhood?

Advantaged members of the society benefited from a walkable neighborhood than less advantaged groups. The study proved a common idea wrong, that when you walk more you are less likely to be obese. Members of the disadvantaged populations walked more, however their BMI was higher.

Why did the study give these results?

There are other factors that affect the BMI of a person other than regular exercise. In the study, a walkable environment was the mode of exercise being used. Other factors that may lead a person to being obese include diet, stress levels and education level. When a person is well educated, they will lead a healthier lifestyle and will know how to deal with stress unlike uneducated people.

Personal approach to reducing obesity in less advantaged populations

The study is an important reference that I would use in raising awareness of lifestyles and obesity. Personally, I would put up campaigns among less advantaged populations and in their neighborhoods. First is to ensure that they are aware that they should lead a healthy lifestyle, convince them to opt for healthier foods rather than fast foods. Healthy eating is the first step towards fighting obesity, drinking lots of water and eating fruits.

Secondly, ensure that members of this population are well informed on ways of fighting stress. Stress is also a factor that leads to obesity. Fighting stress through regular exercise will help in fighting obesity. Take time to have happy thoughts and dedicating time in your daily schedule to relax.

With these two strategies in place, their walking exercise will result to a guaranteed weight loss and help them avoid being overweight.

What would I try to find out?

First, find out which food they prefer, fast foods or healthy foods. How regular do they consume fast foods? What makes them prefer fast foods to healthy foods? Does the cost of fast foods make them prefer them to healthy foods?

What I would do to change that?

I would ensure that they are well informed on the advantages of leaving a healthy lifestyle eating healthy foods and the disadvantages of fast foods. This is the only way that I would make them change their perception towards fast foods and help them embrace healthy eating.

Would I still consider their environment in the intervention?

No, having given them good information on the advantages of healthy eating and disadvantages of fast foods I would not consider changing their environment. Change of food environment is the only change that is required to fight obesity. A person may change their geographical location to a new environment but still consume fast foods and lead an unhealthy life.

These populations will have the knowledge to make the right choices and well informed decisions regarding their lifestyles. There may be a great concern by critics of my strategy in this intervention. One point from critics that I expect is, if they continue to live in the same environment wont they be tempted to continue leading an unhealthy lifestyle? No they won’t, taking them to a different environment does not eliminate temptation rather they should be left to make healthy decisions for themselves.

The ecological perspective of this intervention

Ensure that the intervention is an outreach to create awareness to the entire community in that environment. When everybody is enlightened in the same way and makes a personal decision to lead a healthy lifestyle and make the right health choices, then the environment will be empowered. Rather than choosing a target group in the population to educate about healthy living and eating, educate the entire population.

In Conclusion

Knowledge is power. When people are well informed they make the right choices and live healthier lifestyles than when they are not. All communities should be well informed, plan regular campaigns to create awareness and emphasize on healthy eating. We can fight obesity by providing the right information.

References

Gina S Lovasi,  Kathryn M Neckerman,  James W Quinn,  Christopher C Weiss,  Andrew Rundle. (2009). Effect of Individual or Neighborhood Disadvantage on the Association Between Neighborhood Walkability and Body Mass Index. American Journal of Public Health, 99(2), 279-84. 

Pearce, J., & Witten, K. (2010).Geographies of obesity: environmental understandings of the obesity epidemic. Farnham, Surrey: Ashgate.

Hinton, P. O., Keenan, W. C., & MacLennan, T. G. (1976). The social factors of obesity in the low income population. London: MacPhee.

MODULE 2 ASSIGNMENT

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Date of Submission

MODULE 2 ASSIGNMENT

Current Evidence Concerning the Use of Learning Style Inventories and How to Use Such Tools

Empirical evidence clearly shows that there is currently not enough evidence to justify the use of learning style inventories (Newton & Miah, 2017). According to Bhagat et al. (2015), even though learning style inventories are renowned classroom tools, researchers have established little evidence to support that matching the learning preference of a student to the instructional strategy results in improved educational outcomes. The authors further reveal that several scholars have found that learners who are taught according to their preferred learning style do not perform better than those who are unmatched with their learning style.

Learning style inventories are in the form of questionnaires and are mostly utilized in the classroom to help respondents identify their preferred learning style. Supporting this statement, Çakıroğlu (2014) reveals that learners have differing preferences for how they learn new information. As such, I would use learning style inventories at the beginning of a class to learn more about my students’ needs. Since no single tool can be used to measure all domains of learning: psychomotor, cognitive, and affective, I can combine two or more learning style inventories to understand my student’s needs and their preferred learning. Understanding my student’ preferred learning styles will allow me to develop a teaching approach that will incorporate all their learning needs.

Types of Diverse Students and How to Meet Their Learning Needs

One type of diverse student population is auditory learners. This group of students learns by hearing and listening. Auditory learners remember content with ease when it is presented in an auditory format (Rogowsky et al., 2020). Usually, these learners should be introduced to new information by first hearing about it and then providing verbal feedback to reinforce it (Bastable, 2019). Therefore, to meet this group of students’ learning needs, I can record class content and share it with students before the actual class meeting. I can request the students to listen to the audio before we meet for the next class. Allowing the students to listen to the audio and explaining to them the audio content will help meet their learning needs. Also, since these students learn by hearing and listening, I can adopt group discussions as a teaching approach. I can also minimize noise during the class to meet the learning needs of auditory learners.

Visual learners are another type of diverse student population. Instead of words, these students mostly utilize visual imagery, colors, graphics, symbols, and pictures to learn. Usually, visual students must see the information so as to learn it (Rogowsky et al., 2020). Furthermore, visual learners have a photographic memory and may use tone, color, and brightness to recall information. To meet visual students’ learning needs, I can use relevant pictures, charts, and graphs while using projectors to oblige the course content to enhance students’ understanding. Since these students can use color and brightness to recall information, I can also use shading codes and signal to help them remember the content taught. Since Bastable (2019) urges that visual students learn more easily by observing, viewing, and watching, I can ensure that I use demonstrations so as to meet their learning needs.

Another type of diverse student population is tactile learners. This group of learners learns through handling, touching, and manipulating objects (Buşan, 2014). According to Bastable (2019), tactile learners remember when they draw, write, and move their fingers. Therefore, to meet these students’ learning needs, I can empower them to recopy notes during the study time. I can also adopt the use of scientific experiments when teaching this group of students so as to ensure that their fingers are engaged.

Strategies that Affect Students’ Readiness to Learn and Strategies that Can be Implemented Across All Adult Learner Populations.

Students’ readiness to learn can be affected by several factors. To begin with, anxiety level significantly impacts students’ emotional readiness to learn. Anxiety influence’s student’s ability t perform at the psychomotor, cognitive, and affective levels. Fear, a significant contributor to anxiety, adversely affects learners’ readiness to learn in the three learning domains. Different levels of anxiety affect students’ readiness to learn differently. Low anxiety levels may lead to inaction on the part of the student, while a moderate level of anxiety motivates students to learn. As the anxiety level increases, the learner’s emotional readiness to learn starts to increase and starts to decline after reaching a peak (Bastable, 2019). A strategy that can be implemented across all adult learner populations to increase motivation to learn includes ensuring that the learner’s anxiety level is moderate and less emotional. Anxiety levels can be moderated by engaging in physical exercise since it allows the learner to stay active.

Health status also affects a learner’s physical readiness to learn. The student’s health status is crucial for determining the amount of energy available and the learner’s comfort level, influencing their readiness to learn. Energy-reducing demands which result from the body’s response to diseases and illnesses require the student to spend large amounts of psychic and physical energy, thus leaving little energy for actual learning. Consequently, this reduces the student’s readiness to learn. On the other hand, healthy learners have high amounts of energy available for learning, increasing their readiness to learn. A strategy that can be implemented across all adult learner populations to increase motivation to learn includes promoting health-living behaviors such as healthy eating and engaging in physical exercise (Bastable, 2019).

Furthermore, environmental effects also affect a student’s readiness to learn. An environment conducive to learning helps maintain the student’s attention and stimulate their interest in learning. On the other hand, unfavorable environmental conditions adversely affect students’ learning readiness. For instance, very high levels of noise induce vibration of body parts which negatively affects levels of concentration. A strategy that can be implemented across all adult learner populations to increase motivation to learn to include creating a favorable learning environment free from noise and other distractions (Bastable, 2019).

Also, the complexity of tasks affects students’ readiness to learn. Variations in the complexity of a task affect the degree to which behavioral changes are necessary for the psychomotor, cognitive, and affective domains (Bastable, 2019). For example, it is difficult for a student who has learned a psychomotor skill for completing a certain task to learn a new skill if the procedural steps of undertaking that task change. This is because learning new skills and unlearning the past steps increases the complexity of the task. Therefore, a strategy that can be implemented across all adult learner populations to increase motivation to learn entails providing training classes before the change is introduced.

How American with Disability Act (ADA) Affects Learning and Teaching in Higher Education and How to Meet the Needs of Students with Special ADA Needs

The ADA was signed into law on July 26, 1990 by President George H. W. Bush. ADA protects individuals living with disability from discrimination (Bastable, 2019). The ADA affects learning and teaching in higher education in different ways. Firstly, the ADA mandates that higher education institutions should make fair provisions for disabled students (Vance et al., 2014). It requires that higher education institutes that receive federal funding must not discriminate in student care, recruitment, and admission. Also, the ADA provides that students with disabilities can ask for academic accommodations, which may include auxiliary aids, to enable them to enroll and learn from all postsecondary educational activities and programs. This provision ensures that all institutions of higher learning make adjustments to ensure that the academic program is accessible to students with disabilities. The ADA also assists in implementing necessary changes in laws, processes, and procedures and facilitates the accessibility of classes and exams, which are crucial in making sufficient arrangements for disabled students.

To meet the needs of a learner with special ADA needs, several strategies can be incorporated into the teaching/learning plans. First, a universal design and provision of accommodation are the main strategies for increasing the overall accessibility of higher education by disabled students. Secondly, the use of technology in institutions of higher learning can help meet the needs of a student with special ADA needs. For example, technology can be used to facilitate online learning. Notably, online learning may be more suitable for students with physical disabilities than physical classes. Also, adopting technology can be beneficial for creating a favorable experience in institutions of higher education. For instance, assistive technology can be used to deal with print-related disorders by enlarging the text or helping deaf and hard-of-hearing students with hearing aids. Since such technologies may take longer to master, they can be accompanied by sufficient training for both instructors and teachers. Another strategy that can be incorporated in teaching/learning plans to meet the needs of a student with special ADA needs is the introduction of peer to peer mentoring programs as well as academic coaching to help other students understand the needs of the students with disability and learn how they can help them. Higher education institutions can also expand mobility for wheelchairs in restrooms and introduction of door handles and hard products. Also, lifts should be introduced in institutions for higher learning to make movement easy for students with special ADA needs.

References

Bastable, S. B. (2019). Nurse as an educator, principles of teaching and learning practice.

Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed-method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S58. https://dx.doi.org/10.4103%2F2229-516X.162281Buşan, A. M. (2014). Learning styles of medical students-implications in education. Current health sciences journal, 40(2), 104. https://dx.doi.org/10.12865%2FCHSJ.40.02.04Çakıroğlu, Ü. (2014). Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course. International Review of Research in Open and Distributed Learning, 15(4), 161-185. https://doi.org/10.19173/irrodl.v15i4.1840Newton, P. M., & Miah, M. (2017). Evidence-based higher education–is the learning styles ‘myth important?. Frontiers in psychology, 8, 444. https://dx.doi.org/10.3389%2Ffpsyg.2017.00444Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 164. https://doi.org/10.3389/fpsyg.2020.00164Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 164. https://doi.org/10.3389/fpsyg.2020.00164Vance, M. L., Lipsitz, N. E., & Parks, K. (2014). Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education. NASPA-Student Affairs Administrators in Higher Education. 1875 Connecticut Avenue NW Suite 418, Washington, DC 20009.

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Monastic History in Sri Lanka

The history of Sri Lanka is fundamentally tied to the beginning of Buddhism in this country. This religion was introduced in the 3rd century B.C. from India through a mission fronted by Ven. Mahinda (Strong, 222). This marked an extremely crucial juncture in the country’s history, as it is at this point that the country began developing an identity as a distinctive entity. This religion took root and underwent tremendous growth to become the state religion, thanks to the ample patronage and support from King Devanampiya-tissa, as well as the proper planning of the mission’s leader Ven. Mahinda (Strong, 225). It is worth noting that King Devanampiya-tissa had his own motives for supporting and patronizing the mission. While the growth of this religion has decreased in India, its growth in Sri Lanka has continued to such an extent that it evolved into the largest religion taking more than 70 percent of the citizens. In fact, the oldest Buddhists can now be said to be in Sri Lanka.

However, questions emerge pertaining to the effects of impacts of Buddhism in Sri Lanka. This is especially considering that Sri Lanka has undergone tremendous changes in its sociopolitical landscape and has, in fact, been experiencing varied upheavals. Questions emerge as to the impact of Buddhism on the country’s landscape. It goes without saying that Buddhism has been extremely instrumental to the positive growth of the country.

One of the effects of the introduction of Buddhism in Sri Lanka was the unification of the country. It is worth noting that this religion was effectively used by the ruler as the country’s force of unification, in which case it countered the forces of divisionalism that were plaguing the country. The unification came as a stabilizing force that was necessary for cultural and economic progress (Wickremeratne, 78).

On the same note, the Sinhalese Buddhists recognized the age-old pervasive force that came with the connection between language, culture, religion and education, as well as their combined influence on the national identity. King Devanampiya Tissa borrowed Asoka’s strategy and merged the political state with the new religion. He used the public coffers to support Buddhist institutions and located its temples near the royal palace to enhance control. This patronage positioned Buddhism well enough to evolve into the highest philosophical and ethical expression of Sinhalese civilization and culture. In essence, Buddhism carried a direct appeal to the masses which led to the growth of a shared Sinhalese cultural consciousness.

In addition, the Asokan Missionary approach contrasted the theological exclusivity that Hindu Brahmanism encompassed by preaching and carrying the principles of Buddhism directly to the ordinary or common people. It is worth noting that, the proselytizing enjoyed greater success in Sri Lanka than it did in India in which case it formed the basis as the island’s pioneer experiment in mass education (Wickremeratne, 56).

In addition, Buddhism had an impressive impact on the literary growth and development of the island. It is noteworthy that the Indo-Aryan dialect that the early Sinhalese spoke was comprehensible to the missionaries coming from India, in which case it complemented the early attempts at translating or decoding the scriptures. The Sinhalese literati were studying Pali, which was the language in which Buddhist scriptures were written. This played a critical role in the growth and development Sinhala into a respectable literary language (Wickremeratne, 67).

In conclusion, it is evident that Buddhism has been instrumental to the positive growth of Sri Lanka. It served as a unifying factor thereby establishing stability in the country. In addition, Buddhism was well-positioned to evolve into the highest philosophical and ethical expression of Sinhalese civilization and culture. In essence, Buddhism carried a direct appeal to the masses which led to the growth of a shared Sinhalese cultural consciousness. Moreover, it allowed for the establishment of the Sinhala as a literary language.

Works cited

Strong, John S. The Experience of Buddhism: Sources and Interpretations. 3rd ed. Belmont CA: Wadsworth Publishing Company, 2008. Print

Wickremeratne, Ananda. Buddhism and Ethnicity in Sri Lanka: A Historical Analysis. Delhi: Vikas Publishing House. 1995. Print

(Strong, )

Monetary Policy in the UAE

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Table of Contents

TOC o “1-3” h z u HYPERLINK l “_Toc413348612” Introduction PAGEREF _Toc413348612 h 3

HYPERLINK l “_Toc413348613” Monetary Policies in the UAE PAGEREF _Toc413348613 h 3

HYPERLINK l “_Toc413348614” Discussion PAGEREF _Toc413348614 h 4

HYPERLINK l “_Toc413348615” Implications PAGEREF _Toc413348615 h 4

HYPERLINK l “_Toc413348616” Economic growth PAGEREF _Toc413348616 h 4

HYPERLINK l “_Toc413348617” Low unemployment PAGEREF _Toc413348617 h 5

HYPERLINK l “_Toc413348618” Stable prices PAGEREF _Toc413348618 h 5

HYPERLINK l “_Toc413348619” Conclusion PAGEREF _Toc413348619 h 5

HYPERLINK l “_Toc413348620” Reference PAGEREF _Toc413348620 h 6

Introduction

The Government of the UAE employs an active expansionary monetary policy that is dedicated to growing the economy and producing the desired economic goals of stable prices, low unemployment and high and sustained economic growth as evidence by the article provided “Dubai plots return to credit markets”. Dubai is planning to sell more bonds in order to finance a more diverse economic strategy. With more money “in hand”, Dubai will move forward with plans to increase real GDP by increasing government spending on things such as infrastructure and investments in the aviation market. This is a strategy that is in lock-step with government’s fiscal policy in order to achieve the three economic goals. While the goal remains the same, the implications are more severe and potentially more disastrous. As with fiscal policy, we gain a better understanding of how this may or may not affect the three economic goals by dichotomizing the subject into Hands-on (active) monetary policy, or Hands-off(free market) monetary policy. Again, it is understood that the Hands-off monetary policy in essence means little or no government intervention which is ultimately a contradiction of monetary policy (Ellaboudy, 2010).

Monetary Policies in the UAEThe UAE owes much of its success in banking to enforcing tight monetary policies while maintaining an open and free economic zone. Espinoza & Prasad (2012) states that the UAE dirham -US dollar linkage simply shows that crude oil is sold in US dollars and that domestic interest rates will also move in tune with the US interest rates.

As an open and free economic system, the government kept to a minimum its directives on how private sectors conduct their businesses. No direct taxes are imposed on profits earned by the corporation as well as on personal income. This rule, however, does not apply to foreign banks and oil companies. In addition to the fact that trade barriers and exchange controls does not exist, capital and profits earned by foreign business can also be moved from UAE to the home base without fees. Moreover, customs duties are not only low but also has a lot of exemptions and tolerant visa policies permits easy hiring of skilled migratory workers (www.dubai.ae).

Sultan Bin Nasser Al-Suwaidi, Governor of CBU, expressed his fears in his speech during the 18th World Conference of Banking Institutes (2009) that the crisis of finance around the globe may slightly “reduce the prospects for the UAE economic growth” but to help lessen its impacts, he offers the following steps to be taken (Hebous, 2006). The UAE monetary policy will continue its direction on maintaining low official interest rates;

A “reasonable but low rate of credit expansion and restricted banking expansion will be enforced by the credit and banking policies of the UAE CBU; Comprehensive assessment of UAE banking practices is generally conducted by the International Monetary Fund (IMF) missions using available data provided by the country itself and self-assessment documentations. The IMF 2003 Report on the Observance of Standards and Codes (ROSC) as cited by e- Kamar & Ben Naceur (2007) reveals that while CBU “observes most good transparency practices regarding monetary policy,” it also has its weaknesses. For instance, there has never been a public disclosure of the process of determining the amount as well as amount of annual net profits. At present, this policy hasn’t been changed. As a whole, the ROSC recommended for the CBU to reinforce their reporting methods, especially with regards to the banking decisions and operations.

DiscussionThe UAE has been reported to be among the countries with some of the best banking practices in the world. This reputation is largely due to the monetary system employed by the United Arab Emirates. In a growing economy like the UAE, monetary policies have the power to control its economy and have the government provide for the money that it needs. However, the recent 2008 global crisis show a dwindling of this confidence and loopholes in the monetary policy of the country were noted (Kamar & Ben Naceur, 2007). The blog further opined that total monetary policy control had never been previously an issue due to an incorrect assumption that the “economy will always grow and the market will not fluctuate.” The UAE then realized that it should have had total monetary policy control, specifically in controlling the interest rates, to deflect some of the negative effects of the inflation. Among the reasons for which is the AED dirham-US dollar linkage.

Monetary policies are used to control economic factors as unemployment, inflation, international trade, productivity, and investments. Even if the UAE have some abilities in its expansion policies due to the country’s oil reserves, the UAE doesn’t have a contractionary monetary policy which uses an increase in interest and tax rates (Hebous, 2006). Although, the country may well be able to control other factors, if and when the UAE economy will mature and it still does not have total control over its contractionary monetary policy, one of its predicted results will be that the circulation of money will get out of hand.

Hebous (2006) concludes that monetary policies should give total authority on money supply, expansion, and contraction policies for the economy to become truly stable. On the other hand, Espinoza & Prasad (2012) believes that the UAE will not be affected too much by the “deflationary trap” experienced by other countries. Since the UAE pegs its dirham to the US dollar, it lacks a contractionary monetary policy; hence, the CBU cannot control inflation rates and inflation rates, in turn, tend to be erratic.

Among its effects would us that “investment decisions on the aggregate level are made according to the real rate of interest” (Ellaboudy, 2010). When the dynamics in investments become unstable, this dirham-dollar linkage would have its advantages in the long run because it ensures minimal monetary disturbances. Ellaboudy (2010) further purports that this set-up is especially beneficial for an emerging economy like the UAE.

Implications

Economic growth Buy selling bonds the UAE is stating implicitly that it believes that by acquiring the cash and issuing the bond to the purchaser at a certain interest rate, it can turn around and invest the cash into the channels it sees fit, whether this be infrastructure or aviation, and then payback the debt when the investment turns profitable. The plan faces many contingencies and hinders on the ability of the UAE to take full advantage by putting the cash to work in the most efficient way possible, and if history is any indicator Dubai’s track record of risky bets is not a sure thing. Be that as it may, the results will undoubtedly be higher of GDP due to active Hands-on monetary policy.  A Hands-off monetary policy would, in essence, require that no debt be issued, rather sufficient cash to invest would have to be literally “in hand” before forward motion could begin on any project, regardless of how profitable the investment is deemed to be. This antiquated notion of “looking before you leap” seems to be falling further behind the times with every bond issued.

Low unemploymentIn a Hands-off market economy, implementing monetary policy to achieve particular results, for example changing the money supply by selling more government issued bonds to achieve higher output of GDP, is considered bad money management and contrary to the idea of Hands-off economics. To simplify the perspective lets imagine the UAE is a small household family. Would it be sound policy for a house that is extended beyond their means to engage in more borrowing in order to achieve a higher standard of living? Even if the goal is thought to be an increase of the households overall income, the risk of “mortgaging your future” could have unintended consequences that are far reaching and generational.  The UAE could never be confused with a small household, with vast future wealth coming from a seeming less endless supply of oil. By using the Hands-on theory, Dubai will sell government issued bonds and use the cash to build roads and airports, putting its citizens to work immediately, effectively keeping unemployment low and GDP high (Ellaboudy, 2010).

Stable pricesHere, it seems, is where “the wheels fall off the wagon” when it comes to Hands-on monetary policy. To put in less contrived words, increasing the supply of money has been proven to increase overall prices and not just in the short term. It is foolish to think that monetary policy is the lone contributor to inflation, many factors must be weighed, but none seemingly have the same direct impact as monetary policy. The short-term gains are indeed popular for Hands-on monetary policy and the results are hard to argue with, but at what cost? (Espinoza & Prasad, 2012)

ConclusionThe UAE had and has been proving to be successful in its implementation of monetary policy. The heads of each state within the UAE are seemingly aligned in their lazier-like focus of achieving the three economic goals and allowing the citizens to continue their high standard of living that is on par with many western European nations. The question remains of sustainability and willingness to adapt to an ever increasing globalized economy.

ReferenceEllaboudy, S. (2010). The global financial crisis: economic impact on gcc countries and policy implications. International Research Journal of Finance and Economics, 41, 180-193.

Espinoza, R. A., & Prasad, A. (2012). Monetary policy transmission in the GCC countries.

Hebous, S. (2006). On the monetary union of the Gulf states (No. 431). Kiel advanced studies working papers.

Kamar, B., & Ben Naceur, S. (2007). GCC monetary union and the degree of macroeconomic policy coordination. IMF Working Papers, 1-33.

Campaign Design: Creating Content

Now that we know the plan, what will your content look like? This week you will strategically look at what type of content you will create and create two sample social media posts.

Step 1: Messaging

What messages do you want your posts to convey? How do you want the posts to influence your audience? (Do you want the to buy something, become educated, etc.)

Message for Post 1 (include your caption as well):

Message for Post 2 (include your caption as well):

What hashtags will you use and why?

Step 2: Design

What will your post look like? What colors will you use and why? What images will you use and why? How is the image and design of your post helping you convey your message?

Description of image for Post 1:

Description of image for Post 2:

Step 3: Create Two Sample Posts

Please create two posts. Please include: an image (photo, video, boomerang, etc.), your caption, and your hashtag. If you use an image that cannot be formatted on this document, please email it to me at morgan.kirby@tsu.edu

Name:

Course:

Professor:

Date:

Campus Carry Laws

Shootings have become quite rampant in the United States, and the most alarming thing is that there are no comprehensive laws to govern and restrict gun ownership in the country. Buying a gun is as simple as walking into a store and paying in cash with no additional requirements such as background checks. It comes as no surprise that anyone can purchase a gun and walk into the street and start shooting indiscriminately. Mass shootings have become an almost regular part of breaking news headlines. It is shocking that with all the innocent lives claimed by senseless gun violence, there is yet to be a law that severely limits gun ownership. Even more worrisome is the fact that some Americans staunchly stand by the right to own guns, ignoring the danger that comes with it. Schools and colleges are among the most affected public spaces when it comes to gun violence. It is with this situation in mind that the campus carry laws have been put in place in an attempt to restore sanity in school grounds. However, it is still an intense debate on whether or not people should be allowed to carry firearms inside campus, with both sides of the divide giving compelling reasons for their position.

Some of the most horrific killings are the Columbine High School shootings in 1999 that claimed 15 lives, the 2007 Virginia Tech shootings that claimed 32 and most recently in 2018, 17 people died in a Parklands high school. These statistics show that there was an average of one shooting in the year 2018 (Arrigo & Acheson 136). It is clear that schools and colleges are soft targets for crazed shooters, and more needs to be done to protect the young people in our schools. Other public spaces, such as malls and clubs, have also fallen victim to gun violence. This matter is not restricted to the United States only; Britain and New Zealand have also been victims. On the 15th of March 2019, the Christchurch mosque in New Zealand was attacked by a gunman who killed 51 Muslims in prayer at a mosque. The response to the fatal shooting was fast; the country tightened its gun laws and even banned some types of firearms. Sadly, there has been no similarly swift response in amending gun laws in the US despite the high number of shootings.

Different states in the country have different campus carry laws. These laws refer to the permits to carry concealed weapons within campuses. Some colleges allow licensed holders to carry concealed weapons within campus. These states include Idaho, Arkansas, Georgia, Texas and others. Other states allow individual colleges to decide on whether or not to allow weapons within their campuses. Some states impose certain restrictions such as Tennessee allows licensed faculty members to carry their concealed weapons within the campus, but students are not allowed to do the same. In other states, people can keep their arms concealed in their locked cars within the campus.

There are several reasons given in support of the permission to carry weapons within campus. Statistics have shown that students have the highest percentage when it comes to supporting campus carry at 57%. Faculty are less enthusiastic, with only 37% in support, and the least supportive of campus carry are school administrators, only 19% of whom support carrying weapons on campus (Bennett et al. 348). The most prominent reason is that the student and faculty can keep themselves safe in case of any danger. Within the campus, there are many dangers that students face on a daily basis, including rape, assault, and violent robbery and stalking. Some stalkers show up at their target’s doorstep and follow them around. Despite trying all measures including restraining orders, some stalkers will not relent, and most often they will end up hurting their targets, including raping them and even killing them. If the target were allowed to carry their weapons around, they would feel more secure knowing that they can protect themselves in case of anything.

The second argument for campus carry laws is that the right to carry a weapon is enshrined in the constitution. Students and faculty should be able to enjoy the right to carry their concealed weapons even within campus. There is no reason as to why people should be denied their constitutional rights to carry their weapons simply because they happen to be within campus grounds. Before a person is allowed a permit to carry a concealed weapon, they have to be trained; it has been found that permit holders are the most law-abiding and they are therefore unlikely to misuse their guns. Citizens should retain their rights so that they can be able to protect themselves in case of any danger to themselves or other people.

There are many views that oppose the campus carry laws. The first reason is that gun laws in the country are quite lenient, and therefore, anyone can get their hands on a gun. There are no background checks carried out when a person buys a gun. If a student or member of faculty that is mentally ill gets their hands on a weapon, their behaviour is quite unstable, and this puts others around them at risk. The second opposition to campus carry is that accidents from the concealed weapons are quite frequent. A person carrying a concealed weapon can accidentally set their gun off injuring themselves and other people. In addition to this, students and faculty will be quite nervous if they knew that one of the people in their class or grounds had a gun (Proffitt). They cannot predict the behaviour of the weapon holder; therefore, they have to be on high alert all the time. For this reason, students and faculty will not be able to concentrate on their core activity on campus, which is academics. Additionally, college students that want to commit suicide will be more likely to do it if they have firearms within their reach. People who attempt suicide with a gun succeed 85% of the time compared to only 2% who try using a drug overdose.

The third reason critics present against campus carry is that many college students engage in behaviours such as alcohol and drug consumption; these activities make them prone to erratic behaviour. For example, if a drunk student were to walk around campus with a gun in their pocket and get into a confrontation with someone, they are likely to draw their weapon and hurt other people. Handling firearms within the campus is, therefore, more likely to increase tensions rather that defusing tense situations. Another reason against campus carry is that it is very easy for a student’s firearm to be stolen from their dorm (Bouffard et al. 327). Theft within campus is quite prevalent, and this creates the danger of someone accessing guns that belong to others, even licensed owners.

Most of the students in college campuses are quite young, and therefore, they cannot be lawfully permitted to hold firearm permits. For this reason, the argument that a student or faculty member might have prevented the mass shootings of the past by countering the gunman holds no water. In further opposition to campus carry, it is argued that the job of dealing with armed assailants should be left to professionals such as campus police. These police have been trained for months, and hence, they are qualified to deal with such situations (Wilson & Wilson 32). Contrastingly, license firearm holders are only trained for a short period, such as one day. For this reason, they are not equipped to deal with explosive situations such as a shooter on campus.

Both sides of the debate give very valid points. Many students in support of the campus carry insist that being allowed to carry concealed weapons on campus would help them protect themselves. They can be able to fight their attackers on equal grounds. In addition to this, campus carry proponents say that the number of fatalities and injuries from campus shootings would have been significantly reduced if there had been a student or member of faculty who had a gun to retaliate against the gunmen. On the other hand, the arguments against campus carry laws are numerous.

Most states in the country allow campuses to come up with their own policies when it comes to campus carry. Not surprisingly, most of the campuses have chosen a gun-free policy within their grounds. Most of the students on campus are not yet old enough to be permitted to carry concealed weapons. They also engage in alcohol and drug use; thus, most of the time, they are not in a stable frame of mind. If they are allowed to carry a weapon, is it highly likely that accidents will happen that will lead to deaths. In case of any small altercation or argument, a student will be tempted to draw their weapon, and this might result in fatalities. The best course of action is to keep campuses gun-free so that students and faculty can devote their attention and time towards the core business of the campuses, which is imparting knowledge.

Works Cited

Arrigo, Bruce A., and Austin Acheson. “Concealed carry bans and the American college campus: A law, social sciences, and policy perspective.” Contemporary justice review 19.1 (2016): 120-141.

Bennett, Katherine, John Kraft, and Deborah Grubb. “University faculty attitudes toward guns on campus.” Journal of Criminal Justice Education 23.3 (2012): 336-355.

Bouffard, Jeffrey A., et al. “How many more guns? Estimating the effect of allowing licensed concealed handguns on a college campus.” Journal of interpersonal violence 27.2 (2012): 316-343.

Proffitt, Jennifer M., et al. “11 Preventing Violence or Promulgating Fear? ALEC, the NRA, and Guns on Campus.” (2017).

Wilson, Charles P., and Shirley A. Wilson. “Perceived roles of campus law enforcement: A cognitive review of attitudes and beliefs of campus constituents.” Professional Issues in Criminal Justice 6.1 (2011): 29-40.

According to Halberstam, the importance of names, naming, and the meanings that names convey is what she refers to as the “dynamic power of naming”. Halberstam argues that this is because names are not simply dictated by history and genealogy but also because they help shape our understanding of the present. She refers to this phenomenon as “naming’s alchemical moment”, a transformation where naming becomes a way in which we re-imagine social arrangements and create identities. Alternatively, she calls it “naming’s magic”, where names provide us with the means to create desired identities or social arrangements. Finally, she refers to it as “naming’s potential”, suggesting that names possess something more than historically attributed to them.

Naming is a vital aspect of political organizing. Through the process, people can come together with shared beliefs and goals, as well as create a sense of unity that would otherwise not exist. This is especially important in the current political climate, where people are getting more divided. One significant way for people to name themselves or others is through representation. For example, if you say you’re a Democrat and you see one of your representatives on TV, a person has likely been named by other Americans who share the same values as you. This creates a shared identity for those who are Democrats and Republicans alike that would otherwise not exist without naming themselves or someone else.

Identity names tend to be generally tied to the production of knowledge and about a group of people. In other words, these names can sometimes be used to uncover someone’s identity, in which case they may need to alter their name. On the other hand, these names are also often used to identify with a certain social group or cause. This is because people may want to show support for an issue or movement. This is especially true when people want to represent themselves as being part of that particular group while trying not to be seen as an outsider (e.g., if they’re queer and don’t want others in the community to know).

The act of naming tends to be closely related to power. This can be seen through the power exerted by words. Words are used to maintain power and control over other people or objects in society. It’s not just the powerful who have access to naming; individuals with less social clout may create their power by naming things themselves. This is most commonly seen with graffiti tagging, where it’s hard for police (who lack local knowledge) to catch the perpetrators because they know the streets better than any map does.

When a person cannot name themselves, it is often because they are not willing or able to claim their identity. This is self-neglect and can lead to feelings of inadequacy, shame, and powerlessness. There are various reasons why someone may not be able to name themselves, such as the person experiencing shame about their past experiences or upbringing. The first step in addressing this issue is gaining insight into the causes of this self-neglect.

According to Halberstam, Trans* Feminism refers to a particular understanding of feminism that recognizes and addresses the complexities of trans women’s identities. Halberstam argues that this definition is necessary to shift attention away from essentialist understandings of femininity and gender, which she believes have led to the erasure and subordination of trans women. Halberstam does not claim that Trans* Feminism is a new school but instead that it incorporates multiple feminist theories into one, including “feminine-focused” feminisms and queer theory.

Halberstam argues against TERF or anti-trans* activism due to various reasons. For example, TERF’s or anti-trans* activists claim that transgender children should be seen in the same way as if they were born into the wrong body. Halberstam argues against this idea because he believes it is an endorsement of the “essentialist view” on gender and sex. According to this view, individuals are born with particular sex but later (for example, at puberty) identify themselves as transgender.

Halberstam’s argument for inclusivity is highly important because it illuminates the need for increased education, understanding, and awareness across racial and cultural divides. Halberstam also argues that there is a commonality in our oppression as women. I think it is essential to have an ongoing dialogue about moving forward as women, which will require us to learn from each other’s experiences.

California’s Entry into the United States

The United States and Mexico signed a treaty that returned the southwest, including California, back to the United States in 1848. The same year, the discovery of gold fastened the admission of California to the union. With the gold rush, there was an increase in the state’s population as people migrated from other regions within the U.S. to California, in pursuit of opportunities. California was perceived as a remote area, one ripe with investment opportunities, an adventure zone, and a romantic destination. In Two Years Before the Mast, Dana (1840) explains that when they arrived in the state, everyone came to look and buy from their boats as they were not common in the area. He also noted that Californians were unable to make products for themselves. For example, the state produced a lot of grapes but bought low-quality wine from Boston instead of domestic production. The native Indians were the original people living in the state. California became the 31st state after they sought statehood in 1849. The slavery issue raised in the state led to the rise of a heated debate in congress. It entered the union as a free state. With California’s entry into the United States and the union, the native inhabitants, as well as those that emigrated there faced several changes in terms of the political issues, racial interactions, and gendered assumptions as the population diversified.

Californians faced a transformation in the way leadership was structured including the political culture and framework. The California administration located its first capital in San Jose, but the city lacked adequate capital facilities. The roads were unusable during the winter season thus, Mariano Guadalupe as a senator, donated land in the future city as the legislature was unsatisfied with San Jose. As the facilities available were not suitable to the state government, the capital was moved to Banica and later to the Sacramento River delta in 1854. Vallejo describes that periods before joining the union, the 1820s to 1830s, were a season of social and political turbulence. The missions like Jesuit in lower California and Franciscan mission were ruling and settled in the state. California contained about nine mission which cultivated large land areas and had animals in the mission pastures. The Spanish pioneers suffered many hardships despite being a new country. The new country was harsh for foreigners, including the dry climate and the lack of a unified form of governance. Also, American settlers took Spanish land and registered it as government land. They took advantage of the laws which stood to their advantage (Ranchero period discussion). The 1850 agreement changed how the administration run California. The state functioning under the national community no longer applied with the regional restructuring in the late 19th century, the state developed an authority structure in a manner that matched to the rest of the nation and the world.

Another major change that Californians experienced was a change in how labor was treated. In California’s history, the state development of the workingmen’s party was one of the most remarkable movements. The movement was formed in 1877 and influenced working in the state. The aim of the organization was to bring together all poor men workers ad their friends in one political movement with the aim of protecting themselves against hazardous capital encroachment on their freedom and happiness of their people. The movement had objectives such a destroying land monopoly in the state, return governance to people where it belongs from rich people, destroy the money system by the rich through taxation, provide decency among the poor and youths as the country is rich enough to do so. Fighting for freedom of chinses workers from the movement has shaped the state labor relation. Media development in the state also shapes California’s work availability. The start of Hollywood in the 1920s and the development of television studios in the 1920s makes California play a key role in the production and entertainment industry. Also, the development of museums due to high cultural capital has led to the development of museums which has contributed a lot to the development of the entertainment industry. The state has a diverse population which migrating from different parts of the world, including Latin Americans, Chinese and Africans. The developments have transformed people living in it as they no longer participating in gold mining only and painful work and practices, they were engaging before. Also, murdering happening to Chinese working in gold mines was limited through the development of work workmen’s party.

The population transformation in California is a process the state celebrates due to its uniqueness. California’s population before 1850 was underpopulated, contributed by difficult paths like the Santa Fe and California route. The total population of California does not go above six thousand, and the majority are women and children, with about two thousand men. The authorities fear the migrants will be loyal to their country, and other races will dominate the Californians. The invasion from migrants is believed not to save the lamentable situation the state is experiencing. Among the first missionary to arrive in California were departing from Missouri in the mid-1830s (Vallejo, the arrival of the North American wagon train). Rapid growth and escalating diversity are key issues in building the California population. The population rate which has been experienced in the state has been doubling the population, and the state can be described as a population accumulation zone. When foreigners arrived in a state like chinse, and Mexicans informed their people about resources in the state like gold which motivated them to migrate into the state. The continuous increases in California population are the critical drama of the state history and creator of California cultural uniqueness. A state once sparsely now having a high population larger than some countries like Australia and a well-diversified population with different racial classifications.

Additionally, with entry into the united state people living in California’s culture has been transformed. The predominant population in California were Mexico, but other us migrant arrived in the country due to the changes the state was experiencing. The Californians were keeping their social life alive by honoring their ancestors, the early family founders, heroes and saints. Children were brought up with great respect for the seniors in the community. Any elderly person could correct a young person even by whipping. The elderly also taught children the significance of religion and the history of their family. Everything was done in a simple and primitive way (Boston, 94). in terms of dressing, people dressed according to their gender and ranking in the society. The women wore gowns of different textures. Those who have not intermarried and were pure Spanish could be identified through their dressing and their speech. People of high ranking are wore dressed better compared to lower class and native Indians who were darker and muddier and only covered their waist with small clothing (Dana, Two years before the mast). With continued migration of people into California, the discovery of gold, improved ling standard, the old cultural practices were being abandoned, and people-focused practices which impacted their life positively. The migrants intermarried, and the new generation did not have Chinese, Spanish or Indian culture but had new beliefs and practices. The discovery of gold and economic practices such as trading, which were practiced by Californians, led to the development of supplicated tools and which were used in working and doing daily activities, thus affecting their cultural practices and beliefs. The modern Californian man is more educated, racially diversified hence having new beliefs and practices.

Discrimination in terms of gender and race has changed. Indians are treated in a cruel manner that has not been experienced before. They are subjected to slavery whipping, placed in shackles, and kept in stores for days without water or food. The prices for products are not set, and it is determined depending on the rank of an individual, which is judged from the dressing of an individual. On different missions, people died of hunger, but they could not provide food despite its availability. The poor are discriminated against by ranking individuals, and they do not care about the suffering they are experiencing despite the issues being raised on different occasions. Despite working on wheat and corn farms, they gather fruits from the forest as their food and live on herbs when they are available. In modern days discrimination in California is rarely a crime and is rarely practiced in society.

The discussion establishes that California’s entry into the united states in 1850 transformed people living in the state in the 1830s. The administration governing the people was changed, discrimination of the minority was eradicated, the population, change of labor treatment and availability, and the state’s culture were transformed. The sparsely populated state changed to a densely populated state with diverse races such as Spanish, Africans, and Chinese. People have a more diverse culture with minimal traditional practices for intake dressing people according to their ranks or honoring ancestors in traditional practices. Children in modern society’s responsibility to educate them is not entirely on the community; instead, individual parents take care of their children. Discrimination in 20th century California was a crime and rarely practiced in society. The government ruling the California state is elected by people rather than being ruled by missions. The state’s entry into the united state union impacted people living in the state mainly in a positive way.

Works Cited

Californians on American Occupation of California (1874)

Cross, Ira., “Denis Kearney Organizes the Workingmen’s Party of California”

Dana, Richard Henry. Jr., Two Years Before the Mast (1840).

Guadalupe Vallejo Reminisces about the Ranchero Period”, in Sucheng Chan and Spencer Olin, eds., Major Problems in California History (Boston, MA: Houghton Mifflin Company, 1997), 93-95

Map: Major Locations of Anti-Chinese Violence, 1870-1900

Vallejo, Mariano Guadalupe., “The Arrival of a North American Wagon Train” (1841).