Thursday, September 19, 2019
Brain Tumors :: essays research papers fc
BRAIN TUMORS (Meningioma and Oligodendroglioma) I. Pathology A.     Meningioma II. Etiology A. No known cause B.     Uncontrolled division of meningial cells III. Specifics A.     Affected cell - meninges (cover and protection of brain and spinal cord) B.     Accounts for 20% of all intracranial tumors C.     Typically benign D.     Between skull and brain E.     Compresses but does not invade brain IV. Symptoms/Signs A.     Headaches B.     Stroke-like symptoms C.     Seizures D.     Loss of vision E.     Personality changes F.     CT scans and MRI’s can determine presence and exact location V. Types A.     Convexity (curved part of the skull) B.     Cavernous sinus C.     Sphenoid wing D.     Clivus and parasellar regions E.     Cerebellar (also occur) VI. Treatments A.     Surgical removal (most common, first option) B.     Regular radiation C.     Stereotactic Radiosurgery (precise radiation delivered to the brain without harm to surrounding tissue/ this is used for meningiomas that are more difficult to safely remove) VII. Prognosis A.     Excellent (more than 95% survival rate) B.     Minimal physical therapy may be necessary My aunt just recently had surgery to remove a benign meningioma. The surgery was a success and had she survived despite further complications, her treatment following the surgery was to be mere physical therapy to regain full or partial use of her left hand. I. Pathology A. Oligodendroglioma II. Etiology A. Unknown III. Specifics A.     Affects oligodendrocytes (responsible for myelin production, which covers nerves and allows for quick conduction of information) B.     Most common in male adults C.     May be benign or malignant and spread to other parts of brain or even outside IV. Symptoms/Signs A.     Headaches B.     Vomiting C.     Visual complications D.     Memory loss E.     Problems with coordination and speech F.     Mood and personality changes G.     Paralysis on one side H.     CT scans and MRI’s can determine presence and exact location of tumors V. Types A.     Frontal lobe B.     Temporal lobe VI. Treatment A.     Surgery B.     Radiotherapy C.     Chemotherapy VII. Prognosis A.     Poor long term B.     Often fatality In addition to current treatment methods for tumors (chemotherapy, radiation, surgery, and stereostatic radiosurgery), testing is being done to determine the effects of hyperthermia, gene and viral therapy, as well as immunotherapy (vaccines) as possible treatment methods. This may be useful because most tumors are more sensitive to heat than other tissues. Of course, as with all cancers and diseases, continuous research is also being done to determine specific causes. Brain Tumors :: essays research papers fc BRAIN TUMORS (Meningioma and Oligodendroglioma) I. Pathology A.     Meningioma II. Etiology A. No known cause B.     Uncontrolled division of meningial cells III. Specifics A.     Affected cell - meninges (cover and protection of brain and spinal cord) B.     Accounts for 20% of all intracranial tumors C.     Typically benign D.     Between skull and brain E.     Compresses but does not invade brain IV. Symptoms/Signs A.     Headaches B.     Stroke-like symptoms C.     Seizures D.     Loss of vision E.     Personality changes F.     CT scans and MRI’s can determine presence and exact location V. Types A.     Convexity (curved part of the skull) B.     Cavernous sinus C.     Sphenoid wing D.     Clivus and parasellar regions E.     Cerebellar (also occur) VI. Treatments A.     Surgical removal (most common, first option) B.     Regular radiation C.     Stereotactic Radiosurgery (precise radiation delivered to the brain without harm to surrounding tissue/ this is used for meningiomas that are more difficult to safely remove) VII. Prognosis A.     Excellent (more than 95% survival rate) B.     Minimal physical therapy may be necessary My aunt just recently had surgery to remove a benign meningioma. The surgery was a success and had she survived despite further complications, her treatment following the surgery was to be mere physical therapy to regain full or partial use of her left hand. I. Pathology A. Oligodendroglioma II. Etiology A. Unknown III. Specifics A.     Affects oligodendrocytes (responsible for myelin production, which covers nerves and allows for quick conduction of information) B.     Most common in male adults C.     May be benign or malignant and spread to other parts of brain or even outside IV. Symptoms/Signs A.     Headaches B.     Vomiting C.     Visual complications D.     Memory loss E.     Problems with coordination and speech F.     Mood and personality changes G.     Paralysis on one side H.     CT scans and MRI’s can determine presence and exact location of tumors V. Types A.     Frontal lobe B.     Temporal lobe VI. Treatment A.     Surgery B.     Radiotherapy C.     Chemotherapy VII. Prognosis A.     Poor long term B.     Often fatality In addition to current treatment methods for tumors (chemotherapy, radiation, surgery, and stereostatic radiosurgery), testing is being done to determine the effects of hyperthermia, gene and viral therapy, as well as immunotherapy (vaccines) as possible treatment methods. This may be useful because most tumors are more sensitive to heat than other tissues. Of course, as with all cancers and diseases, continuous research is also being done to determine specific causes.
Wednesday, September 18, 2019
The Role of Trees in Hurston’s Seraph on the Suwanee and Their Eyes Wer
The Role of Trees in Hurston’s Seraph on the Suwanee and Their Eyes Were Watching God Trees play integral roles in Seraph on the Suwanee and Their Eyes Were Watching God as sites of sexual awakening for Hurston’s heroines, providing a space under which dreams bloom into â€Å"glistening leaf-buds†or over-ripen and die like spoiled fruit. Close readings of Janie’s pear tree and Arvay’s mulberry evoke strikingly disparate images of female sexuality despite Hurston’s articulation of both experiences as the realization of â€Å"a pain remorseless sweet.†Depicted within the first quarter of each narrative, Hurston places great emphasis on her characters’initial sexual experiences as shaping the development of Janie and Arvay’s identities. As suggested by her pensive pose beneath the pear tree (â€Å"stretched on her back†), Janie possesses agency, navigating the course of her own sexual maturation by searching, inviting, and questioning the tree and herself for â€Å"voice and vision.†Hurston’s diction constructs a purely sensual scene, for like the flower opening up and summoning the â€Å"dust-beari...
Tuesday, September 17, 2019
Dark Chocolate Essay
Chemistry Central Journal brings even more good news for chocolate lovers, stating that dark chocolate contains more flavanols and polyphenols than fruit juice. â€Å"Cacao seeds are a ‘Super Fruit’ providing nutritive value beyond that of their macronutrient composition,†said Dr Debra Miller. Chocolate and Blood Pressure The important thing is that the antioxidants in dark chocolate can significantly reduce blood pressure in patients with hypertension. According to researchers from the University of Adelaide, flavanols promote vasodilation, which may consequently lower blood pressure. â€Å"There have, however, been conflicting results as to the real-life effects of eating chocolate. We’ve found that consumption can significantly, albeit modestly, reduce blood pressure for people with high blood pressure but not for people with normal blood pressure.†added Dr Karin Ried, who is program manager and research fellow of the PHCRED (Primary Health Care Research Evaluation & Development) program at The University of Adelaide. The analysis concluded that the pressure reduction caused by chocolate consumption was comparable to the effects of 30 minutes of daily physical activity. Chocolate and Cirrhosis There are also potential benefits for liver disease patients. Spanish scientists found that eating dark chocolate lowers blood pressure in the liver and reduces damage to the blood vessels of patients with cirrhosis. A study which was presented at the International Liver Congress 2010 divided 21 cirrhotic patients with end stage liver disease into two groups. The first group received liquid meal containing dark chocolate, while the participants in the second group were getting liquid meal with white chocolate devoid of anti-oxidant properties. As a result, the patients receiving dark chocolate experienced a noticeable reduction of post-prandial increase in blood pressure in the liver. one Square Is Enough However, it is not necessary to eat huge quantities of chocolate in order to experience all the health benefits. In fact, just one small square a day may be enough to experience the health benefits chocolate is offering. A study performed in Germany that compared 19 357 individuals found that those who ate the most amount of chocolate (an average of 7.5 grams a day) were at a 39% lower risk of developing a heart attack than people with the lowest (1.7 grams) chocolate intakes. To put things into perspective, the six grams of difference are the equivalent of one small square of a typical 100g chocolate bar. â€Å"Our hypothesis was that because chocolate appears to have a pronounced effect on blood pressure, therefore chocolate consumption would lower the risk of strokes and heart attacks,†explains Dr Brian Buijsse from the German Institute of Human Nutrition, who led the research. â€Å"Small amounts of chocolate may help to prevent heart disease, but only if it replaces other energy-dense food, such as snacks, in order to keep body weight stable.â€
Monday, September 16, 2019
Adolescent Development Essay
There are mutual influences between an individual and their social environment. There are also at-risk factors involved in the life of a developing adolescent that interconnects with a series of reciprocal systems. I can recall as a developing adolescent quickly maturing into adulthood, the many social, economic, external and internal influences that contributed to certain at-risk behaviors. These type of influences impacted me directly and indirectly. I was influenced by the several environments I was in, and I also contributed to influencing the environment around me. Attempting to exert control over uncontrollable circumstances only lead to desperate situations and weighty consequences. However, learning to accept my present circumstances, and how to appropriately respond to the hardship and temptations in life developed positive life changes. Individual human development occurs within interconnected and embedded ecological systems (McWhirter et al, 2013). The ecological systems include the individual, the microsystem, the mesosystem, the exosystem, and macrosystem (McWhirter et al, 2013). The individual consists of genetic and biological factors, and personality characteristics (McWhirter et al, 2013). The microsystem consists of the people that the individual comes into direct contact with and who the individual interacts with (McWhirter et al, 2013). The mesosystem is the embedded interconnections between different microsystems and the impact of the interactions that take place (McWhirter et al, 2013). The exosystem consists of the interconnections between one or more settings that indirectly involve the individual (McWhirter et al, 2013). The macrosystem represents the social blueprint of cultural values, societal structure, gender-role socializations, race relations, belief systems, and national and international resources (McWhirter et al, 2013). The chronosystem is the interconnection and interaction of the individual within different environments, and is the transitions that occur during the course of the individual’s lifetime (McWhirter et al, 2013). These interconnecting systems are referred to as the ecological model, and assumes that the individual is continually interacting with his or her environment hat produces constant change due to mutual influences (McWhirter et al, 2013). Part A – The Ecological Model The core of who I really am involves the combinations of my genetic predispositions, evolutionary and biological components, personality characteristics, and the ongoing process of behavioral, cognitive, and affective experiences (McWhirter et al, 2013). Who I am has a lot to do with my expe riences in life, my responses to life events, and the social and environmental influences and interactions involved. The ecological model provides a greater understanding of how I influence my environment and my environment influences me. This is important because it is through the interactions of the ecological systems that help me better understand myself and others. The Individual. I entered the world with an umbilical cord wrapped around my neck, struggling to live due to insufficient oxygen intake. As a child I was very susceptible to illness. As an adult I discovered that I was living with an autoimmune disorder. I have very vivid fragmented memories as a child of several doctor office visits. At the personal level, I was a very fearful, anxious, angry, socially withdrawn child who experienced an unstable, insecure, neglectful, abusive, and dysfunctional home environment. The structure of personality develops in childhood and continues to develop in adulthood (Caspi, Roberts & Shiner, 2005). I developed a combination of extraversion and introversion traits. These traits show themselves depending on how safe I determine the environment around me to be. As a child I experienced positive and negative emotionality. I at times struggle with viewing the world as a safe place and occasionally viewed it as threatening. I experienced anxious distress with a tendency toward anxiety, sadness, insecurity, and guilt. As a teenager I experienced darker emotions such as anger, frustration, and irritation. I developed agreeable personality characteristics as a child. In adulthood I sometimes struggle with the fear of rejection, self-acceptance, people pleasing tendencies, self-awareness, and feeling comfortable in my surrounding environment and own skin. I also developed a strong motivation to achieve academically, and have a strong sense of independence. As a child and through my teenage years I was not allowed to have an opinion or express individuality, which resulted in the inability or challenge to think on my own, questioning who I am through life stages, fearful of making decisions on my own and especially decisions I need to make on behalf of others, and codependency issues. The Microsystem. I grew up in a traditional family household for a time being that consisted of my mother, father, and sister. Although, it was considered a traditional two parent household, my father was rarely home, and when he was home he was unavailable. My mother was emotionally unavailable and suffered from manic depression. My mother stayed at home and my father was either out working or pursuing one of his addictions. My family was homeless until I was the age of 5. We had lived and slept in my father’s suburban, randomly stayed with strangers, and at times lived in a recreational vehicle. I assumed responsibility and care of my younger sibling, my mother, myself, and household chores. I entered the stages of maturity alone and without parental support. The lack of positive parenting during my adolescent years made me vulnerable to at-risk risk behaviors such as premarital sex, tobacco use, substance abuse, gang involvement and mental and social disorders (Clinton & Clark, 2010). At the age of ten I was removed from my parent’s custody and placed in foster care where my sibling and I were separated and placed in different homes. In the foster system I was only allowed to socialize at school, and attended church depending on whether or not my foster parents at the time deemed it necessary. My sister and I went through several foster home placements which resulted in the loss of security, the loss of our personal possessions, and sense of belonging. Being bounced from home to home, it was difficult maintaining a close friendships with others. I developed an internal mechanism of being friendly with everyone, but not allowing myself to develop a close friendship with others. As I gained independence and freedom in my later teen years and early adulthood, I became more involved in church. The Mesosystem. I grew up in a rural community with a lack of parental involvement. There were no real established mesosystem relationships. The environment was inconsistently positive and very negative at times. Since school was my outlet, I strived for academic excellence and successfully achieved it. School seemed to be the only sense of stability. The Exosystem. Outside agencies that developed policies and created public resources were an indirect benefit to me as an adolescent and young adult. During childhood, I was able to eat lunch at school, and enjoy extracurricular activities such as Campfire Girls, cheerleading, and Key Club. I was given accessibility to the basic needs that my parents could not afford such as cloths, food, and shelter. As an adult, several community resources helped my daughter and escape and terminate a domestically violent relationship. The Macrosystem. During adolescence I was exposed to abuse, neglect, and violence first hand and via the television. My father grew up in the south and was very racist toward certain nationalities and races of people. The cultural context consisted of low socioeconomic status (SES), poverty, and experiencing our Native American ethnic background and being exposed to several conflicting belief systems. I grew up on a culture where corporate punishment was an acceptable practice. The culture valued individuality, independence, and self-reliance. I grew up in poverty with a prevailing crime rate not as noticeable as it is today. Social norms included the overuse of antibiotics (McDonnell Norms Group, 2008), and the use of drugs and alcohol were socially acceptable. Chronosystem. A pattern of environmental events, transitions, and sociohistorical circumstances contributed to my development over my lifespan. Both of my parents lived disloyal and adulterous life styles. Overtime, there unhealthy and dysfunctional patterns of relating to each other resulted in a separation. My father died when I was 17 years old. My parent’s marriage legally dissolved at the time of my father’s death. My mother remarried multiple times. My sister and I were exposed to their dysfunctional lifestyle, which tremendously impacted our lives. I personally, transitioned through many of life events by experiencing two divorces, being a single-mother of four children for quit sometime, remarrying and adjusting to a blended family, the loss of my oldest daughter, and facing the social political arena at work. Part B – At-Risk Tree Metaphor The At-risk tree is an analogy that allows people to understand the range of issues involving at-risk adolescence (McWhirter et al, 2013). The soil of the tree represents the individual’s societal environment (McWhirter et al, 2013). The roots refer to family, school, and peer groups that connect the tree to the soil (McWhirter et al, 2013). The trunk represents the developing attitudes and behaviors of each child (McWhirter et al, 2013). The branches of the tree represent the attitudes and behaviors that lead to specific risk categories (McWhirter et al, 2013). The soil of my family growing up consisted of poverty, low socioeconomic status (SES), judgmental and racist attitudes, abusive and neglectful home environment, and conflicting belief systems. The three primary roots are family, school, and peer groups (McWhirter et al, 2013). My parent’s inability to raise my sister and me in a loving, secure, stable, and nurturing environment, and expose us to family conflict, abuse, neglect, lack of parenting, being emotionally unavailable, and an unstructured home environment contributed to my dysfunction and the at-risk behaviors in my life. The school system was unaware of our life circumstances and did not any support. My sister ended up dropping out and getting involved with drugs. I became sexually involved with my boyfriend at the age of 15 and became pregnant at the age of 16. My daughter gave me the drive to continue my education and succeed academically in order to provide her with a better life. I was withdrawn during my adolescence and teenage years. Although, I made intent to get along with everyone, I did not associate with everyone. The peer group I involved myself in strived for academic excellence and engaged in positive extracurricular activities. The trunk of the at-risk tree representing my life consisted of low self-esteem, and depression. The branches of at-risk categories in my life were high-school dropout, substance abuse, risky sexual behaviors, and suicide. I was at risk for teen pregnancy and became pregnant at the age of sixteen. I succumbed to sexual activity with one partner in high school that resulted in teen pregnancy. I was very fortunate that at risk behaviors did not escalate. My tree was broken and bruised and produced damaged fruit. Instead of running to quick gratification I learned to run to God. I found my value and security in Christ. My branches although bruised eventually healed and produced good, healthy fruit. It took a lot of effort, drive, motivation, will, and trusting God in the midst of temptation and hardship. I was fortunate to have a variety of Gardeners in my life from Christian counselors, law enforcement, human service workers, youth group leaders, Sunday school teachers, and church mentors who helped me redirect my lifestyle. I learned how to be academically successful, a loving, supportive, caring mother to my children, a hard worker of integrity, and to do the right thing when the wrong thing seems easier at the time being.
Sunday, September 15, 2019
Religion and Science Essay
They can actually complement each other. To understand what Einstein meant when he said this, we must first understand his views on religion. When I was first given Einstein’s article â€Å"Religion and Science†in class, I felt like he was very anti-religious. Throughout the first few paragraphs of the article he talked about why people were led to religious thought and belief. According to him, it was fear and the desire for guidance, support, and love – emotions that were considered signs of â€Å"weakness†– that evoked religious notions. It was just this that drove people to look into a higher being as a means of hope. These feelings are what initiated religious beliefs that told people what they can and can’t do to please God. Einstein’s belief that these â€Å"weak†feelings initiated religion, made him seem so opposed to the idea of looking into an unknown being as a sense of security. Later on in his article, Einstein also told us that religion is not necessary for a person’s ethical behavior. You don’t need a God to tell you right from wrong. After reading all of this, I came to the conclusion that Einstein did not believe in religion. However, after further reading on Einstein I realized that I was very much wrong. Einstein did believe in a religion, but his religion was not the typical, traditional, organized religion like most people believe in. Einstein believed in a â€Å"cosmic religious feeling;†he believed in a higher being that controlled the universe, but not one who was interested in the personal affairs of humans. It was his line of work that had become his religion. He was so passionate and devoted to science that it had become his faith. His religious feeling was of â€Å"inklings†and â€Å"wondering. His religion was his thoughts, and it was through this that Einstein studied and came to scientific conclusions. Einstein’s religion was his questions, and science was his means of getting the answers. Einstein once said that you are not a true scientist if you don’t approach science with religious awe. Einstein believed that science and religion were nothing without each o ther. Since religion was Einstein’s â€Å"inklings†and â€Å"wondering,†religion was a sort of motivation for science. After all, what would science be without human questioning? Science would be pointless without religion, and that is what Einstein meant when he said â€Å"Science without religion is lame. †Science is just, as many people see it, a search for answers, and religion gives the questions. Some people choose to follow a religion without any logical thinking of their own; this is what Einstein meant by â€Å"Religion without science is blind. †It doesn’t make sense to believe in something without any logical reasoning. You would have to do some further research and study to give yourself further knowledge and understanding of a certain belief. Many people believe in a certain religion just because their parents believe in it, and that is the faith they grew up in to. They practice this religion because it’s what they were taught to do, not because it’s something they personally believe in. This is an example of a religious belief being â€Å"blind. †The person hasn’t looked into the religion at all on their own to see if there is any truth in it. They believe it just because their family believes it. This is completely illogical. Without proven facts to back up a belief, the belief is simply blind. A belief being blind, meaning that the belief has no evidence to back it up. There is no logical reason to believe in it. Science helps to create an open minded understanding of religion. Without science, religion would be useless and completely illogical. Although religion is not the same to me as it was to Einstein, I completely agree that religion and science are nothing without each other. Religion and science go hand in hand. My religion, Islam, doesn’t only tell me to believe, but it also provokes me to ask questions. Unlike Einstein, my religion is not just a religion of questions, it gives answers as well. However, most of these answers can be scientifically backed up, and the others have not been scientifically disproven either. Religion, or more specifically, Islam, is not primarily scientific; however it does answer some of the same questions as science. I believe that religion is nothing without science because it doesn’t make sense to blindly believe in something without some fact to back it up. Religion is a strong elief, and science may elaborate on that belief. In fact, Islam encourages scientific research. Time and time again, it is mentioned in the Quran (holy book) to reflect, not to just blindly believe. A verse in the Quran states, â€Å"And it is He who spread the earth and placed therein firmly set mountains and rivers; and from all of the fruits He made therein two mates; He causes the night to cover the day. Indeed in that are signs for a people who reflect†[13:3] . This verse encourages us to reflect over these â€Å"signs,†to do research and believe with reason. It is only through research that religion is understood and appreciated even more. In Islam, it is believed that the Quran, the holy book was brought down over 1400 years ago, during the 7th century. That was a time when people didn’t know many of the scientific facts we know now. They weren’t advanced enough, and they didn’t have the correct technology. It was a time when people thought that the world was flat. The Quran, however, stated differently, it hinted at the roundness of the Earth. â€Å"He has created the Heavens and the Earth for Truth. He wraps the night up in the day, and wraps the day up in the night†[39:5]. The Arabic word that translates to â€Å"to wrap†in this verse is â€Å"yukawwir,†which comes from the origin â€Å"kurah†meaning sphere. Also, in this verse, wrapping the night up in the day means that the night slowly and gradually turns to day, which could only happen if the Earth was round. Another example is the formation of rain. The three stages of rain formation are the â€Å"raw material†of rain rising up into the air with the wind, clouds forming from the water vapor, and finally raindrops falling. In the Quran, it is stated, â€Å"It is Allah Who sends the winds which stir up clouds which He spreads about the sky however He wills. He forms them into dark clumps and you see the rain come pouring out from the middle of them. When He makes it fall on those of His servants He wills, they rejoice†[30:48]. The stages of rain formation weren’t discovered until after the weather radar was invented, but the same stages are discussed in the Quran. These are just two of many scientific signs in the Quran, but it shows that in Islam, absolute religious text and absolute scientific fact never contradict. Many people believe that religion and science can’t coexist because they cancel each other out. It is either one or the other, but this just simply isn’t true. In Islam, there is no conflict between absolute scientific fact and absolute religious text; everyone would be able to see this if they really looked into both of these factors. Religion actually encourages people to expand their knowledge through scientific research and come to a deeper understanding of their religion.
Saturday, September 14, 2019
IP Addresses Classes and Special Essay
Use IP Address Space In a computer network internet protocol is used for communication, to each device such as printers and computers a numerical label called an IP (Internet Protocol) Address is assigned. There are two functions of an IP Address a host or network interface identification, and also provides a location addressing. The basic elements of a network are the IP Address and Subnet Mask. There is also switching and routing which after you connect devices to switches and routers, data packets can be moved across the network. The Internet Protocol Version 4 (known as IPv4) is a protocol highly used even today, this IP Address consist of a 32-bit number in decimal or binary in four parts. In 1995 Internet Protocol Version 6 (known as IPv6) was created due to a high growth of the Internet, and the reduction of available IP addresses. IPv6 consist of a 128-bit number for addresses, in 1998 IPv6 was standardized as RFC 2460 and since the mid-2000’s has been used. Stored in text files and displayed as a readable notation IP Addresses are started as binary numbers, before their put out in readable form for individuals. Subnet short for Sub-network was not present in 1969 the classes of A – E did not exist yet. There were only 254 distinct networks with each network having a max of 16,777,214 IP addresses, because the first 8 bits for network part are standard reserved. Network Classes were developed in 1981. 16,777,214 IP addresses can be placed in 24 bits for host address, with this on the horizon developers found that they had to partition IP addresses. This partition had to be done in a way so we can have different sizes of a network. Different sizes of network bits eventually created different classes of networks, known today as Class A, Class B, and Class C. This solved the issue with the classes, but with little information given we still needed to identify what is the network class. In octets Class A (network bit 8 host bit 24) always between 0-127, Class B (network bit 16 host bit 16) between 128-191, Class C (network bit 24 host bit 8) between 192-224, Class D (network and host bit not defined) between 225-239, and Class E (network and host bit not defined) between 240-255. References: Decinteral.in.com Understanding IP Address and Subnet Mask Microsoft Tech.Net Wikipedia.com
Friday, September 13, 2019
Achievements of the EU
Achievements of the EU Mao Julin Hay Jean Leang Pisey Kim Chansreynich Hao Kanhamonisopea Bun Kimsour European Union (EU) is a union formed by mainly European countries, which is established in term of economy and politics. Its origin is European Community that formally created in November 1, 1993 which involves with 6 members-Belgium, Germany, France, Italy, Luxembourg and Netherland. Nowadays, there are 28 members. EU’s headquarter is located in Brussels, Belgium. So far, European Union has reached many achievements such as the promotion and expansion of cooperation with its Member States in economic, trade, social issues, foreign policy, security, defense, and judicial issues. Another major accomplishment of EU is the Economic and Monetary Union (EMU) that makes EU succeed in having a single currency (EURO) along with a common monetary policy. EU is famous for its economy on which many countries around the world are being focused. Economic integration is one of the main goals that EU has considered since its first establishment in 1957, and it has a significantly visible success based on fundamentally by a single currency-the Euro. It is a common currency in the circle of euro area that recently can facilitate the monetary circulation in 18 countries of the member states. Interestingly, its achievement of becoming the second largest currency of the world after dollars has pushed the European community’s economy to flourish further. Euro contributes to maintain the stability and prospect of economic society climate, which attract more investment and international or regional trade through the convenient calculation without involving with the foreign exchange rate. The common monetary policy has been adopted in order to acquire greater achievement, common objective and ensure benefits of all euro area states that use euro as their currency. In addition, cross-border trade and investment are the ultimate goal of Euro zone countries. EU removed trade barri ers in order to facilitate the flow of goods and services, which can fill in each other’s gap between the Member States. The common purpose is to increase competition and take away all restriction obstacles of the free movement of goods in the Common Market so that they can accelerate the economic development. The mobility of products, goods and capital facilitate human consumption within the region. Moreover, the free movement of capital is intended to permit movement of investments such as property purchase and buying of shares between countries. All intra-EU transfers in euro are considered as domestic payments and bear the corresponding domestic transfer costs. Another EU achievement is a so-called Custom Union, which was established in an attempt to adopt the common arrangement for imports from other countries based on common external tariff, provides to all members. This effort is made to develop the world trade and facilitate trade beyond border from all countries arou nd the world. What is more important about its achievements is to establish a society with the same rule for different nationalities; for example, people from each country in the name as membership of EU can possibly travel and move freely to settle down, work, retire, or vote, either permanently or temporarily, without any discrimination. For students who want to experience cross-border education. Thousands of students from EU citizen can get a common standard of education simultaneously experience intercultural understanding and good condition of living and studying in other European member states annually. Due to common passport creation, it has been granted to EU people in order to be indicated as EU citizen and move freely.
Subscribe to:
Posts (Atom)