Islam religion and christianity Essay Example | Topics and Well Written Essays - 1500 words

Islam religion and christianity - Essay Example Islam is a monotheistic religion which is considered to be the second largest world religion with over 1 billion followers in the world, the term Islam refers to submission to God. Muslims believe that Muhammad was a prophet who revealed the Quran.They believe that Christians altered text with regard to Moses and Jesus.This paper is an analysis of an interview undertaken on a Muslim male who volunteered to give information regarding religious practices and believes. The following is an analysis of the information provided by the respondent and also an analysis of the differences and similarities that exist between Islam, and Christianity. The interview was undertaken outside a mosque on a Friday afternoon, a believer volunteered to take the interview that entailed taking note of some of the believes and practices of Islam religion, the respondent was briefed on the importance and purpose of the study and this ensured that information was provided for this report.A guiding questionnai re was prepared in order to undertake an interview. This questionnaire was prepared in order to understand the Islam religion. The first question was the description of Islam faith, the respondent stated that Islam believe in One God who was Allah and Mohammed was a prophet, he stated that there were five guidelines and most important features of Islam, this include Shahadah which is a creed that is required to be recited by those converting to Islam and also Muslims recite it in player. The other is Salah and this is a player that Muslims are required to recite five times in one day. The thirst is Sakat which is a financial obligation that entails giving Allah some of the wealth accumulated. The other believe is the fasting in Ramadan, this entails fasting durian the nine month in the Islam calendar for the purpose of asking Allah to forgive sins, provide and protect. Finally is Hajj which is a requirement that Muslims must visit Mecca once in their lifetime. The other question was to determine what the Quran signified and who wrote the holy book, according to the respondent the Quran was dictated to Islam by God through Angel Gabriel, the Quran was never edited and is the original work. it describes the will of God and therefore is the most important icon in Islam religion. The other question was aimed at determining the individual view on other religions especially Christianity, according to the respondent Christians were non believers because they believe in the trinity, Muslims believe in one and only God Allah and that Christians considered Mohammed to be the son of god whereas Mohammad was a prophet. He also stated that Christians consumed pork which Islam considered to be unclean and for this reason Islam was the true religion stating that Christians had altered with the word of God which is the bible, he however stated that Christianity and Islam were similar but Islam was the True religion. He provided information about the origin of Islam, according to him Mohammed started Islam and that he was considered to have ascended into heaven and never died as Christians put it, he stated that Mohammed was born of a virgin and Muslims believe that he would come again. When asked about their believe in the holy war and heaven he stated that Jihad was a fight in the way of God and that anyone who died during such a war is considered to go straight to heaven, he stated that Muslims believed in heaven and hell and people went to heaven only if they were true believers and that their good deeds outweighed their bad deeds on earth, when asked about baptism and the original sin, he stated that Adam is considered a prophet in Islam and that he was righteous and never sinned, he added that when babies are born they are free from any sin and when they reach puberty an account in heaven is opened to record their bad and good

Teachers Are Leaders Essay Example for Free

Teachers Are Leaders Essay Touching more lives, affecting the outcome of so many futures a teacher is the epitome of a leader. Just as a leader has his or her own style, their way of motivating their students, also plays an important part in a students success. Spending more time with our children then most parents do, a teacher is fundamental in shaping our children. If they are poor leaders our children suffer. When they shine as leaders our children blossom and the universe is wide open to them. As a teacher it is of utmost importance that you tune your leadership skills and find the best style of teaching for the students you are teaching. In finding resources for this paper it was interesting to note that all the information fell under the category of leadership and not teacher qualities. It was also interesting to note that the principle the US Army teaches on leadership are included in an overwhelming number of corporations as well taught mostly by retired military themselves. The intrinsic characteristics of a teacher can be categorized into a few main teaching styles or leadership styles. Directing, Participating, Delegating, and Combined styles are the main forms of teaching and leading. The qualities associated with these styles are imperative to any teacher. The purpose as teachers is fundamentally the same as leaders, to provide purpose, direction and motivation while operating to accomplish the mission in this case to educate. All four of these actions must be present in order for a student to benefit. A leader or teacher is not born but cultivated through his/her upbringing and environment. In my experience as a leader, teaching in Educational Psychology, being a parent, I have learned that what you as a leader or teacher bring to your students or audience is imperative to their development and learning. A teachers personal characteristics are also crucial factor in students development and motivation. The first principle is purpose, which has to be conveyed to the student. Why do I need to learn Math? How will studying History benefit me? Without the whys we as students are lost. A teacher must give the purpose. It is important to you because? If this question is left unanswered the student will not consider the value of the topic being discussed. To move from purely acceptance to questioning and understanding denotes a higher level of learning. This is the main objective of teaching. Moving the students from regurgitation to higher realization is the ultimate goal. Teachers need to take the time to explain the whys and in the long run it will benefit both the teacher and student. Direction is tied to purpose. Direction is the steps we are going to take to get to that important purpose. Without steps or direction, we lack the framework in which to learn. By prioritizing small tasks (you must teach numbers before adding them) your lessons will be more effective. By conveying the direction or path to your students you are setting up the checklist for them to follow on to higher learning. Purpose and direction are essential aspects to convey to your students. Without motivation however these factors will not be effective. The motivation will give your students the will and desire to do things. You can tell a student the purpose of a task and the direction in which to go but without the internal motivation of that student, sparked by your personality and learned tactics in dealing with students, these will be meaningless. Motivation is the drive and will to do what needs to be done to accomplish the mission. To instill motivation a teacher has to know his/her students and their capabilities. A teacher must know what the students can relate to, what tasks the student are capable of, and what method of teaching will relate to the students. If a student can handle not being supervised on a task, then the teacher doesnt baby-sit them. Some students need a teacher looking over their shoulder at all times; its important to know which student you have. To instill positive motivation when they succeed praise them; when they fail show them how to succeed next time. If this is done properly it will be a teachers strongest tool! Motivation is not just the words you say to your students, it is the actions that you do and the example you set for them. I have found that no matter what I tell my subordinates, or my son, the best way to teach them is by setting the example for them to follow. We all have someone watching and emulating our actions. If you want to convey hard work, proficiency, and the desire for learning to your students, then you must first emulate those qualities. The best teachers and leaders in my life have made me want to take some of their personality traits and copy them. In front of the classroom, who is looked at more than a teacher is! All of these factors combine to make a somewhat effective teacher or leader, but without the right combination of teaching the leadership will be ineffective. Effective leaders are flexible enough to adjust their leadership styles and techniques to the people they lead. Some students will respond best to coaxing, suggestions, or prodding while others may need a chewing out. If you treat all students the same you are probably being unfair because all students are not the same. You must use the directive, participating, delegating, and combined approaches to teaching. Obviously every situation dictates common sense and some adjusting, but you would not want to use a purely free and laid back approach with a group in a juvenile prison. The directive style of teaching is purely lecture which puts most students and myself to sleep. This is teacher centered with detailed instructions and no input from the class. Now this can be done effectively with students who have an innate interest in the subject but for the majority of those who have no choice but to take this class this becomes boring. Without the lecture or instruction part of teaching, however, most students would not be given the instruction for proficiency and understanding that the subjects may require. When students dont have the expertise in a subject, a crucial aspect of the subject is the introduction itself. In certain subjects like math it is imperative that formal instruction takes place. The do this to get this approach must exist. However too purely drown your students with facts and tedious instructions will turn off the students motivation. On the opposite extreme of teaching, the delegating style would be employed. The delegating style involves giving students the power to solve problems and make decisions themselves, without checking with the teacher in most circumstances. This can be effective with very mature students in whom a teacher wants to create independence and expand their thinking. This simply stated is the teacher giving a problem, minimal instructions, and expecting the student to find the solution. In some aspects this can be effective only if the students have a basic understanding and the fore knowledge of how to solve the problem. With too little amount of instruction this will be a disaster! The participating style centers on both the students and the teacher. The teacher gives the students a problem, gives instruction and possible solutions, and asks the students for input. The teacher, although dependent on recommendations from the students, makes the final solution however. This is most effective for teachers who have time as their advantage, which many do not. When this style is used, the students feel as though they are at least a part of the discovery process and it gives them a sense of ownership of the final plan. Again the factor here is time, so this can be ineffective when there are strict time constraints and many lessons to accomplish. The most effective teaching style is the combined approach. Just as the name implies it uses all of the benefits of the delegating, participating, and directive approaches. It is a flexible and transformational tool for any given situation. To become an effective teacher you must learn when, to what degree, and how to use this approach. This approach is best used when you have students with a conglomeration of experiences, knowledge, motivations, and maturity. This may sound like common sense, but too often do when have those pure lecture teachers, or those who are on the other extreme and let the students learn on their own. With all the styles of teaching and leading, who the teacher is plays a significannot role in what the student learns. As I sat in the first day of Educational Psychology I noted how many times the teacher looked at the clock. She noted when there was one minute until the class was to start and has promptly kept the same attention to time since that first day. This shows two of the characteristics awareness and perception that a teacher needs to bring to the classroom. Other characteristics include: listening receptively to what others have to say, accepting others and having empathy for them, foresight and intuition, awareness and perception, highly developed powers of persuasion, an ability to conceptualize and to communicate concepts as well as establish goals, empowering people, using multiple options thinking, and being passionate about what they are teaching. These are forged by our personal beliefs, and just as important our life experiences. Having these combined with the right approach; purpose, direction, and motivation are the key to effective teaching and leading. Leaders cant be trained, but they can be developed. Development needs to be ongoing and highly personalized in its nature. Teachers, true leaders, are so strategically important that schools cannot afford not to provide them with the support and developmental resources they need to grow. But not everybody is capable of being an outstanding leader. However, it is going to be the key to better education in a world of change, complexity and uncertainty. As I look back on the semester, I remember how it started. Never have I been in a class where the classroom students taught the instruction. What a weird, bizarre, and radical way of teaching. I have to admit, I hate to work in-groups and I didnt like this idea at all. In light of my stubbornness and repulsion I see why this had to happen. To me the process was not really about learning the material but bluntly seeing how you can be inspired put to sleep, or appalled at other students, or yourself. The fundamental concept is not really about what you are teaching, but how. The with-it-ness of the teacher makes the student learn or care about the subject. The lack of enthusiasm in an instructors voice, the laziness as they slouch on the podium or smack their gum, or the sheer brilliance of their presentation is what inspires and motivates a student to learn. The Army is the same way with winning wars and making heroes. Many civilian corporations have emulated the leadership principles applied in the Army doctrine and regulations. This is what I have applied this course to. As a supervisor in the Army in charge of those many years younger than me or twice as old as me this course has shown me in a less obvious way to adapt and be flexible to the situation. Also I feel that beyond the regular courses that teachers take they should be shown how to develop their leadership skills. They need to be shown which style to teach which students and how to be flexible. Teachers also need to have and develop some personal qualities that will make them successful. Without the characteristics mentioned they will not be successful teachers. The leaders of the most powerful army of the future need to be shown how to lead. They need to know how to give to their students meaning by showing the purpose, providing the direction and the motivation while they accomplish their mission, to educate. Teachers need to use different approaches to teaching based on the students and they need to be flexible in their approach. Sometimes it is okay to think (teach) in the box and sometimes we need to think (teach) out of the box but I believe we can think both ways at the same time. Sources Blanchard, Kenneth, Patricia Zigarmi, and Drea Zigarmi. Leadership and the One Minute Manager: Increasing Effectiveness Through Situational Leadership. William Morrow Company. 1985. Hesselbein, Frances, Goldsmith, M. , Beckhard, R. , Eds. The Leader of the Future: New Visions, Strategies, and Practices for the Next Era. Jossey-Bass Publication. 1996. Covey, Stephen J. The Seven Habits Of Highly Effective People: Powerful Lessons in Personal Change. Reprint Edition. Fireside. 1990. Covey Leadership Center US Army Field Manual FM 22-100 Army Leadership. U. S. Government Printing Office: 1999.

An Evaluation of Case Studies and Their Contribution to Cognitive Neuro

Cognitive psychology is the study of the brains internal processes that guide behaviour; to study cognition, psychologists examine case studies of patients with damaged brains that can infer areas, and functions involved in particular processes. Patient studies have provided insights into the processes that take place within our minds, and have enabled psychologists to create models, which can be tested and fractionated. Cognitive neuropsychology has developed from cognitive psychology to become a discipline in its own right; it investigates the function and structures of the brain involved in cognitive processes and should not be confused with cognitive neuroscience, which is primarily concerned with neural structures and their functions. Cognitive psychologists investigate processes using case studies of brain-damaged patients, these are then analysed to build models that represent normal cognitive processes. This essay will examine the contribution case studies have made to the development of cognitive neuropsychology as a discipline in its own right and draw attention to issues surrounding the use of brain damaged patients to infer cognitive functions and processes. At the same time, it will evaluate the contribution that case studies have made to our understanding of cognitive processes. Cognitive processes are the unseen systems used by our minds to complete tasks such as solving problems, recognising an object, or learning a language. These unseen mental processes take place in the brain, which is a complex piece of equipment often compared to a computer. When the internal workings of a computer are exposed, all that we see are microchips, circuit boards, hard drives and other assorted pieces, which, all work and ... ...gy; therefore, case studies have contributed to the development of this branch of psychology as a discipline in its own right. Works Cited Caramazza, A., & Coltheart, M. (2006). Cognitive Neuropsychology twenty years on. Cognitive Neuropsychology, Vol. 23, pp. 3-12. Gazzaniga, M. (2011). Interview with Michael Gazzaniga. Year in Cognitive Neuroscience, Vol. 1224, pp.1-8. Jansari, A. (2010). Cognitive neuropsychology In H. Kaye (Ed.), Cognitive Psychology Methods Companion (2nd ed., pp.59-101), Milton Keynes: The Open University. McKone, E., Kanwisher, N. & Duchaine, B. C. (2007). Can generic expertise explain special processing for faces?. Trends in Cognitive Sciences, Vol 11, pp.8-15. Young, A. W., Newcombe, F., Haan, E., Small, M., & Hay, D. C. (1993). Face perception after brain injury. Brain: A Journal of Neurology, Vol. 116, pp. 941-959.

Best Friend Becomes Enemy

Best friend becomes enemy. It was first day of summer. School almost finished. It was sunny and windy day. I was happy that school almost finished. My friend and I were sitting at the park. We were planning how to spend this long summer. George, my friend, gave me many plans for this summer but I didn’t agree with him. He was a lazy gay. His plan was: sleep till 11 a. m. , and then play video games till 5 p. m. and then go to sleep. He says that this must continue every day. I didn’t like it and gave him some advices for summer.My plan for summer was: Find a good job and work there for two month, and then if we collect our money, we can buy whatever you want. He didn’t like my plan but he agreed. We found a job. Our job was in restaurant. They were giving us $10 per hour. We like it and started work there. It was hard to work there. I was a cashier and my friend was dishwasher. He had a very easy job but he tells me it is hard. He quit restaurant but I still was working there. One month passed and I already collected $3,600. I could do what I want with that money but I save it. I spent just $600 for eating. I continued my job with restaurant.Another month also passed and now I had $6,600. I didn’t know what to do with this money. I could bring my whole family to US. I could start my own business with my father. I could do what I want with this money. I quit restaurant because of my father. There were two reasons why I quit restaurant. First was: School year almost started and I need to prepare for school. And second reason was: my father thought that I will stop study at school while I am working in restaurant. So I quit restaurant. I was sad bud I had too much money for this two month and it was one of the best summer I had ever.One day I was going to Safeway to buy bread. I saw George at restaurant with his girlfriend and he was showing his muscles to her. I walk through there and sat with them. They were talking about how they spe nt their summer. George lied to her that he was working at restaurant and will give present to her when school will start. I left restaurant and didn’t want to talk with George anymore and I come back said â€Å"a layer†. His girlfriend also left restaurant. I felt bad to George. I bought bread from Safeway. While I was walking to home I found a place where I can linger. I found a park which I didn’t know.I sat on grass because there was no place to sit. I was nervous and really nervous. I came home and there was a note from my mother. I looked for it and there was written like that: â€Å"don’t worry Jack; I will come back at 11 p. m. †. For that moment I started to worry. My phone rang and it was strange number which I didn’t know. I answered for the phone and there was strange voice. Strange man said: -â€Å"Are you Jack? † -â€Å"Yes, it is me† -â€Å"Your mother is here† -â€Å"Where? † -â€Å"In my houseâ⠂¬  – Who are you? † -â€Å"I am not going to tell you. Now listen to me. You need to bring to me $10,000.And she will be safe. You have just 24 hours. † -â€Å"I don’t have $10,000† -â€Å"Ok, I will kill her. One, two† -â€Å"Ok. Stop, Stop!!! † -â€Å"24 hours† I didn’t know what to do know. I phoned to my father but he didn’t answer. I called to my brother but he also didn’t answered. I started to worry. How he took my mother? I was asking this question to myself many times. If he killed her. No, I need to have this money. I started to search from Interned how to make $4,000 for 24 hours. But nothing was there. Again I called my father and I told him that my mother is token by stranger and I need $4,000.He said â€Å"Hey jack keep calm I will send $4,000 you today and you will get it tomorrow†. Now I am relaxed. I went to look my $6,600. It was there. I played some video games and telephone rang. It was man who needs $10,000. -â€Å"Tomorrow at 8 a. m. at Mall. Your mother will be there and me too and don’t forget to bring money or she will be killed there. † -â€Å"Ok, don’t kill her. † I spent my whole time playing videogames but day was too long. I looked for mail and there was one box. I looked for it and there was money which my father sent to me yesterday. I was packing my money to be ready for tomorrow. I tried to spent my time bit it was too hard.I tried to sleep but I couldn’t because I was thinking about my mom. Is she good or not. Is she sick or not. I didn. t know anything about my mom but I will know it tomorrow. I woke up at 6 p. m. I wore my cloth and went to mall. There was one problem. I forgot my money which I packed yesterday. I went back again to home and took it. Now I was ready to go mall. I was in mall. I was waiting for a call. And suddenly phone rang. I took a phone and strange man said â€Å"I will be waiting for in Apple Store†. I went there and there were too many people. I saw my mom and George, my friend, near to her. He was holding a gun in his hand.And conversation began: -â€Å"Hey is it you George who wants money? † -â€Å"Yes, it is me† he said â€Å"Now give me my money†. I gave him $10,000 and he run away from mall . I didn’t call polis. I was happy that my mom safe. She was good and not sick. I wasn’t happy to George. He knew that I will make $7,200 from my job and I will get $2,800 somewhere. But it was ok. My mom was safe and it is important. I knew that he did it because I said to his girlfriend that he is layer and after this my mom was taken by him. I never thought that my best friend becomes my enemy. And I was unhappy because my summer was terrible.

The EU Trade policy aims to develop both multilateral liberalization..

Introduction It is frequently said that the European Union ( E.U. ) is â€Å" an economic giant but a political midget † . If the 2nd statement seems controversial, the first 1 is verified. Indeed, the E.U. is a major trading power as it is the universe ‘s largest exporter ( 16.2 % of planetary exports[ 1 ]) and importer of goods and services, accounting for a fifth of universe trade[ 2 ]. The European Union has been developing its internal market since 1993 and the â€Å" Individual Market Program † . Following the rules of the GATT/WTO[ 3 ], which is â€Å" an organisation for liberalising trade †[ 4 ]as it is written on the web site, the E.U. has borrowed a broad rhetoric based on the aim of liberalisation. Associated with the neoclassical economic theory, the European liberalisation could be defined as an â€Å" unfastened market with free competition † ( art. 119 Lisbon Treaty ) , without obstructions or barriers to merchandise. Article 206 of the Lisbon Treaty underlines the importance of the part of the EU to the â€Å" development of universe trade † and to â€Å" the progressive abolishment of limitations on international trade † . The EU Trade policy, as a tool of entree to the liberalisation, is pursued by the Common Commercial Policy ( CCP ) , which has been a portion of the community competencies since the Treaty of Rome. The implicit in thought is that liberalisation of trade has brought and will convey economic benefits and growing[ 5 ], which is the first measure to a public assistance system and a peaceable society. The EU Trade policy aims to develop both many-sided liberalisation and regional integrating. The OECD defines the EU trade policy as: â€Å" Partially by necessity, partially by design, the EU ‘s trade policy has been ‘walking on two legs ‘ since its early yearss: many-sided liberalization and regional integrating. †[ 6 ]The Lisbon Treaty considered that the CCP â€Å" shall be conducted in the context of the rules and aims of the Union ‘s external action † . Therefore, the external dimension of the EU trade has effects on the SM as the internal policy interplays with advancement in the SM. Presents, the E.U has become an attractive economic pole of about 500 million consumers, developing intra-EU and extra-EU exchanges. However, this attraction, this â€Å" magnet † consequence ( S. McGuire ) , has provoked a defensive reaction from the Member States ( MS ) , fueling the demand to protect the SM from external competition.[ 7 ]The analogue of openness seems to be the containment of external menaces which can destabilise the SM and the whole European economic system. Many physical or administrative barriers still remain and the EU has even created new barriers as proficient 1s, linked to the alleged European values. If the EU is non a complete â€Å" fortress † , these obstructions are harmful and lead to circumvent universe trade understandings. In such a instance, the dealingss between Trade Policy and the liberalisation of the SM are neither systematic nor drone. Sensitive goods: Would all sectors be wholly liberalized? Duties and non-tariffs barriers to merchandise. The EU remains stigmatized for utilizing protectionist mechanisms for sectors such as agricultural merchandises and fabric and vesture. The EU is a chief user of subsidies, anti-dumping steps and voluntary export restraints ( VER ) in order to protect the alleged â€Å" sensitive sectors † which still remain a beginning of tenseness between WTO members. Indeed, the external dimension of the EU Trade policy convergences with the internal Common Agricultural Policy ( CAP ) . The CAP has been created in order to protect the internal European agricultural market, curtailing the market entree to EU trade spouses and lessening exports[ 8 ]. This policy was applied in the model defined by the Uruguay Round which created specific regulations for agricultural-food merchandises and textiles-clothing, leting high duties on some merchandises. Even if these regulations have been weakened by farther WTO statute law, the EU still applies a assortment of techniques. Price support and export subsidies Export subsidies have became the chief instrument of domestic monetary value support in Europe. The sugar sector is one of the most conclusive illustration, being a major receiver of subsidies. To call a few, Tereos Group ( France ) , Azucarera Ebro ( Spain ) , Krajowa Spolka Cukrowa ( Poland ) received severally about a‚ ¬178 million, a‚ ¬119.4 and a‚ ¬135 million in aid in 2009[ 9 ]. 1.5 billion per twelvemonth is spent on subsidizing sugar sector, as a monetary value of 632 euros per metric ton can be guaranteed to manufacturers[ 10 ]. It makes two times the universe monetary value. The EU is one of the important universe ‘s exporter of sugar Beta vulgaris ( EU was the first exporter before CAP reform[ 11 ]) even though its production cost is higher than in Brazil or Thailand. Besides, tariff barriers are still imposed on cane-sugar exporters. Harmonizing to this trade policy, 3rd states have a really restrictive entree to the EU market entree. Brazil , Thailand and Australia succeeded in conveying the instance to the WTO difference colony. WTO assessed that EU sugar exports were â€Å" up to four times more subsidies each twelvemonth than allowed under WTO understandings †[ 12 ], conflicting with the WTO agreemement on subsidies and offseting step ( SCM ) . To this extent, EU trade policy was regarded as protectionist, safeguarding the internal market from third-countries exportations. From the external dimension of the individual market, the chief end of liberalisation was non reached. On the other manus, internal integrating suffered trade recreation. These types of ordinances have created biaised competition and have merely permitted to large manufacturers who are capable of run intoing high criterions to come in the market, ensuing in a really restricted liberalisation[ 13 ]. Voluntary export limitations ( VER ) Export subsidies can be associated with voluntary export limitations. VER have been outlawed harmonizing to WTO regulations. However, it remains a tool of EU trade policy, utilizing as a barrier against the flow of Chinese fabric imports for illustration. VER are quantitative limitation as the celebrated illustration is the understanding for restriction of Chinese fabrics measure authorised on the EU market. China â€Å" voluntary † accepted to curtail its imports assisting EU industries to confront competition. Even if import quotas ended in December 2008 with the Multiple Fibre Arrangement ( MFA ) taking to farther liberalisation, VER are still used protectionist tools. Anti-dumping steps Harmonizing to the WTO web site, dumping â€Å" occurs when goods are exported at a monetary value less than their normal value, by and large intending they are exported for less than they are sold in the domestic market or third-country markets, or at less than production cost †[ 14 ]. Article 6 of GATT/WTO allows state to develop anti-dumping responsibilities ( ADD ) if unjust competition consequences from. But the EU circumvents the WTO model, utilizing arbitraly just trade regulations. The European Union uses the â€Å" Community involvement † to warrant the infliction of ADD which can last up to five old ages[ 15 ]. However, voices have risen against a protection maltreatment of these policies. The EU initiated 287 anti-dumping instances in ten old ages, between 1998 and 2008[ 16 ]. Harmonizing to L. Davis, â€Å" 59 % of instances have involved Asiatic exports, 22 % from China entirely † , particularly because of the higher competition in chemical and metal sector increasing with the development of Asiatic economic systems[ 17 ]. China is now the biggest manufacturer of washers and bolts and this led to enforce anti-dumping on its imports: for case, duties for steel and Fe fasteners are risen from 26.5 % to 85 % , as we can see on the pie chart below[ 18 ]. The developpment of anti-dumping instances underlines the â€Å" subsitution consequence † from duties to non-tarrifs barriers[ 19 ]. The rhetoric of liberalisation fells an implicit in protectionism. Beginning: L.Davis, â€Å" Ten old ages of anti-dumping in the EU: economic and political targeting † , Ecipe working paper, No. 02/2009. The policies applied to these sensitive sectors exemplifie what Professor M. Monti called â€Å" the ambivalent feeling ( of the EU ) about the external dimension of its individual market †[ 20 ]. Surely, harmonizing to B.-T. Hanson, it can be possible to liberalise the internal market associated with external protectionism. However, the chief end of EU trade policy is defined as liberalisation of the universe ‘s market. This contradiction between theory and facts is underlined by the indispensable controversial nature of the nexus between liberalising external trade policy and making a individual market for 27 states[ 21 ]. If what is frequently called â€Å" the Fortress Europe † does non be, inclinations to protectionism are still important in specifying EU trade policy. The statement of Pearce, Sutton and Batchelor in 1985 remains relevant: â€Å" Even if the European economic systems revive, and there is no rush in protectionism elsewhere in the universe, de ficiency of international fight will go on to bring forth force per unit area to protect some sectors in some or all member provinces. The disposition if authoritiess to give to these force per unit areas will likely non alter much †[ 22 ]. Then, if a weak nexus between EU trade policy and individual market liberalisation can be found, the part of EU trade policy to the liberalisation of the SM is non obvious and even seems an obstruction to farther external liberalisation. Discriminatory Trade Agreement The Union supports trade liberalisation through many-sided dialogues within the GATT/WTO, which are based on rule of non-discrimination. Beyond WTO model, the EU has signed legion bilateral understandings with states and regional organisations based on article 24 GATT. For illustration, the EU is presently negociating a Free Trade Area ( FTA ) understanding with ASEAN. EU creates its ain pyramid of penchants that divide its â€Å" trading spouses into friends, lesser friends and enemies †[ 23 ]. These understandings create different degrees of trade liberalisation. It can be deep integrating as it is established in Europe ( EEC ) or free trade understandings as with Mediterranean states. The EU has besides signed partnership understandings with many African, Caribbean and Pacific ( ACP ) states or has established Generalized System of duty Preferences for the poorest countries. â€Å"[ 24 ] In general they are called Preferential Trade Agreements ( PTA ) and can be defined as â€Å" a assortment of agreements that favour member parties over non-members by widening duty and other non-tariff penchants † .[ 25 ]Being of such discriminatory intervention can menace the liberalisation of planetary trade by doing trade recreation. Trade recreation exists because states within trading axis will instead merchandise between them even if the states outside the axis would hold a natural comparative advantage.[ 26 ]The most known instance of favoring the regional penchants was the Banana instance when the ACP states have enjoyed discriminatory entree to the EU market even if the manufacturers from Latin America were the cheapest. This caused a excess loss in economic footings. The SM undergoes external factors that limited complete liberalisation. However, the complex system of discriminatory trade policy does non ever have the lone position of trade liberalisation. As for illustration, under economic grounds are frequently concealed political 1s: protections of human rights or labor criterions travel beyond the pure trade issues[ 27 ]. These understandings are frequently asymmetric, between powerful EU and the development states, which is in a weaker economic and political place and can non truly enforce its demands. Trade policy can be seen as a tool of advancing development and assistance to hapless states as in the instance of ACP-EU Partnership understanding: â€Å" Everything but Arms † plan. The last 1 is a good illustration of understanding which in the name of â€Å" trade penchants is allowing zero-tariff entree to EU ‘s market for all merchandises from these states, except weaponries and weaponries, but in world the most competitory goods from these states as bananas or sugar are excluded from the trad e. †[ 28 ]The understandings of this type do non advance the benefits of farther liberalization to developing states, but are protecting their ain involvements.[ 29 ] The last controversial points about application of common commercial policy are non-trade values used by EU to protect internal market. EU values such as wellness, labor criterions, environment, rural development or cultural diverseness are grounds of curtailing the imports from other states.[ 30 ]We can mention to the prohibition on importing of meat from USA that is known to be treated with endocrines. EU argues that there are possible wellness hazards linked to immune system harm in kids.[ 31 ]Refering this issue we need to emphasize the importance of precautional rule which is defined by the Commission as â€Å" the precautional rule applies where scientific grounds is deficient, inconclusive or unsure and preliminary scientific rating indicates that there are sensible evidences for concern that the potentially unsafe effects on the environment, homo, animate being or works wellness may be inconsistent with the high degree of protection chosen by the EU † .[ 32 ]By utilizi ng this rule EU can curtail the importing of goods from its trading spouses on the footing of protection of consumers. Labour criterions and environmental protection are frequently used to condition the decision of bilateral or regional understandings. A «A The EU is steadfastly committed to advancing core labour criterions and nice work for all in its trade policy, and routinely includes cooperation enterprises and inducements to better working conditions in the trade understandings it negotiates.[ 33 ]A A » Servicess Servicess became a topic of international dialogues merely on the Uruguay Round ( 1986-1994 ) and resulted in the sign language of General Agreement on Trade in Services ( GATS ) . Members committed themselves to avoid any favoritism in the application of its criterions or standards for the mandate, licensing or enfranchisement of services providers and to non curtail trade in services[ 34 ]. Despite this declaration, â€Å" the liberalisation of services is still in its babyhood †[ 35 ]. Covering more than 70 % of EU ‘s GDP[ 36 ], services are instead secondary in its trade forms. Merely 20 % of services, produced in 27 Member States, are provided abroad ( including intra-trade )[ 37 ]. Szymon Bielecki, Sylvie Gori. EU27 international trade in services declined in 2009 following the oncoming of the planetary fiscal crisis. Eurostat Statistics in focal point. 37/2010, p. 4. Service liberalisation is non achieved even on the internal degree of the EU. Monopolies still exist in European states. For illustration, each national railroad company tends to continue dominant place on domestic market. It leads to tensenesss and competitory disadvantages for other possible providers, e.g. such a instance has late occurred between SNCF and DB for the entree to the Gallic web[ 38 ]. Regardless the acceptance of â€Å" Service Directive †[ 39 ], which aimed to advance the freedom to set up a concern in another MS and the freedom to supply services in other MS, the state of affairs with liberalisation of EU Trade in services did non alter significantly. This directive does non merely have considerable spreads in ordinance of legion services, but besides does non concern 3rd states[ 40 ]. The EU for good feels the deficiency of the cohesive trade policy in services. A divided service market is damaging for an economic system largely knowledge-based and service oriented. We should besides take into history the mutuality of services and thenceforth the negative knock-on consequence of barriers[ 41 ]. Technical barriers EU Trade Policy is closely related with other policies, which besides contribute to farther limitations. For case, the protection of the Intellectual Property Rights implies that both trading parties respect and protect rational rights. It resulted in the toughening of EU Customs ordinances[ 42 ]and in a creative activity of a list of precedence states in which state of affairs with IPR protection seems â€Å" the most damaging to EU fight †[ 43 ]. Other barriers are tax-related. The EU has a extremely disconnected revenue enhancement landscape that creates the loopholes for the dual revenue enhancement or revenue enhancement favoritism of consumers and companies. Another instance is the cross-border e-commerce, limited due to the differences in consumer protection regulations, regulations on VAT, recycling fees and levies[ 44 ]. The most dearly-won and hard to get the better of are administrative limitations. Harmonizing to EU jurisprudence a service â€Å" supplier † should hold its registered office, cardinal disposal or chief topographic point of concern within the Community[ 45 ], which about automatically extinguish any foreign provider from the domestic market. It prevents states or companies from â€Å" spread outing their end products in sectors where they have a comparative advantage †[ 46 ]. SMEs ( â€Å" the anchor of the European economic system †[ 47 ]) find themselves in even worse state of affairs than the large companies. The proportion between the antecedently mentioned costs and their size is so immense, that they can non every bit compete with domestic providers and will likely decline to supply cross-border services. â€Å" Now merely 8 % of SMEs are engaged in cross-border trade and merely 5 % have set up subordinates or joint ventures abroad †[ 48 ]. Harmoniz ing to the study, the most of import barriers for SMEs met in exporting are, to call a few, the establishing of a commercial presence abroad ( 16 % of all respondents ) , the deficiency of international criterions for services ( 14 % ) , revenue enhancement issues ( 10 % )[ 49 ]. These limitations have multiple negative effects. They cut down competition between domestic and foreign providers that cause higher monetary values and lower pick for consumers. There are still â€Å" losing links † or â€Å" constrictions † in the Single Market, which exists in theory, but, in world, it is constrained by multiple barriers and regulative obstructions[ 50 ]. Decision Despite the declared EU Single Market ends for the hereafter, such as â€Å" openness to planetary trade and investing † , â€Å" rejection of protectionism † , â€Å" the remotion of behind-the-border obstructions † and â€Å" greater attending to the international dimension †[ 51 ]in fixing the new ordinances, in pattern EU states resemble the half-open doors. By and large they have a free entryway, but the breadth of the transition varies well depending on the EU ‘s â€Å" pyramid of penchants † . the EU is frequently accused of holding an ambivalent attitude towards the GATT/WTO. Simultaneously it actively supports trade liberalisation via Rounds and the edifice up of a universe trade jurisprudence, but refuse to thoroughly implement it. Homes bias + province ‘s different policies.