Economics Essay Example | Topics and Well Written Essays - 2000 words - 16

Economics - Essay Example The UK economy has undergone through very critical evolutionary steps in the 1980s through the implementation of Gower report and the enactment of the subsequent 1986 financial services act (Ellwood, 2002, 565-594). It is acknowledged that these changes are responsible of many developments that the economy has had throughout the late 20th century and the subsequent years in 21st century. This paper therefore focuses on analyzing the critical role that financial services sector play within the UK economy after the Gower report and the financial services act in the late 20th century and subsequent enactment of FSAct in 1986. The Gower report established a platform through which the UK financial sector can provide insights, financial services as well as advise to investors both locally and at the international front. The financial sector specializes in services such as finance and accountancy, banking, financial planning, insurance as well as pension and investments. Over the years that followed the 1980 Gower report, the United Kingdom has moved from the state of passive sale and display of manufacturing produce to become a leading determiner of what is manufactured as well as consumed. The financial services sector shifted the attention of services provide towards retailing and wholesaling industries within the country. Moreover the enactment of the 1986 financial act has been pointed out to have contributed towards increased regulation and compliance requirements within the sector (Llewellyn, 1999, p. 309-316). The importance of such regulation cannot be overlooked as it has the main aim geared toward s consumer protection. Through the act, the industry has been streamlined towards effectiveness in service delivery through overcoming information asymmetry between the service providers and the customers. The importance in regulation is also based on the reason that many institutions are

Discrimination and Single Equality Scheme Essay Example for Free

Discrimination and Single Equality Scheme Essay Ann Gravells states the importance of keeping uptodate with legislation and codes of practise in Preparing to Teach in the LifeLong Learning Sector. According to Gravells it is important to do so â€Å"to ensure you are remaining current with your knowledge and practise, and any changes or updates that have taken place.† I comply with various generic legislation and codes of practise which relate to my role as a teacher and some that are specific to the subjects I teach i. e. assessor and verifier awards, management, helath socialcare (adults and children) and some specific to my organisation. As a teacher I need to be aware of and comply with the following: †¢ Health and Safety at Work Act 1974. †¢ shall be the duty of every employee while at work— †¢ (a)to take reasonable care for the health and safety of himself and of other persons who may be affected by his acts or omissions at work; and †¢ (b)as regards any duty or requirement imposed on his employer or any other person by or under any of the relevant statutory provisions, to co-operate with him so far as is necessary to enable that duty or requirement to be performed or complied with †¢ Race Relations (Amendment) Act 2000. †¢ Disability Discrimination Act 1995 and 2005 (DDA). †¢ Special Educational Needs and Disability Act 2001 (designed to bring education within the remit of the DDA through the addition of Part 4 DDA 1995). †¢ Equality Act 2010. the Act is to consolidate the complicated and numerous array of Acts and Regulations, which formed the basis of anti-discrimination law in Great Britain. This was, primarily, the Equal Pay Act 1970, the Sex Discrimination Act 1975, the Race Relations Act 1976, the Disability Discrimination Act 1995 and three major statutory instruments protecting discrimination in employment on grounds of religion or belief, sexual orientation and ageIt requires equal treatment in access to employment as well as private and public services, regardless of the protected characteristics of age, disability, gender reassignment, marriage and civil partnership, race, religion or belief, sex, and sexual orientation. In the case of gender, there are special protections for pregnant women. In the case of disability, employers an d service providers are under a duty to make reasonable adjustments to their workplaces to overcome barriers experienced by disabled people. †¢ Data Protection Act 1998. †¢ Copyright, Designs and Patents Act 1988 (The Copyright and Related Rights Regulations 2003). †¢ IfL Code of Practice for Teachers (2008) covers the activities of teachers in Lifelong learning sector. Gravells, a the code is based on seven behaviours, namely: professional integrity, respect, reasonable care, professiponal practise, criminal defense disclosure, responsibility during institute investigations, responsibility. †¢ Safer practice, safer learning (2007) – responsibilities for safeguarding vulnerable adults in the learning and skills sector – published by NIACE and DES. The LSC Single Equality Scheme 2007-10: Our Strategy for Equality and Diversity (LSC, 2007) identifies their strategy for ensuring legal requirements are met and is relevant to all organisations funded by the LSC (Learning and Skills Council), link http://readingroom.lsc.gov.uk/lsc/National/nat-singleequalityscheme-30apr07.pdf [pic] Although mainly relevant for teachers working with learners under 19 or vulnerable adults under 25 years of age, you should also look at: †¢ Protection of Children Act 1999. †¢ Every Child Matters Every Child Matters (ECM) is a UK government initiative for England and Wales, that was launched in 2003, at least partly in response to the death of Victoria Climbià © Its main aims are for every child, whatever their background or circumstances, to have the support they need to: †¢ Be healthy †¢ Stay safe †¢ Enjoy and achieve †¢ Make a positive contribution †¢ Achieve economic well-being Biblography: Gravells, Ann: Preparing tpo Teach in the Life Long Learning Sector : fourth Edition. †¢ Safer practice, safer learning (2007) Responsibilities for safeguarding vulnerable adults in the learning and skills sector, NIACE and DES. †¢ LSC (2007) Single Equality Scheme: Our Strategy for Equality and Diversity Online: http://readingroom.lsc.gov.uk/lsc/National/nat-singleequalityscheme-30apr07.pdf [pic] http://www.legislation.gov.uk/ukpga/1974/37/section/7 http://en.wikipedia.org/wiki/Equality_Act_2010 http://en.wikipedia.org/wiki/Every_Child_Matters

Marketing Strategy Implementation in Higher Education Essay -- higher e

The scholarly article which I selected to review addressed the strategic implementation of marketing initiatives within international higher education entities (Naidoo & Woo, 2011). This article was of particular interest to me due to its specific focus on marketing within higher education entities (HEI’s). The authors focused their research on 10 universities which recruit international students; specifically, on 570 questionnaires from mid-level marketing managers responsible for strategic implementation of marketing initiatives. (Naidoo & Woo, 2011, p. 1117) The authors note the disparity in success between HEI’s in addressing the international student market, and raise the implied question of whether differences in successful strategic implementation could be contributory. This study focuses on strategic implementation, as contrasted with strategic formulation, as a driver for marketing success. The premise of the authors is that by focusing on the factors whic h influence successful strategic implementation, HEI’s can enhance marketing program success. In addition to highlighting strategic implementation as a marketing success factor, they emphasize the value of a higher education focus in their research. Although this business category has achieved prolific growth in recent years, most marketing research has been focused on a general business environment. The research found that strategic implementation is viewed by marketing management as operations-driven in nature. The authors uncovered 4 primary constructs from their data: implementation related outcome variables, dimensions of commitment, strategy factors and role factors. (Naidoo & Woo, 2011, p. 1122) Put in simpler terms, the authors identified strategy commi... ...ting program success. They have demonstrated that mid-level marketing managers within Higher Education view individual commitment to the selected strategy, as well as the perceived significance of their role in implementation, as critical factors to role performance, and ultimately program success. Suggestions for follow up may include a closer analysis of successful and less successful HEI’s, to further understand how these factors influence the success or failure of these organizations’ marketing programs. Works Cited Kotler, P., & Keller, K. (2012). A framework for marketing management. (5 ed.). Upper Saddle River, NJ : Pearson Hall. Naidoo, V., & Wu, T. (2011). Marketing strategy implementation in higher education: A mixed approach for model development and testing. Journal Of Marketing Management, 27(11/12), 1117-1141. doi:10.1080/0267257X.2011.609132

Alibr Essay

Belonging Essay: â€Å"Sometimes it is hard to balance belonging to a group with keeping one’s own individual identity. † How has your study of the prescribed test and two texts of your own choosing either supported or conflicted with this idea? An essential element of belonging is one’s identity as it provides an understanding of the group to which one belongs. However, it is often difficult to retain one’s individuality while belonging to a particular community.This difficulty is evident in Sara Gavron’s film â€Å"Brick Lane† and Shaun Tan’s â€Å"Stick Figures† (Tales From Outer Suburbia), where both composer’s highlight the loss of individuality as a result of group conformation. In contrast, William Shakespeare’s play â€Å"As You Like It† demonstrates the converse as it highlights that it is possible to balance belonging to group while keeping one’s unique identity. As a result, by comparing th e exploration of all three composers, a responder can enhance their understanding of the influences that affect one’s sense of belonging and identity.As one becomes part of a group an understanding of their own unique identity can often be enriched. This is evident in William Shakespeare’s play â€Å"As You like It† through Orlando, whose development of a sense of familial belonging empowers his own self-understanding. This is evident through the contrast between Orlando’s initial dejected state and final sense of status. This is evident through Orlando’s early despondence in the play in â€Å"in this world I fill up a place, which may be better supplied when I have made it empty. The impersonal tone associated with ‘a place’ alludes to Orlando’s own feeling of alienation and isolation as a result of a lack of connection with others. This is reinforced through the hollow connotations of ‘empty’ which accentuate Orl ando’s lack of understanding of himself. However, this is contrasted with the conclusion of the play, as Orlando develops his sense of familial belonging with his brother Oliver. This sense of empowerment is evident in â€Å"you have my consent† where Orlando’s dominance is evidence through his approval of his brother’s wishes.This emphasises his enhanced status and identity, solely a result of his sense of belonging. As a result it can be seen that it is Orlando’s belonging to a group that nourishes his sense of identity. Antithetically, when a responder considers Sara Gavron’s film â€Å"Brick Lane† the converse of Shakespeare’s exploration becomes prominent. This evident when considering the character of Karim, a London-born Pakistani man.As a result of Karim’s cultural and religious heritage, he experiences a sense of alienation from the wider community as evident in â€Å"Go home Paki! † The derogatory term o f ‘Paki’ compounded with the incensed tone created through the exclamation, Gavron demonstrates Karim’s social alienation. It is this isolation that yields his identity as evident in â€Å"this is my home. † The blunt nature of Karim’s statement highlights his resoluteness and confidence with his own unique multicultural self.Despite this, Karim’s identity begins to waver as he becomes part of a Muslim group that fights for understanding. This is evident through the contrast in costuming used by Gavron. Initially, she characterises Karim in a combination of western and Pakistani clothes, but as he joins the group, these western elements begin to disappear. This results in Karim conforming to the dress code of the other group members, implying the loss of his own unique identity as a result of his belonging.Hence, Gavron, unlike Shakespeare emphasises that one’s sense of identity can be lost through their connection with a group. In cer tain situations it is often difficult to retain a sense of unique identity while being part of a group. This is elucidated in Shaun Tan’s â€Å"Stick Figures† where the Stick Figures are shown to be alienated from their homeland due to industrialization. Tan emphasises that by belonging to this group of isolated individuals, a person can lose their sense of identity in â€Å"faceless clod. † The

Earthquake Shaker

Would earthquakes of similar magnitudes in different populated regions of the Earth cause approximately the same levels of damage? In your discussions, consider both geologic and human-induced factors. The amount of damage caused by an Earthquake does not solely depend on the magnitude of the Earthquake. Factors such as population, geographic location, soil type, and the type of building material commonly used for construction in a region determine the extent of damage caused. If an Earthquake strikes a densely populated region, then life loss and property damage will be high.If an Earthquake of a similar or even higher magnitude strikes a region with a relatively low population, then life loss and property damage will be lower. The 6. 4 Richter scale Earthquake (1993) in the State of Maharashtra, India and the 8. 3 Richter scale Earthquake (2006) in Kuril Islands, Japan are examples that come to mind. With stone houses and a population of over 2 million, the Earthquake in Latur left nearly 8,000 people dead and brought as many as 30,000 houses to the ground.In contrast, Kuril Islands, with a population of just 17,000 and better disaster preparedness mechanisms, was able to get away with no loss of human life ,despite the fact that the Earthquake was much higher in magnitude when compared to that of Latur. References: http://latur. nic. in/html/earthquake. htm http://www. drgeorgepc. com/Tsunami2006Kurils. html 2) How are faults, foci (plural of focus), and epicenters related? Faults that are experiencing no active creep (relatively consistent yet minor movements) may be considered â€Å"safe. Rebut or defend this statement with what you have learned so far about faults. The points in the lithosphere of Earth where fracturing originates are called foci. In other words, foci are the points at which energy-release takes place. Foci are also termed as hypocenters. Large fractures inside the Earth’s crust are called faults. Typically, news reports talk abou t epicenters when they are reporting an Earthquake. As large fractures inside Earth’s crust begin to shift, there is a release of energy inside Earth, right at the displacement (focus) point.An epicenter is nothing but the point on the surface of Earth that lies directly over the focus. It is not true that faults experiencing no active creep are safe. Fault creep refers to slow rock movement arising out of the application of constant stress over a prolonged period of time. A fault creep is a slippage that occurs alongside a fault. A fault creep may produce a small earthquake that can be detected through a seismometer. An active creep zone is one in which the most significant of displacements are likely to take place.Current absence of active creeps neither means that there is no fault creep at all, nor that there will not be any movement in future. A currently inactive fault could become active in future and cause an earthquake, so safe is not a term that one can always assoc iate with the absence of an active creep. 3) At one time it was thought that the deep-ocean trenches at subduction zones would be a good place for disposal of high-level radioactive waste. Why is this not a good idea?Explain what can happen at a subduction zone and what might occur if the waste were buried there. (Hint: see oceanic-continental convergence. ) Over the years, different options have been considered as suitable permanent repositories for disposing high-level radioactive waste. The intent has been to find a way of permanently isolating high-level nuclear waste from the environment used by humans. It is true that at one point in time, subduction zone trenches in deep oceans were a good option for disposing high-level radioactive waste.It was thought that sticky mud and clay at trenches in deep-open subduction zones could be ideal places to bury high-level radioactive waste. It was assumed that radioactive waste canisters deposited in such places would slowly leak, only to be bound by sticky mud and clay for several millions of years. It was expected that burying high-level radioactive waste inside a subduction zone of a deep-ocean would gradually carry waste into the mantle of Earth.Today however, this approach is not a matter of serious consideration because of the technical considerations that are in play, legal restrictions associated with Law of the Sea, and the fect that leakages could lead to widespread contamination. The fact that oceanic-continental convergence helps create geologic formations and sustain many active volcanoes of Earth mean that contamination can be a serious threat when considering the burial of high-level radioactive waste in subduction zone trenches of deep oceans.

War with Iraq essays

War with Iraq essays As America prepares for a vicious battle with Iraq, the country is held within a battle of its own. The country is spilt with supports on one side and anti-war mongrels on the other. The only division between to two well-meaning groups is that the current republican government is stressing the necessity of a war. Even with massive protests occurring through-out the country daily, there is no changing the hard-headed minds of our overbearing republican president, Bush or his seemingly brilliant cabinet. When all is said and done, there is one issue that will continue to thrive with supporters of peace, the fact that the UN never agreed to simply support the United States in the effort to vanquish the world of the tyrant Saddam Hussain. While this knowledge will not create euphoria for the fanatic peace-loving people, it will allow them to exalt their efforts. However, this precious fact has been disheartened by several fastidious war hawks (to bring back an old phrase). They have been noted as saying that the UN is a powerless organization and the US would only ask for permission as a show of respect rather than out of need. While this is a true statement, it would make the actions of the US detour from the wants of the UN; the exact reason the US has for destroying Iraq. While the principle behind the war is somewhat noble, the way in which the government has proceeded to fight the war is not. The government has acted like a child that wishes to fight now and think later, rather than discussing a feasible plan with the UN and taking action as a global power. If the US united the globe in this intractable war, it would create a bond between nations along with creating a stronger and more powerful UN. ...

The Berlin Wall History

The Berlin Wall History Introduction The Berlin wall was erected by the communist German Democratic Republic (GDR) of East Germany and was essentially designed to separate East and West Germany. It was a result of cold war politics that had also been witnessed subsequent to the Potsdam and Yalta Conferences during which the Allies divided up Germany. West Berlin after World War II was enclosed by East Germany and access to it was always a sensitive matter and a controversial political issue (Andreas 2).Advertising We will write a custom research paper sample on The Berlin Wall History specifically for you for only $16.05 $11/page Learn More The disagreement was between the soviets and the allied forces of American, French and British, who differed in the reconstruction of Germany after the soviets had inflicted most of the damage during World War II. Plans were underway to rebuild Germany and make it be self-sufficient, a major industrial hub with good infrastructure and a new Germ an currency, but the soviets under Joseph Stalin were of a different opinion. Precursors to the Berlin wall The soviet administration was overwhelmed by a strong opposition in the west where non-soviet zones had been combined into one block under the Marshall plan. Consequently, in 1948, Stalin instituted the Berlin Blockade which cut off food and other requirements from going to the west considering that Berlin was deep into the soviet territory. Owing to East Berlin encircling the west, opinionated and ideological enmity amid west and east made the Western countries which are considered powerful to fly all the required supplies to West Berlin and that was between June 1948 and September 1949, this meant that the supplies were to be air lifted because the Soviets had closed road access. This was later to be known as the famous Berlin Airlift and was orchestrated by United States, Britain, France, Canada, Australia, New Zealand and several other European countries (Taylor 11). East Germany or the German Democratic Republic (GDR) was under a communist system of governance with all property and industries were nationalized under the soviet rule. This greatly differed from West Germany or the Federal Republic of Germany (FRG) which was under a democratic parliamentary system of governance which adopted a Western capitalist approach, transforming into a society with a social market economy. This spurred persistent economic growth with the development of industries, infrastructure, and a better standard of living for the residents. By the early Fifties, thousands of East Germans were fleeing to West Germany on a daily basis, majority of who were accomplished business people and specialists looking for better opportunities in West Berlin, and this lead to heavy losses in manpower in the GDR. Soviets had introduced compulsory Marxism-Leninism doctrines in all East Germany school curriculums, which inturn led to the moving of professors and their students to the west so as to escape such extremist ideology and this led to massive brain drain experienced in the east (Gale 22).Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More In 1960, the East Germany exodus now totaling to millions of civilians was predictably damaging to the political integrity and economic capability of East Germany, making it vital to fortify its borders with the west, especially West Berlin for feasibility of the country to endure. Erection of the wall On August 13, 1961, the East German army began to close the border with West Germany, installing barbed wire entanglements chain fences, nail beds, minefields, and other obstacles and barriers along the 155 kilometers strip. Houses and other buildings were demolished in the process to pave way for the blockade. On August 15 1961, the concrete foundation for the wall was laid down and eventually a 106 kilometer and 3.6 meter high concrete section was erected. 43 kilometers of the wall separated east and West Berlin, and a further 37 kilometer section of the wall divided residential vicinities (Prager 13). It was further reinforced with 67 kilometers of wire mesh fencing, 106 kilometers of anti vehicle trenches, 302 watchtowers, 20 bunkers and 126 kilometers of contact fence, effectively shutting off East Germany from the West, as a result transforming West Berlin into an enclave. In June 1962, a second equivalent fence was built about 100  meters deep in East German terrain. All houses and buildings located between the two fences were demolished and the area cleared out (Elander 23). This region was bare and was later covered with raked gravel, rendering footprints easy to detect and extended for 124 kilometers. The aim behind this was to prevent escapees heading to the west from scaling the wall and offered a clear line of fire to the perimeter guards. Any civilian who was spotted in this area was immedia tely shot dead. This place was later came to be known as â€Å"The Death Strip†. Approximately 190 people were killed in this region with a further 200 being injured by gunshot inflicted wounds. Though it was a violation of the postwar Potsdam Agreements, The allied forces did not challenge the existence of the wall, and only committed to protecting serving West Germans in a political move that was aimed at avoiding conflict with the U.S.S.R. The exodus from the east gradually slowed down and majority of East Germans could no longer visit, work or move to west Germany. Families who had their members in both east and west at the time of completion of the wall were separated for more than a quarter of a century.Advertising We will write a custom research paper sample on The Berlin Wall History specifically for you for only $16.05 $11/page Learn More Other professionals who commuted to work in the west found themselves unemployed since there was no acce ss to their jobs. Protests erupted in West Berlin, and the West Berliners criticized the allied forces for not antagonizing the construction of the wall, although the Potsdam Agreements gave them mandate over the whole of Berlin, (Fred 55). Crossing the wall At first, there was nobody who was allowed to cross over either in the west or east from the time the wall was built but it later changed in 1963. This was brought about by intense negotiations amid GDR and FRG governments that allowed West Germans limited access and restricted visits to the east during Christmas between 1963 and 1966. After 1971 agreements, the borders between east and west became more porous to West Berliners who could then apply for a visa to East Germany, but the East Germans and citizens of other eastern European nations were not allowed into the west apart for a few exceptions, (Prager 28). Permit approval was however not guaranteed for East Germans and GDR also limited the amount of money that they could convert to western currency in an attempt to restrict their financial autonomy while in the west. This was aimed at making sure that those visiting the west would come back due to financial constraint. This led to the introduction West German’s policy of giving a small amount of money known as welcome money every year to east Germans who visited West Germany and West Berlin and this was meant to help assuage their tribulations. However, as a requisite for the post war Four Power Arrangements, allied military employees, diplomatic personnel and civilian officials could enter and exit East Berlin without presenting their documents at East German check points, (Andreas 2). Ordinary citizens of the Western Allied states who had no official association with the Allied forces were supposed to use the approved road or rail check points in and out of East Germany and they were required to present documents to the East German border control units. There were eight border crossings bet ween East and West Berlin that permitted visits by West Germans. Each of the border crossings had a designated nationality group which could pass through and that was only after verification of their identity and citizenship. Certain checkpoints only allowed West Germans; others only processed East Berliners while others were restricted to Allied personnel and foreigners only.Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Impact of the Berlin wall The establishment of the Wall had significant supposition for the East German state. By effectively reducing the emigration of people from East Germany, the East German government was able to restore its mandate over the country exterminating financial hardships grounded by a weak currency and an effervescent black market leading to the commencement of substantial economic growth in East Germany. The GDR came to the defense of the wall, asserting that the wall was primarily to limit the belligerence that the west was setting in motion in East Germany. There were allegations that western spies and agents were operating in the east, subverting government programs and initiatives as well as collecting critical information. The eastern administration also claimed that the westerners were flooding the eastern markets to buy government subsidized goods which were cheaper than those in the west, (Alex 39). The allied forces administration saw the construction of t he wall from a different perspective. There were major concerns about the Soviets recapturing part or the whole of Berlin. These concerns were however put to rest by the erection of the wall for the wall would seemingly have been a superfluous undertaking if such a strategy was being considered by the soviets, decreasing the likelihood of a martial collision over Berlin. There was severe labor and brain drain across East Germany before the wall was erected, and most of those who immigrated were among the young and well educated group. The GDR was rapidly loosing their intelligentsia and human resource to the west. East Germany had already lost 9.5% of its working age population among them, doctors, professors, engineers, notary and various other professionals and skilled manpower (Gale 19). This as a result led to the underdevelopment of East Germany both in infrastructure and a depleted education system (Brennan 13). After the wall was erected, majority of the eastern work force st ayed in the west, what followed was a generational gap that had inadequate human resources, and this led to an acute under development of eastern Germany, and of which is currently still evident in some parts of the current Germany. West Berlin’s elaborate train transport system was also adversely affected by the creation of the Berlin wall. Some of the transit routes were divided and eventually several stations had to be closed down, Escapees There were a number of triumphant getaway efforts made during the era of the wall’s existence. They were reported to be more than 4,700 escapees but there were also a significant number of casualties and fatalities recorded. Escapes involved people jumping over the preliminary barbed wire or leaping out of residential houses either from the roofs or through windows. To solve this problem, East German authorities closed off apartments within the vicinity. Later, they introduced the infamous Death Strip that saw the persistent quan dary of escapees come to a grinding halt. Resourceful East Germans however resulted in using discrete methods like digging underground tunnels and using the sewer system to avoid detection (Taylor 36). The East German government gave its border guards shooting orders when dealing with escapees, though such orders were not necessarily equivalent to shoot to kill orders. They were however ordered in an October 1973 circular to regard anyone approaching the wall as a traitor and the border guards should therefore shoot at any person attempting to cross even in the presence of women or children (1999. Fred 55). Falling of the wall and unification of Germany In the late 1980s, the Soviet Union began to weaken, and its collapse was imminent. The opening of Hungary’s borders to Austria in May 1989 may as well be viewed as the trigger that impelled the falling of the Berlin wall. Hungary was immediately flooded by East Germans who then crossed the border into Austria eventually campi ng at the West German embassy in Austria. East Germany was forced to stop any further travel to Hungary but the same case was being witnessed in Prague and Czechoslovakia (Frederick 3). This was followed by protest through out the months of September and October 1989 and such demonstrations were recurrent, with protesters in their millions leading to the East Germans camping in all West Germany embassies being allowed to travel to the west by the East German government (Elander 1). The protests grew by the day and in early November; the East German government was forced to open all borders leading to the west. By 11th November 1989, citizens had begun chipping off pieces of the wall as souvenirs. The official dismantling of the wall was done much later though, on June 13 1990 and it involved bulldozers and the military felling huge chunks of the wall and this went on until November 1991. The East Germany adopted the West Germany currency on July 1 1990 and the unification of Germany became a reality. Conclusion Although the economic state of affairs in the West continued to advance, the one in the East remained as static just like everywhere else in the U.S.S.R. West Germany rebuilt itself into an economic motivating force and the occupational opportunities available were of a large number. This attracted thousands of workers from all over Europe, who essentially flooded the country, giving West Germany a rich and variant workforce. Their eastern counterpart however continued to relish in poverty and abject conditions that were not conducive for significant education or work. The East German government never gave any solid reason for the erection of the wall, but it is widely known that most of the citizens of the GDR were fleeing from the oppressive communist rule. The unification of Germany was well received locally and internationally and only then did the east see an opportunity for potential growth. Work Cited Alex, Bruffeno. â€Å"The History Surroundin g the Berlin Wall†. Wellington. NC. Cruss press. 2003. Andreas, Ramos. â€Å"The Fall of the Berlin Wall: A Personal Account†. Krafts. May 30 2003.Web.: http://andreas.com/berlin.html Brennan, Luann. â€Å"The Fall of the Berlin Wall: Truth or Hype in the Media†. Media Focus. June 25 2004. Web.: is.wayne.edu/mnissani/media/Berlin.htm Elander, Eugene. â€Å"And the Berlin Wall Came Tumbling Down†. Berlin. Nov 2 1999. Web. opednews.com/articles/And-the-Berlin-Wall- came-t-by-Eugene-Elander-091109-87.htm Fred, Willis. â€Å"The Rise and fall of the Berlin wall†. Berlin. Penguin. Frederick,  Ramm.† The fall of the Berlin wall 1989†. Germany. August 14 1999.Web.: remote.org/frederik/culture/berlin/ Gale, Cengage. â€Å"Berlin Wall. The History†. June 2 2002.Web.: encyclopedia.com/doc/1G2-3045300183.html Prager, Brad. â€Å"The erection of the Berlin Wall†. Chekers. Dec 4 2006. Web. highbeam.com/doc/1G1-138663011.html Taylor, Frederick. â€Å"The Berlin Wall†. Berlin. April 13 2003. Web.: http://blogcritics.org/books/article/book-review-the-berlin-wall-by/