Browsing by Author "Melin, Helena"

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    Quantifying the Impact of Potential Brexit Scenarios Utilising a Double-Logarithmic Gravity Equation
    (2017-06-29) Karlsson, Jacqueline; Melin, Helena; University of Gothenburg/Graduate School; Göteborgs universitet/Graduate School
    Purpose. The purpose of this research report was to project if the Brexit would negatively impact the export quantities of passenger cars from Germany to the UK. The automotive industry is highly interconnected and barriers could severely impact the supply chain networks of automotive manufacturers. The topic was of particular interest due to the estimated implications of the Brexit and the substantial passenger car quantities that Germany exports. Methodology. The authors studied the current market structure through the use of a double-logarithmic gravity equation. The gravity model provided the foundation for a quantitative forecasting model which projected future trade quantities under different Brexit scenarios. The model was based on a sample representing 98 per cent of Germany’s total export quantity of passenger cars. Diagnostic tests suggest that the model was robust and efficient in estimating trade quantities. Findings. All Brexit scenarios were estimated to negatively impact the export quantities of passenger cars from Germany to the UK. Lower tariffs were projected to benefit export quantities of passenger cars from Germany, nevertheless, a weaker economy in the UK due to the Brexit is estimated to reduce demand for passenger cars and offset the benefits of trading with low tariffs. The most pessimistic scenario in 2030 forecasts a reduction of 15,4 per cent in exported cars compared to a scenario in the absence of the Brexit. Originality. By being the first to project the impact of the Brexit on German export quantities of passenger cars, the results provide valuable insights for automakers as well as supply chain planners and other professionals. Research limitations. The authors have narrowed their focus to the export of complete cars and do not take into account interactions between countries and industries before or after complete cars are exported.
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    USING LITTLE RED RIDING HOOD TO TEACH GENDER IN THE ENGLISH CLASSROOM
    (2013-03-19) Melin, Helena; University of Gothenburg/Department of Languages and Literatures; Göteborgs universitet/Institutionen för språk och litteraturer
    In this essay I explore ideas about how to work with fairy tales and gender, but also discuss the potentials and problems with the approach. Gender roles can often be cemented and maintained in Upper Secondary School, which is the reason why I want to highlight and discuss the matter with students. The questions I seek to investigate in the essay are: Which teaching methods can be used when working with gender stereotypes in the fairy tale, in the English classroom? In what way is Little Red Riding Hood suitable to work with in class? The main goal with this classroom project, which can extend over a period of five weeks, is to give students in Upper Secondary School tools to problematize, analyze, and discuss the idea of gender stereotypes in one of the world’s most well-known fairy tales: Little Red Riding Hood. Another aim is for the students to be critical and aware of what they read so that they can see hidden meanings in a text. Ideas of exercises, inspired by Collie & Slater and Josephson, to work with in a classroom context are presented. These are used as tools in order to problematize gender in fairy tales. The exercises cover comparing beginnings, dramatizing a part of a story, writing the inner dialogue of a character or tale, and finally the hot seat.