Regarding History vs. When Death Comes

Regarding history/ when death comes Luisa A. Igloria's, â€Å"Regarding History† is a very intriguing poem. Initially it seems to be a very straight forward poem, she beings by speaking of two trees that she can see from her window that lean into the wind, and goes on to describe a certain meat that she is cooking. At first glance this poem seemed to just be a description of an afternoon, but as the poem progresses it gets more complicated, which lead me to start to question if her earliest descriptions where literal, or a representation of something else entirely.A key turning point in my interpretation of this poem is when she said: â€Å"Tell me what I'll find, in this early period at the beginning of a century. Tell me what I'll find stumbling into a boat and pushing off into the year's last dark hours. † It is obvious that she is searching for something, but what? After I reread the poem I began seeing more of a love aspect to it when I noticed her speaking of a pe rson, who she wants to take the person's face in her hands and â€Å"Grow sweet from what it tells†.This once more brings me back to the begging of the poem, and my initial question, what do the trees represent? I came to the conclusion that the two trees represented her and this person that she adores, and that she is not necessarily observing them, but rather the trees make her think of the relationship with this person she adores and herself, which by the description of the how the trees are: â€Å"leaning now into the wind in a stance that we'd call involuntary-† shows to me that there is a struggle of sorts that they are facing together. Another aspect of the poem that peaked my interest was the title.After reading it and rereading it there seemed to be no logical conclusion to be made of the title until I had focused on the ending when she talks about â€Å"the beginning of a century†. It made me think that she was about to embrace something new, and this struggle that is present may have been a repeat of the past, therefore bringing about the entire poems purpose, her questioning the future while regarding the past, or as the poem states, history. â€Å"When Death Comes†, This poem by Mary Oliver was simple, but the way she used imagery and depicted her thoughts upon death was brilliant and extravagant.When I say simple, I meant that there seemed to be no hidden meaning of what the poem was really about. After reading over the material more than a few times is was clear that death meant death, and her position on it was firmly established. At the beginning of the poem she starts off by describing death, how it is vicious, swift, unbiased and unforgiving. â€Å"When death comes like the hungry bear in autumn when death comes and takes all the bright coins from his purse to buy me, and snaps his purse shut; when death comes like the measle-pox; when death comes like an iceberg between the shoulder blades†¦ Then she begins to question about what death will be like when it is her time. Her reflection of death and its characteristics provokes thoughts on how she values all life and her personal relationships. She describes her relationships a brother and sisterhood, stating that she is very close to those she loves and highly values their relationship. She describes all life as a flower, but as common as a field daisy, but none the less beautiful, and any life that dares venture towards and endure life a body of courage, like a lion, and she ends the poem describing how she wants to exit this world.She wishes to die never having stopped being amazed by creation and never having stopped exploring new things and ideas, She wishes to have no questions or doubts. She wants to have experienced the world, not only have had visited it. Her take on the ideas and life and death themselves are very respectable, and something that I believe should be modeled, I believe that they are setup for well being, satisfac tion, and a full life. In this poem, she had many literay devices.To me, the most interesting one is on stanzas three and four: † when death comes and takes all the bright coins from his purse to buy me, and snaps his purse shut†¦ † Its obvious that when you die you lose all of your possesions, but in ancient Greece, the culture believed that when you died you had to pay a toll to Charon, a demi-god whose only purpose is to ferry people in to the after life. These coins were mostly gold or other precious metals and were usually owned by the person who died and placed on the eyes as their final payment to the Charon, which is represented by the adjective she uses, â€Å"Bright†.

1. Discuss Four Building Blocks for Achieving Competitive Advantage in an Organization.

PRINCIPLES OF MICROECONOMICS No: 12 PED 1113 1. | Name of Subject | PRINCIPLES OF MICROECONOMICS| 2. | Code of Subject| PED1113| 3. | Synopsis| This course will give students good exposure to basic economic concepts. They need to be able to understand, analyse and implement the theoretical conceptual into the existing economic situation. | 4. | Name of Teaching Staff | Rezal [email  protected] com| 5. | Semester and Year Offered| Year 1, Sem 1 | 6. | Credit Value | 3 credits (2 hours lecture and 1. 5 tutorial) | 7. | Prerequisite (if any) | Nil| 8. Rationale for the inclusion of the subject in the program | The need for economics knowledge in all fields of studies. | 9. | Mode of Delivery| Lecture and Tutorial| 10. | Subject Objectives| To equip students with basic economics knowledge so as to be able to apply in day to day tasks. Able to understand and analyse economics theories and conceptual. | 11. | Learning Outcomes| Upon completing this course, students will be able to: 1. Un derstand the basic concept of economics. 2. Apply the concepts demand and supply to identify how market reached its equilibrium position. 3.Identify various coefficients in elasticity and understand how rational consumers behave. 4. Identify the production process and how cost is determined. 5. Understand various market structures and its profit position both in the short and long run. | 12. | Transferable Skills| From this course, students will acquire additional transferable skills namely: * Analytical Skill – students were given questions and analyse the outcome that arises due to the situation given. * Research skills – Students are required to conduct assignment on selected topics either individually or in groups. Social skills – Students will develop basic social skills through class discussions and group assignments. * Time-management skills– Students will learn to practice and manage their time to balance between their academic and social responsi bilities. * Critical thinking skills– Students will develop critical thinking ability through coursework completion, problem solving exercises and class discussions. | 13. | Teaching Learning and Assessment Strategy | | Teaching & Learning Methods| Assessment Strategy | | Discussion| /| 1. Peer evaluation 2.Student assessment feedback| | Problem solving| | 3. | | Case study | /| | | Project | /| | | Lecture| /| | | Tutorial | | | 14. | Assessment Method and Types | Final Examination : 40%Course Work : 60%Course work comprises of the following items : – 2 Test : 30% – 4 Quizzes : 20% – Group Assignment : 10%| Content outline of the course/module and the SLT per topic| | TOPIC (S)| Lecture| Tutorial| Lab/ Practical| Independent Study| Student Learning Time (SLT)| | 1. 0 INTRODUCTION TO ECONOMICS 1. 1 Basic economic concepts: scarcity, choices and opportunity cost. 1. 2 Basic economic problems 1. 3 Economics system comprises free market, planned economy an d Mixed economy. | 2| 1. 5| | 5| 18| | 1. 0 Demand, Supply and Market Equilibrium. 1. 1 Demand 1. 2. 1 Definition of demand 1. 2. 2 Law of demand 1. . 3 Market demand curve 1. 2. 4 Determinants of demand 1. 2 Supply 1. 3. 5 Definition of supply 1. 3. 6 Law of supply 1. 3. 7 Market supply curve 1. 3. 8 Determinants of supply 1. 3 Market Equilibrium 1. 4. 9 Definition of equilibrium 1. 4. 10 Condition of equilibrium 1. 4. 11 Changes in demand and supply| 8| 6| | 20| 28| | 1. 0 Elasticity and Consumer Behavior 1. 1 Elasticity 1. 2. 1 Price elasticity of demand 1. 2. 2 Cross lasticity of demand 1. 2. 3 Income elasticity of demand 1. 2. 4 Elasticity of supply 1. 2 Consumer Behaviour 1. 3. 5 Ordinal Approach 1. 3. 6 Cardinal Approach| 6| 4. 5| | 16| 26| | 1. 0 Theory of Production and Costs of Production 1. 1 Theory of production 1. 2. 1 Definition of production 1. 2. 2 Variable input and fixed input 1. 2. 3 Short-run and long-run period 1. 2. 4 Total product, average product and marginal product 1. 2 Cost of production4. 2. Calculation of seven (7) types of cost of production the in the short-run period| 6| 4. 5| | 14| 24| | 6. 0 Market Structure 5. 1 Perfect competition5. 1. 1 Characteristics5. 1. 2 Profit maximization in the short-run5. 1. 3 Profit maximization in the long-run 5. 2 Monopolistic Competition5. 2. 1 Characteristics5. 2. 2 Profit maximization in the short-run5. 2. 3 Profit maximization in the long-run 5. 3 Monopoly5. 3. 1 Characteristics5. 3. 2 Profit maximization in the short-run5. 3. 3 Profit maximization in the long-run| 6| 4. | | 16| 24| | Total of Student Learning Time (SLT)| 28| 21| | 71| 120| | Main Reference supporting the course 1) Deviga, V and Karunagaran, M. (2007) Principles of Economics, 1st edition, Shah Alam: Oxford Fajar Sdn. Bhd. | 20. | Additional References: 1) David Begg, Stanley Fischer and Rudiger Dornbusch, 2003, Economics, 7th ed. , McGraw-Hill. 2) Baumol W. J and Blinder, 1998, A. S. Economics: Principles and Policy, Harcour t. 3) Sadono Sukirno, 1998, Mikroekonomi, Edisi ke-3. 4) Colanderm D. C. , 1995, Economics, Irwin. 5) Campbell R. Mc Connel & Stanley L.Brue, 1993, Economics, McGraw-Hill. 6) Lipsey, R. G. , 1992, The Fundamentals to Positive Economics, Harper and Row. 7) Hashim Ali (2003) Comprehensive Economics Guide, 2nd edition, Singapore: Oxford University Press. | Assignment topic. Choose one topic from the list below and form a group in which consists of minimum 4 students and maximum 6 students. Submission of assignment; first week after term break. 1. Economic system in the world 2. Government’s roles in the market 3. Demand and supply 4. Consumer behaviour 5. Production process and costs involve. . New product in the market. Introduction to economics -the word economy comes from the Greek word oikonomos, which means â€Å"one who manages a household -economics is the study of how society manages its scarce resources. -the management of society’s resources is important becaus e resources are scarce. -scarcity means that society has limited resources and therefore cannot produce all the goods and services people wish to have. -opportunity cost of an item is what you give up in order to get another item. Ten principles of economics 1. People face trade-off to get one thing that we like, we usually have to give up another thing that we like. -for example parents deciding how to spend their family income. They can buy food, clothing, or a family vacation. -efficiency means that society is getting the maximum benefits from its scarce resources. -equality means that those benefits are distributed uniformly among society’s members. 2. The cost of something is what you give up to get it -making decisions require comparing the costs and benefits of alternative courses of a action 3. Rational people think at the margin. rational people are the people who systematically do the best they can to achieve their objectives, given the available opportunities. -mar ginal changes mean small incremental adjustments to an existing plan of action. 4. People respond to incentives -incentives is something that induces a person to act, such as the prospect of a punishment or a reward. -example, a higher price in a market provides an incentive for buyers to consume less and an incentive for sellers to produce more. 5. Trade can make everyone better off trade allows each person to specialize in the activities he or she does best -by trading with other, people can buy a greater variety of goods and services at lower lower cost. 6. Markets are usually a good way to organize economic activity -market economy is an economy that allocates resources through the decentralized decisions of many firms and household as they interact in markets for goods and services. 7. Government can sometimes improve market outcomes -market economies needs institution to enforce property rights so individuals can own and control scarce resources. market failure refers to a sit uation in which market on its own fails to produce an efficient allocation of resources. -market power refers to the ability of a single person or small group to have a substantial influence on a market prices. 8. A country’s standard of living depends on its ability to produce goods and services -productivity means the quantity of goods and services produced from each of labor input. 9. Prices rise when the government prints too much money -inflation refers to an increase in the overall level of prices in the economy. 0. Society faces a short-run trade-off between inflation and unemployment -short run effects of monetary injections are; increasing the amount of money in the economy stimulates the overall level of spending, firms to raise their prices hiring more workers, produce larger quantity of product and services and lower employment. Economic system comprises: 1. Free market economy: allocation for resources is determined only by their supply and demand for them with a little or no government control.It is also called as capitalist. Advantages; quick respond to the people’s wants, wide variety of goods and services and efficient use of resources encouraged. Disadvantages; unemployment, certain goods and services may not be provided, consumption of harmful goods and services may be encouraged, and ignorance of social cost.Examples, United State, Canada, United Kingdom, South Africa, Mexico Germany. Lassez-Faire economics; one of the guiding principles of capitalism, this doctrine claims that economic system should be free from government intervention or moderation and be driven only by the market forces. French word means allow to pass or let go.Invisible hand: a term coined by economist Adam Smith in his 1776 book â€Å"An Inquiry into the Nature and Causes of the Wealth of Nations†. Smith assumed that individuals try to maximize their own good (and become wealthier), and by doing so, through trade and entrepreneurship. Furthermore , any government intervention in the economy isn’t needed because the invisible hand is the best guide for the economy.Thus, the invisible hand is essentially a natural phenomenon that guides free markets capitalism through competition for scarce resources. 2. Planned economy: market is controlled and determined by government. Give the government dictatorship type control over the resources of the country. It is also called as socialist.Advantages; the welfare of the citizen is the primary goal of the economic system, wasteful competition is avoided, wages are controlled by state and there is no industrial unrest, there is a greater emphasis on the quantity of life (health, education, elimination of poverty, moral direction) than on the quantity of production (output) in the country and can rovide stability. Disadvantages; can limit the growth and advancement of the country if the government does not allocate resources to the innovative enterprises, no freedom of choices for producers and or consumers and lack of incentives for workers results in low morale efficiency. Examples Cuba, Venezuela, China and Vietnam. 3.Mixed economy: includes a mixture of capitalism and socialism. The combination of private economic freedom and centralized economic planning and government regulation. Advantages; benefit from capitalist and socialist, still emphasis on welfare of society, less income inequality and monopolies exist but under close supervision of the government.Disadvantages; lower the optimum use of resources and enterprises face difficulties due to government favouritism and bureaucratic nature. Examples France, Spain Italy, South Korea and Brazil. Circular-flow diagram: a visual model of the economy that shows how dollars flows through markets among households and firms. MARKETS FOR GOODS AND SERVICES * Firms sell * Household buy FIRMS * Produce and sell goods and services * Hire and use factors of productionsMARKETS FOR FACTORS OF PRODUCTION * Hou seholds sell * Firms buy Revenue Spending HOUSEHOLDS * buy and consume goods and services * own and sell factors of production Goods and services sold Goods and services bought Factors of production Labor, land and capital Wages, rent and profit Income This diagram is a schematic representation of the organization of the economy.Decisions are made by households and firms. Household and firms interact in the markets for goods and services (where households are buyers and firms are sellers) and in the market for the factors of production (where firms are buyers and households are sellers). The outer set of arrows show the flow of dollars and the inner set of arrows show the corresponding flow of inputs and output. The Production Possibilities Frontier: shows the combination of output, in this case cars and computers that economy can possibly can produce.The economy can produce any combination on or inside the frontier . Points outside the frontier are not feasible given the economy ’s resources. A shift in the production Possibilities Frontier -a technological advance in the computer industry enables the economy to produces more computer for any given number of cars. As a result, the production possibilities frontier shifts outwards.Market Market: a group of buyer and sellers of a particular goods and services Competitive market: a market in which there are many buyers and sellers so that each has negligible impact on the market price. Perfectly competetive: must have 2 characteristics 1) the goods offered for sale are exactly the same 2) the buyers and sellers are so numerous that no single buyer or seller has any influence over the market price.Monopoly: only one seller offer for the specific goods and services and this seller sets the price. Demand Demand: goods and services that buyers are willing and able to purchase. Quantity demanded: the amount of goods that buyers are willing and able to purchase. The demand curve: The relationship between pric e and quantity demanded Law of demand: the claims that, other thing equal, the quantity demanded of a goods falls when the price of the goods rises. Demand schedule: a table shows the relationship between the price of good and the quantity demanded.Individual demand: the demands of one person for the particular goods and services Market demand: the sum of all the individual demands for the particular goods and services Price of ice-cream| Quantity of ice-cream demanded| | Nick| Mary| Market| $0. 00| 7| 5| 12| $0. 50| 6| 4| 10| $1. 00| 5| 3| 8| $1. 50| 4| 2| 6| $2. 00| 3| 1| 4| $2. 50| 1| 1| 2| $3. 00| 0| 0| 0| Variables/Determinants that shift the demand curve 1. Income 2. Price of related goods 3. Tastes 4. Expectation 5. Number of buyer Types of goods 1. Public goods: non rivalry and non excludability. National defence a. Free goods: goods with no opportunity cost.Air, sea b. Merit goods: people underestimate benefit. Education 2. Private goods: have rivalry and excludability a. D emerit goods: underestimate cost of consuming it. Drugs, cigarettes etc b. Normal goods: always use in a daily life. Income increases/demand increases. Clothes, shoes etc. c. Inferior goods: lower quality. Income increases/demand decreases. Bread, rice, bus service etc. d. Substitutes goods: have same functions. Price increases/demand for another brand increases. colgate, darlie, sensodyne etc. e. Complement goods: needs each other in using it. Price increases/demand for the other decreases. ar and gasoline. f. Luxury goods: very expensive goods. Price increases/demand increases. Supply Supply: goods and services that producers are willing and able to sell. Quantity supplied: the amount of a goods that sellers are willing and able to sell Law of supply: the claim that, other thing equal, the quantity supplied of a good rises when the price of a good rises. Supply schedule: a table that shows the relationship between the price of a good and the quantity supplied. Supply curve: a grap h of the relationship between the price of good and the quantity supplied.Market supply: the sum of all the individual supplies for the particular goods and services Price of ice-cream| Quantity of ice-cream supplied| | Mike| John| Market| $0. 00| 0| 0| 0| $0. 50| 1| 1| 2| $1. 00| 3| 1| 4| $1. 50| 4| 2| 6| $2. 00| 5| 3| 8| $2. 50| 6| 4| 10| $3. 00| 7| 5| 12| Variables/Determinants that shift the supply curve. 1. Input prices 2. Technology 3. Expectations 4. Number of sellers Equilibrium Equilibrium: a situation in which the market price has reached the level at which quantity supplied equals to quantity demanded.Equilibrium price: the price that balances quantity supplied and quantity demanded Equilibrium quantity: the quantity supplied and the quantity demanded at the equilibrium price. Surplus: a situation in which quantity supplied is greater than quantity demanded. Shortage: a situation in which quantity demanded is greater than quantity supplied Law of supply and demand: the cl aim that the price of any good adjusts to bring the quantity supplied and the quantity demanded for that good into balance.A Change in Market Equilibrium Due to a shift in Demand -A hot weather makes peoples want to eat more ice cream, the demand curve shifts to the right. A Change in Market Equilibrium Due to a shift in Supply -Increase in price of sugar will increase the cost of production, the supply curve shifts to the left. Shifts in both Supply and demand -A hot weather will increases the demand of ice cream and the hurricane will decreases the supply of ice cream 1. Discuss Four Building Blocks for Achieving Competitive Advantage in an Organization. PRINCIPLES OF MICROECONOMICS No: 12 PED 1113 1. | Name of Subject | PRINCIPLES OF MICROECONOMICS| 2. | Code of Subject| PED1113| 3. | Synopsis| This course will give students good exposure to basic economic concepts. They need to be able to understand, analyse and implement the theoretical conceptual into the existing economic situation. | 4. | Name of Teaching Staff | Rezal [email  protected] com| 5. | Semester and Year Offered| Year 1, Sem 1 | 6. | Credit Value | 3 credits (2 hours lecture and 1. 5 tutorial) | 7. | Prerequisite (if any) | Nil| 8. Rationale for the inclusion of the subject in the program | The need for economics knowledge in all fields of studies. | 9. | Mode of Delivery| Lecture and Tutorial| 10. | Subject Objectives| To equip students with basic economics knowledge so as to be able to apply in day to day tasks. Able to understand and analyse economics theories and conceptual. | 11. | Learning Outcomes| Upon completing this course, students will be able to: 1. Un derstand the basic concept of economics. 2. Apply the concepts demand and supply to identify how market reached its equilibrium position. 3.Identify various coefficients in elasticity and understand how rational consumers behave. 4. Identify the production process and how cost is determined. 5. Understand various market structures and its profit position both in the short and long run. | 12. | Transferable Skills| From this course, students will acquire additional transferable skills namely: * Analytical Skill – students were given questions and analyse the outcome that arises due to the situation given. * Research skills – Students are required to conduct assignment on selected topics either individually or in groups. Social skills – Students will develop basic social skills through class discussions and group assignments. * Time-management skills– Students will learn to practice and manage their time to balance between their academic and social responsi bilities. * Critical thinking skills– Students will develop critical thinking ability through coursework completion, problem solving exercises and class discussions. | 13. | Teaching Learning and Assessment Strategy | | Teaching & Learning Methods| Assessment Strategy | | Discussion| /| 1. Peer evaluation 2.Student assessment feedback| | Problem solving| | 3. | | Case study | /| | | Project | /| | | Lecture| /| | | Tutorial | | | 14. | Assessment Method and Types | Final Examination : 40%Course Work : 60%Course work comprises of the following items : – 2 Test : 30% – 4 Quizzes : 20% – Group Assignment : 10%| Content outline of the course/module and the SLT per topic| | TOPIC (S)| Lecture| Tutorial| Lab/ Practical| Independent Study| Student Learning Time (SLT)| | 1. 0 INTRODUCTION TO ECONOMICS 1. 1 Basic economic concepts: scarcity, choices and opportunity cost. 1. 2 Basic economic problems 1. 3 Economics system comprises free market, planned economy an d Mixed economy. | 2| 1. 5| | 5| 18| | 1. 0 Demand, Supply and Market Equilibrium. 1. 1 Demand 1. 2. 1 Definition of demand 1. 2. 2 Law of demand 1. . 3 Market demand curve 1. 2. 4 Determinants of demand 1. 2 Supply 1. 3. 5 Definition of supply 1. 3. 6 Law of supply 1. 3. 7 Market supply curve 1. 3. 8 Determinants of supply 1. 3 Market Equilibrium 1. 4. 9 Definition of equilibrium 1. 4. 10 Condition of equilibrium 1. 4. 11 Changes in demand and supply| 8| 6| | 20| 28| | 1. 0 Elasticity and Consumer Behavior 1. 1 Elasticity 1. 2. 1 Price elasticity of demand 1. 2. 2 Cross lasticity of demand 1. 2. 3 Income elasticity of demand 1. 2. 4 Elasticity of supply 1. 2 Consumer Behaviour 1. 3. 5 Ordinal Approach 1. 3. 6 Cardinal Approach| 6| 4. 5| | 16| 26| | 1. 0 Theory of Production and Costs of Production 1. 1 Theory of production 1. 2. 1 Definition of production 1. 2. 2 Variable input and fixed input 1. 2. 3 Short-run and long-run period 1. 2. 4 Total product, average product and marginal product 1. 2 Cost of production4. 2. Calculation of seven (7) types of cost of production the in the short-run period| 6| 4. 5| | 14| 24| | 6. 0 Market Structure 5. 1 Perfect competition5. 1. 1 Characteristics5. 1. 2 Profit maximization in the short-run5. 1. 3 Profit maximization in the long-run 5. 2 Monopolistic Competition5. 2. 1 Characteristics5. 2. 2 Profit maximization in the short-run5. 2. 3 Profit maximization in the long-run 5. 3 Monopoly5. 3. 1 Characteristics5. 3. 2 Profit maximization in the short-run5. 3. 3 Profit maximization in the long-run| 6| 4. | | 16| 24| | Total of Student Learning Time (SLT)| 28| 21| | 71| 120| | Main Reference supporting the course 1) Deviga, V and Karunagaran, M. (2007) Principles of Economics, 1st edition, Shah Alam: Oxford Fajar Sdn. Bhd. | 20. | Additional References: 1) David Begg, Stanley Fischer and Rudiger Dornbusch, 2003, Economics, 7th ed. , McGraw-Hill. 2) Baumol W. J and Blinder, 1998, A. S. Economics: Principles and Policy, Harcour t. 3) Sadono Sukirno, 1998, Mikroekonomi, Edisi ke-3. 4) Colanderm D. C. , 1995, Economics, Irwin. 5) Campbell R. Mc Connel & Stanley L.Brue, 1993, Economics, McGraw-Hill. 6) Lipsey, R. G. , 1992, The Fundamentals to Positive Economics, Harper and Row. 7) Hashim Ali (2003) Comprehensive Economics Guide, 2nd edition, Singapore: Oxford University Press. | Assignment topic. Choose one topic from the list below and form a group in which consists of minimum 4 students and maximum 6 students. Submission of assignment; first week after term break. 1. Economic system in the world 2. Government’s roles in the market 3. Demand and supply 4. Consumer behaviour 5. Production process and costs involve. . New product in the market. Introduction to economics -the word economy comes from the Greek word oikonomos, which means â€Å"one who manages a household -economics is the study of how society manages its scarce resources. -the management of society’s resources is important becaus e resources are scarce. -scarcity means that society has limited resources and therefore cannot produce all the goods and services people wish to have. -opportunity cost of an item is what you give up in order to get another item. Ten principles of economics 1. People face trade-off to get one thing that we like, we usually have to give up another thing that we like. -for example parents deciding how to spend their family income. They can buy food, clothing, or a family vacation. -efficiency means that society is getting the maximum benefits from its scarce resources. -equality means that those benefits are distributed uniformly among society’s members. 2. The cost of something is what you give up to get it -making decisions require comparing the costs and benefits of alternative courses of a action 3. Rational people think at the margin. rational people are the people who systematically do the best they can to achieve their objectives, given the available opportunities. -mar ginal changes mean small incremental adjustments to an existing plan of action. 4. People respond to incentives -incentives is something that induces a person to act, such as the prospect of a punishment or a reward. -example, a higher price in a market provides an incentive for buyers to consume less and an incentive for sellers to produce more. 5. Trade can make everyone better off trade allows each person to specialize in the activities he or she does best -by trading with other, people can buy a greater variety of goods and services at lower lower cost. 6. Markets are usually a good way to organize economic activity -market economy is an economy that allocates resources through the decentralized decisions of many firms and household as they interact in markets for goods and services. 7. Government can sometimes improve market outcomes -market economies needs institution to enforce property rights so individuals can own and control scarce resources. market failure refers to a sit uation in which market on its own fails to produce an efficient allocation of resources. -market power refers to the ability of a single person or small group to have a substantial influence on a market prices. 8. A country’s standard of living depends on its ability to produce goods and services -productivity means the quantity of goods and services produced from each of labor input. 9. Prices rise when the government prints too much money -inflation refers to an increase in the overall level of prices in the economy. 0. Society faces a short-run trade-off between inflation and unemployment -short run effects of monetary injections are; increasing the amount of money in the economy stimulates the overall level of spending, firms to raise their prices hiring more workers, produce larger quantity of product and services and lower employment. Economic system comprises: 1. Free market economy: allocation for resources is determined only by their supply and demand for them with a little or no government control.It is also called as capitalist. Advantages; quick respond to the people’s wants, wide variety of goods and services and efficient use of resources encouraged. Disadvantages; unemployment, certain goods and services may not be provided, consumption of harmful goods and services may be encouraged, and ignorance of social cost.Examples, United State, Canada, United Kingdom, South Africa, Mexico Germany. Lassez-Faire economics; one of the guiding principles of capitalism, this doctrine claims that economic system should be free from government intervention or moderation and be driven only by the market forces. French word means allow to pass or let go.Invisible hand: a term coined by economist Adam Smith in his 1776 book â€Å"An Inquiry into the Nature and Causes of the Wealth of Nations†. Smith assumed that individuals try to maximize their own good (and become wealthier), and by doing so, through trade and entrepreneurship. Furthermore , any government intervention in the economy isn’t needed because the invisible hand is the best guide for the economy.Thus, the invisible hand is essentially a natural phenomenon that guides free markets capitalism through competition for scarce resources. 2. Planned economy: market is controlled and determined by government. Give the government dictatorship type control over the resources of the country. It is also called as socialist.Advantages; the welfare of the citizen is the primary goal of the economic system, wasteful competition is avoided, wages are controlled by state and there is no industrial unrest, there is a greater emphasis on the quantity of life (health, education, elimination of poverty, moral direction) than on the quantity of production (output) in the country and can rovide stability. Disadvantages; can limit the growth and advancement of the country if the government does not allocate resources to the innovative enterprises, no freedom of choices for producers and or consumers and lack of incentives for workers results in low morale efficiency. Examples Cuba, Venezuela, China and Vietnam. 3.Mixed economy: includes a mixture of capitalism and socialism. The combination of private economic freedom and centralized economic planning and government regulation. Advantages; benefit from capitalist and socialist, still emphasis on welfare of society, less income inequality and monopolies exist but under close supervision of the government.Disadvantages; lower the optimum use of resources and enterprises face difficulties due to government favouritism and bureaucratic nature. Examples France, Spain Italy, South Korea and Brazil. Circular-flow diagram: a visual model of the economy that shows how dollars flows through markets among households and firms. MARKETS FOR GOODS AND SERVICES * Firms sell * Household buy FIRMS * Produce and sell goods and services * Hire and use factors of productionsMARKETS FOR FACTORS OF PRODUCTION * Hou seholds sell * Firms buy Revenue Spending HOUSEHOLDS * buy and consume goods and services * own and sell factors of production Goods and services sold Goods and services bought Factors of production Labor, land and capital Wages, rent and profit Income This diagram is a schematic representation of the organization of the economy.Decisions are made by households and firms. Household and firms interact in the markets for goods and services (where households are buyers and firms are sellers) and in the market for the factors of production (where firms are buyers and households are sellers). The outer set of arrows show the flow of dollars and the inner set of arrows show the corresponding flow of inputs and output. The Production Possibilities Frontier: shows the combination of output, in this case cars and computers that economy can possibly can produce.The economy can produce any combination on or inside the frontier . Points outside the frontier are not feasible given the economy ’s resources. A shift in the production Possibilities Frontier -a technological advance in the computer industry enables the economy to produces more computer for any given number of cars. As a result, the production possibilities frontier shifts outwards.Market Market: a group of buyer and sellers of a particular goods and services Competitive market: a market in which there are many buyers and sellers so that each has negligible impact on the market price. Perfectly competetive: must have 2 characteristics 1) the goods offered for sale are exactly the same 2) the buyers and sellers are so numerous that no single buyer or seller has any influence over the market price.Monopoly: only one seller offer for the specific goods and services and this seller sets the price. Demand Demand: goods and services that buyers are willing and able to purchase. Quantity demanded: the amount of goods that buyers are willing and able to purchase. The demand curve: The relationship between pric e and quantity demanded Law of demand: the claims that, other thing equal, the quantity demanded of a goods falls when the price of the goods rises. Demand schedule: a table shows the relationship between the price of good and the quantity demanded.Individual demand: the demands of one person for the particular goods and services Market demand: the sum of all the individual demands for the particular goods and services Price of ice-cream| Quantity of ice-cream demanded| | Nick| Mary| Market| $0. 00| 7| 5| 12| $0. 50| 6| 4| 10| $1. 00| 5| 3| 8| $1. 50| 4| 2| 6| $2. 00| 3| 1| 4| $2. 50| 1| 1| 2| $3. 00| 0| 0| 0| Variables/Determinants that shift the demand curve 1. Income 2. Price of related goods 3. Tastes 4. Expectation 5. Number of buyer Types of goods 1. Public goods: non rivalry and non excludability. National defence a. Free goods: goods with no opportunity cost.Air, sea b. Merit goods: people underestimate benefit. Education 2. Private goods: have rivalry and excludability a. D emerit goods: underestimate cost of consuming it. Drugs, cigarettes etc b. Normal goods: always use in a daily life. Income increases/demand increases. Clothes, shoes etc. c. Inferior goods: lower quality. Income increases/demand decreases. Bread, rice, bus service etc. d. Substitutes goods: have same functions. Price increases/demand for another brand increases. colgate, darlie, sensodyne etc. e. Complement goods: needs each other in using it. Price increases/demand for the other decreases. ar and gasoline. f. Luxury goods: very expensive goods. Price increases/demand increases. Supply Supply: goods and services that producers are willing and able to sell. Quantity supplied: the amount of a goods that sellers are willing and able to sell Law of supply: the claim that, other thing equal, the quantity supplied of a good rises when the price of a good rises. Supply schedule: a table that shows the relationship between the price of a good and the quantity supplied. Supply curve: a grap h of the relationship between the price of good and the quantity supplied.Market supply: the sum of all the individual supplies for the particular goods and services Price of ice-cream| Quantity of ice-cream supplied| | Mike| John| Market| $0. 00| 0| 0| 0| $0. 50| 1| 1| 2| $1. 00| 3| 1| 4| $1. 50| 4| 2| 6| $2. 00| 5| 3| 8| $2. 50| 6| 4| 10| $3. 00| 7| 5| 12| Variables/Determinants that shift the supply curve. 1. Input prices 2. Technology 3. Expectations 4. Number of sellers Equilibrium Equilibrium: a situation in which the market price has reached the level at which quantity supplied equals to quantity demanded.Equilibrium price: the price that balances quantity supplied and quantity demanded Equilibrium quantity: the quantity supplied and the quantity demanded at the equilibrium price. Surplus: a situation in which quantity supplied is greater than quantity demanded. Shortage: a situation in which quantity demanded is greater than quantity supplied Law of supply and demand: the cl aim that the price of any good adjusts to bring the quantity supplied and the quantity demanded for that good into balance.A Change in Market Equilibrium Due to a shift in Demand -A hot weather makes peoples want to eat more ice cream, the demand curve shifts to the right. A Change in Market Equilibrium Due to a shift in Supply -Increase in price of sugar will increase the cost of production, the supply curve shifts to the left. Shifts in both Supply and demand -A hot weather will increases the demand of ice cream and the hurricane will decreases the supply of ice cream

Mao Zedong`s Dictatorship

By all standards, Mao Zedong belongs in the company of the few great political men of our century. Born and raised in the obscurity and restrictions of nineteenth-century rural China, he rose to assume the leadership of the Chinese Revolution, rule the largest population in the world with the most pervasive and intense government known in history, and finally has clung to life long enough to become the last of the political heroes of the great generation of World War II. His life spans the emergence of modern China and his character has shaped the manner and style of the Chinese Revolution.His name has become the label for revolutionary extremists throughout the world, â€Å"the Maoists,† yet it is Mao Zedong with whom leaders throughout the world seek audiences. The Pope in one day admits to his presence more people than Mao Zedong grants audiences in a year. When Mao last appeared publicly, more than a million people expressed tumultuous joy, and since then the occasions for allowing a select few into his presence have been newsworthy throughout the world.The announcement that the American Secretary of State has had a couple of hours of discussion with the Chairman is a signal to all that the Secretary has been favored, indeed, honored; and, of course, when a trip to China does not include a visit with the Chairman, the universal interpretation is that favor is being withheld.The extraordinary appeal of Mao Zedong is hard to identify. Some may suggest that it lies less in the man and more in the nature of Chinese society, for the Chinese do seem compelled to make all of their leaders into imperial figures. Yet, the fact remains that many non-Chinese, who have no affinity for his rural origins but represent a host of varied social and personal backgrounds, seem to find inspiration for their political lives in his words and his example. Restless youth scattered throughout the world who have more formal education than he had feel that in his revolutionary ardor and purity he speaks for them.What is the character of the man that lies behind all this greatness? Merely to raise the question is an act of sacrilege for many. For the Chinese and other worshippers of Mao and his thoughts, it is enough to dwell on his public virtues, read only hagiographies, and reject all else as being in bad taste. For his detractors, the whole spectacle is revolting, and Mao the man must be the devil behind the Chinese version of socialist totalitarianism. Yet between these extremes there are those who are honestly curious.The public record reveals a man at home in rural China, a man of the peasantry, who knows the myths and folklore of traditional China. Yet, although he received a Confucian education, Mao was also part of the first full generation of Chinese to explore Western knowledge. From his rural isolation, he moved effectively into the chaotic, competitive world of Chinese student politics and revolutionary scheming. As soldier, ideologist, and planner, he became the symbolic leader of the Chinese Communist guerrilla struggle. As victorious ruler he was a visionary who looked beyond immediate problems of administration to the goals of a new society and to the molding of a new form of man.The paradox of Mao Zedong is that while his claim to greatness is unassailable, in every specific sphere whether as philosopher, strategist, economic planner, ideologue or even world statesman, his qualities are not the match of his right to greatness. Since Mao's greatness lies so clearly in the realm of emotions, the problem of Mao Zedong is a problem in political psychology. To treat Mao merely as an intellectual or as a calculating strategist is to miss the essential dimensions of his historic role. Furthermore, if we are to understand how Mao came to be so successful in mobilizing the feelings of the Chinese, and of others, we must explore his own emotional world and discover the dynamics of his psychic relations with others.As an ind ividual, Mao is intrinsically fascinating. His acts and his words are startling and unexpected. In his conversations he will bring up the most unlikely subjects: Why are some Africans more dark-skinned than others? Have not all the advances in medical science only increased the number of diseases? The Chinese people have always known Marxism because they have always appreciated contradictions.A dedicated materialist, Mao can suddenly speak as a conventional believer in the hereafter: â€Å"I shall soon be seeing God† (Cheek 124). â€Å"When we see God, or rather Karl Marx, we will have to explain much† (Cheek 115).   At times he has depicted himself as an outstanding hero of Chinese history: â€Å"Yes, we are greater than Ch'in Shih Huang-ti† (Cheek 79). â€Å"We must look to the present to find our heroes† (Cheek 80).Intrinsic fascination aside, Mao's character demands serious analysis because there is much in the history of modern China that cannot be explained except in terms of Mao Zedong's personality. In the fluid circumstances of the Chinese Revolution, time and again events and processes took on decisive form in direct response to the personality of Mao Zedong. In stable societies with solid institutions the scope for the influence of personality considerations is constrained to the narrow limits of how different individuals may perform established roles. In the case of Mao Zedong there was no defined role for him to fill; rather his own personality created his own roles and thereby shaped Chinese history.When the story of modern China is systematically related to the activities of Mao, a key element of Mao's genius is immediately highlighted: his remarkable capacity to perform different, and even quite contradictory, roles at different times. As Mao took on the roles of peasant organizer, military commander, ideological spokesman, political strategist, and ruling statesman, he also vacillated between such contradictory pu blic persona as fiery revolutionary and wise philosopher; dynamic activist and isolated recluse; preacher of the sovereign powers of the human will and patient planner who knows that history cannot be rushed.In a very strange manner Mao Zedong has been able to communicate a sense of the integrity of the human spirit precisely because he has defied logic and spoken for exactly opposite points of view. He has praised books (indeed sanctified the presumed magic of his own â€Å"Little Red Book†) and he has denounced bookish knowledge–â€Å"Reading books only makes myopic children† (Cheek 117). He has equally extolled and denounced violence. He has championed reason and also scorned the paralyzing impulses of reasonableness. His intellectual integrity is as unassailable as folk wisdom, with its appropriate sayings for every option.Mao's revolutionary ideas, like those of his intellectual compatriots elsewhere, drew inspiration from both experience (observing and doi ng) and intellectual exercise. They were a response to the genuine plight of large numbers of poor, illiterate, and exploited people, although they were also the result of profound romanticization and sometimes willful ignorance of who and what the people really were.They reflected a strong inclination to distrust complex patterns of administration and governance — in a word, bureaucracy-because these only served the interests of ruling elites; and they relied upon popular enthusiasm and passion as substitutes for technical expertise and intellectual sophistication, and too frequently as a means for mobilizing (and manipulating) the masses. Moreover, they displayed an inconsistency born of a human inability to divorce oneself completely from one's cultural environment, with its heavy baggage of traditions, habits, and customs. Thus, rebellion against the decrepit and defeatist past of China was accompanied by appeals — sometimes disguised, sometimes not — to the social virtues, modes of discourse, and general spirit of that same past.If from a classical Marxist standpoint Lenin was wrong to represent Russia as an appropriate site for a Marxist revolution, Mao erred in proclaiming the same for China despite his disingenuous contention in 1942 that â€Å"Marxism-Leninism has no beauty, no mystical value; it is simply very useful† (Cheek 127). Much evidence existed, of course, to sustain an argument that China needed fundamental changes in its economic, social, and political order.Chinese had been debating this for many decades. It was also clear that foreign powers had an enormous impact on China's development, fostering it in some ways, but distorting and exploiting it in others. Mao's writings reveal that he understood quite well that his country's vulnerability to external aggression resulted largely from internal weaknesses, and that this relationship lay at the heart of his analysis and his demand for revolution.The doctrine of t he mass line did not develop in isolation but reflected what was arguably the most fundamental of Mao's attitudes: voluntarism. Like Lenin, whose successes must have been instrumental in showing Mao the value of seizing the moment, Mao was a committed voluntarist — a believer in the ability of human will to overcome virtually any obstacle, despite the essential irrelevancy of human motivation to Marx's revolutionary theory.By seeking to foster revolution in places unsuitable theoretically for such a process, both Lenin and Mao had to relinquish Marxist principle and emphatic determinism (the revolution will follow under the right, organically evolved, socioeconomic conditions) in favor of willful action (the revolution will occur under whatever conditions we can take advantage of). For the sake of possibly seeing the revolution transpire in their own lifetimes, they had to impose their own wills on circumstances and equate volition with accomplishment. Marxism's attraction wa s, thus, also its weakness.The theory was supposed to ensure that revolution would occur, but it never promised that it would occur to suit the timetables of revolutionaries. For tremendously egotistical men like Lenin and Mao, Marxist determinism had to be balanced by a voluntarist spirit, men and women had to help make the revolution by whatever means they could be sold on, and time had to be made an ally and not an enemy.The succession to Mao Zedong will in time   worked out, and China has new leaders. Regardless of whatever private feelings they may have about Mao, they acknowledged his greatness in the making of modern China. As all great men in history he will be honored, especially by those who will seek the magic of his greatness to insure the legitimacy of their authority.Thus it is likely that as time goes by the public Mao became increasingly shrouded in myth, and it   became even more difficult to penetrate to the domain of the private man where must lie the secrets of his greatness. Just possibly, however, history may take a slightly different turn, and, as unlikely as it may seem now, there may be revelations of more facts about the life of Mao Zedong making it possible to evaluate better our interpretation of his greatness.Mao Zedong's place in Chinese history is, however, secure, and his successors, whoever they may be, will be of quite different character. Mao's belonged to the era of China's response to the modern world: He wanted China to change, to become strong and powerful in the eyes of all the world; yet he also wanted China to be true to itself. He was a leader out of rural China, educated in a provincial setting, and unacquainted with any foreign language. His distrust of cities refiected in part that be was not at home with the more cosmopolitan generation of Chinese who went further in exploring foreign ways than he was ever ready to do.Works CitedCheek, Timothy. Mao Zedong and China’s Revolutions: A Brief History with Do cuments. Boston: Bedfort, 2002.

The Effective Use of Common Experience in The Lottery and Araby Essay

The Effective Use of Common Experience in The Lottery and Araby - Essay Example Both writers use recognizable situations and characters as effective tools, but in vastly different ways. Jackson uses typical characters and settings to deceive the reader into a complacence which is rudely shattered by the unexpected ending. On the other hand, in Araby, Joyce contrasts the commonplace situations and characteristics of the secondary characters with the uncommon emotions of the protagonist. In both cases, the reader is able to identify with the commonplace characters and situations in the narratives: this is the major contributing factor that has made The Lottery and Araby stand the test of time. Jackson sets her short story in an ordinary, commonplace village, and peoples it with typical, recognizable characters, with whom the reader can easily identify. This effectively serves to intensify the uncommon horror of the ritualistic stoning of Mrs. Hutchinson at the climax. The characters are reassuringly familiar: Mr. Summer, whose â€Å"wife was a scold,† and O ld Man Warner who shows the senior citizens’ resistance to change. The casual gathering of the people in the village square in the â€Å"warmth of a full-summer day† , the children at play, the everyday conversations taking place: the children talking of school, the women gossiping, the men â€Å"speaking of planting and rain, tractors and taxes†, the cheerful banter surrounding Mrs. Hutchinson’s late arrival – all these are shared experiences that lull the reader into complacency.

Assignment 2 Essay Example | Topics and Well Written Essays - 1000 words

Assignment 2 - Essay Example It also attempted to address the shortcomings of the Articles of Confederation. The Articles of Confederation was an agreement between the 13 founding States and the established United States of America as a confederation of these States. It also served as the first constitution of the country before it was replaced by the constitution to which this permeable was made part of. It is important to note, however, that the Articles were insufficient to put a strong government in place and failed to provide solid constitutional foundations for the country. It was also because of this reason that it was subsequently replaced with the US Constitution in which this Permeable set out important constitutional direction for the formation and role of government. The Permeable to the Constitution formulated were based upon some ideals and also attempted to remove the shortcomings of the articles. It specifically mentioned some of the ideals and also outlined the intent of the framers of the Const itution. This paper will discuss the various ideals mentioned in the Permeable and will also outline how it attempted to overcome shortcomings of the articles. ... Provide for the common defense 5. Promote the general Welfare   6. Secure the Blessings of Liberty to ourselves and our Posterity   The permeable referred the name of the country as â€Å"United States of America† which is long considered as the essential reference regarding the nature of the government in the country. It also provides a reference to the federal government as an entity which has been created under the constitution and, therefore, overrules the inherent assumption that the States may be independent from each other and can also carryout foreign relations with other States. This idea, therefore, has also given rise to the concept of formation of a more perfect union wherein Federal Government tend to have relatively higher power as compared to the powers adapted by the States according to Federal, as well as individual States constitutions. Still, Constitution allows the individual States to function as sovereign states. Article 1 of the constitution defines the powers of government and how it is actually going to be formulated as a more perfect union. The use of the world to form a more perfect union is also considered as a shift from the Articles of Confederation wherein Nationalists specifically made the case that the Articles failed to provide a mechanism for more cohesive union and governance mechanism (Rakove, 230). The Federal Government was given enough powers to act on the citizens and, therefore, Federal government was given specific mandate to charge taxes directly and also subject the citizens to other issues. This has particularly help overcome constitutional difficulty which articles failed to overcome. It is also important to note that the use of the phrase â€Å"We the People† also provides an inherent sense that the Federal government

Reflection Essay Example | Topics and Well Written Essays - 500 words - 64

Reflection - Essay Example Team Leader: Every team should have a leader to perform the function of motivation and to ensure that every member of the team is clear about the goals. This is essential to maintain concentration on the goals and to keep the team in a working position for acquisition of objectives (ANMC, 2006). Time Management: Time was always a limiting factor as workload was more due to involvement with other assignments and extensive materials to read while performing various online activities. This exerted a negative impact on our functioning. E.g meeting face to face on regular basis was essential to discuss the risks involved for Mrs Grenns, instead of utilizing email or WIKI based communication. The profession of nursing demands extensive teamwork not only for the purpose of providing treatment to patients, but also for conducting researches that are needed to improve therapy or other general healthcare related issues that need improvement. For this reason, ANMC has integrated Evidence-based practice competency in clinical practice to promote health care education and service. EBP plays an important role in clinical decision-making in modern health care setups (ANMC, 2006). EBP makes use of the best available evidence to improve patient outcomes and to provide best nursing services that are individualized and streamlined to provide maximum clinical benefits (ANMC, 2006). 3. Respect and Communication: Effective teamwork is limited if communication is poor. Members of a team who are either unaware of the importance of communication or are not willing to communicate with others often create hindrances in team development and hence progress. Barriers: Lack of familiarity with the WIKI site, lack of communication, non-existence of team leader and unclear goals are some of the factors that negatively impacted the success of team (World Health Organization,

Data analysis Speech or Presentation Example | Topics and Well Written Essays - 1500 words

Data analysis - Speech or Presentation Example (iv) In a random sample of 100 students at a particular university, 60 indicated that they favoured having the option of receiving pass-fail grade for elective courses. Obtain a 90% confidence interval for the proportion of the population of students who favour pass-fail grades for elective courses. Does this confidence interval contain the value? Explain why this particular value might be of interest. (i) Suppose 16 tax returns are randomly sampled by the Australian Taxation Office from the population of 1987 tax returns with adjusted gross income between $25000 and $30000. The interest deductions (in $) claimed on the returns are as follows: In 1980 the average interest deductions for individuals in this tax bracket was $3011. Do the sample data provide sufficient evidence to conclude that in 1987 the average interest deduction claimed by taxpayers in this income bracket was different from 1980? Use. State all the assumptions you need to perform the test. Assuming that the sample comes from a normal population. Since, the population standard deviation is unknown, therefore using t-distribution to perform the test. The hypothesis test will one sample mean vs. hypothesized value two tail test. (ii) An economist claims that the unemployment rate for non-English speaking individuals in New York City is at least 30%. In a random sample of 400 non-English speaking residents of New York City, 90 are unemployed. (iii) Twenty babies are randomly selected for an experiment to determine if different brands of baby food affect a child’s weight. The babies are separated into 5 groups, and each group is fed a different diet. The weight gained in pounds by each baby after being on the diet four months is recorded in the following table: Use a 1% level of significance level to test if the type of diet affects weight gain. Clearly state the null and alternative hypotheses and state all the necessary assumptions

Bell Hooks Class Matter Essay Example | Topics and Well Written Essays - 750 words

Bell Hooks Class Matter - Essay Example Regardless of these movements, classism continues to exist in society and many authors are trying to create awareness by discussing the topic. This essay analyses classism in contemporary America as discussed by Bell Hooks in her novel, ‘Where We Stand: Class Matters’. The essay has further discussed measures that can be taken to counter socioeconomic oppression that is brought about by classism. Bell Hooks discusses the theme of classism in contemporary America by addressing issues concerning racism, gender and white-supremacist ideologies. Hooks introduces the book by discussing her poor upbringing. Her story is that of transformation from modest roots upper class echelons. Through Hooks’ biographical narrative, we are able to comprehend her beliefs concerning racism, classism and gender bias. Classism is a dominant theme through the novel, and has been highlighted by racism since racism is used in society to propagate classism. In contemporary America, whites are generally of a higher class while African-Americans and other non-whites are generally considered of being of a low class. Hooks discusses how whites from various classes try their best to assist African –Americans and non-whites of a lower class so that they are able to maintain the status quo (Mahony & Zmroczek 46). Gender has been discussed by the author in association with the theme of classism. Hooks has explained the role that gender has played in the society in various capacities. In her initial tale, Hooks explains about her patriarchal family, her serious relationship and the liberation movement of women. Hooks asserts that patriarchal exists in various homes and classism/ racism exist in many movements of women. When Hooks combines these issues, she concludes that white women are generally victimized by the social system and the general population (Mahony & Zmroczek 46). Hooks has asserted that almost American neighborhoods have undergone class and racial segregation

Media kit for small business. Galaxica Media Essay

Media kit for small business. Galaxica Media - Essay Example The role of media in the sustainability of business assumes importance as media largely act as a tool for communication and have a significant role in positioning the firm in the business market. This is completely in tune with the Morgan’s metaphors which states that the business leadership should have abilities to analyze activities and devise alternative strategies. The study would contain the media kit for the firm with regards to its maintenance of sustainability while including elements like company policies as well as financial and human resource strategies of the organization. Company Fact Sheet Company Name Galaxica Media Location & when it was founded Galaxica media was established in November 2010 in London, UK. The company is presently headquartered in London UK. Mission Statement The mission statement of Galaxica media is stated below: The company aspires to be a customized service provider that provides multimedia solutions to businesses. The company aims to provide clear and simple multimedia programs designed to meet the individual needs of retail as well as corporate clients. The company would also provide multimedia solutions at an attractive price and provide continuous customer support to ensure complete satisfaction of the customer. Products Offered Galaxica media is mainly engaged in the entertainment business industry with its main product portfolio being in the area of animations and multimedia. The company’s product offering includes customized support for web design and multimedia effects for the entertainment industry. The company also provides web design support to different organizations. The company also provides 3D visual interfaces to customers engaged in the business of providing fun and entertainment. The web design team helps different organizations to design their websites according to their individual needs. This includes use of high end graphics that are designed keeping in mind the individual needs of the customers. Customers Targeted Galaxica media targets corporate clients which includes participants of the media industry. The company’s customized products are largely being used by media houses for their entertainment programs. The main clientele of the company forms the media a nd advertisement industry players who normally outsource some of their content creation and design to other players that have expertise in the area of graphics and multimedia. The clients of the firm also include business houses that generally outsource their web design aspect to include better graphics and looks. The company also targets different public sector organizations for design and development of their websites. Corporate Social and Ethical Responsibilities of the Company Corporate social responsibilities at Galaxica media would include strategies that tend to

International trade Essay Example | Topics and Well Written Essays - 3000 words - 1

International trade - Essay Example in 20 countries of the world, so far the company has not expanded into one of the most important emerging economies in the world in the world, India. Goldman Sachs, in its world famous BRICs report has predicted that within the year 2050 four emerging economies, Brazil, Russia, Indian and China would have a combined GDP more than the combined GDP’s of G6 countries or the biggest present six economies of the world in terms of US Dollar. Income levels would rise in these economies and as a result there would be huge demand for consumer goods including motorcycles.. The Indian economy is predicted to surpass the economies of Italy, France, Germany and Japan by the years 2015, 2020, 2025 and 2035 respectively. The report also points out that the Indian economy shows the potential of accelerating the fastest for the period of next thirty to fifty years. (Dreaming with BRICs: The Path to 2050, 2003). This high rate of growth presents huge opportunities in front of local and multinational companies and this is the right time to invest in India. Moreover India is already one of the most important motorcycles and two-wheeler markets in the world. The domestic two-wheeler market size of Indian in the year 2007 was 7.86 million units which were 4.2 million units in the year 2004 (Automotive Industry, October 2007). India is already the 2nd largest two wheeler producing country in the world and as of 2007 two wheelers constituted around 76.2% of the total automobile market in the country with CAGR of 14.5%. Moreover out of this huge two wheeler market, 83.3% is constituted of motorcycles. All these data signify how important India is or should be for any motorcycles manufacturer of the world. So it is crucial for Triumph motorcycles Ltd. To venture into the Indian market seriously to leverage its present and future growth potential. On the other hand due to the subprime crisis which started in the US followed by the credit crisis, many economies including UK have suffered

Stats18 Essay Example | Topics and Well Written Essays - 1250 words

Stats18 - Essay Example Answer True False   Question 5    Measures of effect size, such as r2 or Cohen's d, are not greatly influenced by sample size. Answer True False Question 6    Measures of effect size, such as r2 or Cohen's d, are not greatly influenced by sample variance. Answer True False   Question 7    Which of the following is a major difference between a hypothesis test with the t statistic formula and the test with a z-score? Answer a. You must calculate the sample variance (or standard deviation) for the t statistic but not for the z-score. b. You must know the population variance (or standard deviation) for the z-score but not for the t statistic. c. You use the unit normal table to find critical values for the z-score test but not for the t test. d. All of the other options are major differences.   Question 8    If two samples are selected from the same population, under what circumstances will the two samples have exactly the same t statistic? Answer a. If the sample size ( n) is the same for both samples. b. If the samples are the same size and have the same mean. c. If the samples are the same size and have the same mean and have the same sample variance d. None of the other options are correct.   Question 9    A sample of n = 4 scores has SS = 48. What is the variance for this sample? Answer a. 12 b. 16 c. 4 d. 2   Question 10    A sample of n = 9 scores has SS = 72. What is the estimated standard error for the sample mean? Answer a. 9 b. 3 c. 1 d. cannot answer without knowing the sample mean   Question 11    Which set of sample characteristics is most likely to produce a significant t statistic? Answer a. a large sample size and a small sample variance b. a large sample size and a large sample variance c. a small sample size and a small sample variance d. a small sample size and a large sample variance   Question 12    A sample of n = 4 scores has SS = 48. What is the estimated standard error for this sample? Answer a. 12 b. 16 c. 4 d. 2   Question 13    When n is small (less than 30), the t distribution ____. Answer a. is almost identical in shape to the normal z distribution b. is flatter and more spread out than the normal z distribution c. is taller and narrower than the normal z distribution d. cannot be specified, making hypothesis tests impossible   Question 14    With ? = .01, the two-tailed critical region for a sample of n = 20 subjects would have boundaries of ____. Answer a. t =  ±2.845 b. t =  ±2.528 c. t =  ±2.539 d. t =  ±2.861   Question 15    As sample size increases ____. Answer a. the value of df also increases b. the t distribution becomes more like a normal distribution c. the critical values of t become smaller d. All of the other options are true as sample size increases.   Question 16    Two samples from the same population both have n = 10 scores with M = 45. If the t statistic is computed for each sample, then ____. Answer a. the two t statistics will be identic al b. the sample with the larger variance will produce the larger t statistic c. the sample with the smaller variance will produce the larger t statistic d. There is no way to predict the relationship between the two t statistics.   Question 17    In a hypothesis test using a t statistic, what is the influence of using a large sample? Answer a. A larger sample tends to lower the likelihood of rejecting the null hypothesis. b. A larger sample

Free

Free Will vs Determinism Essay Socrates: â€Å"May it be that there is substantial reason to believe things are what they are because of what they were? † Nathan: â€Å"So, you too would be describing determinism as the way things will be as a result of how things are and work of natural laws? Socrates: â€Å"Would you agree that this means there is no human freedom of choice or action that was ours to make in the first place? † Nathan: â€Å"No, I would like to believe humanity has the freedom of choice, since our choices are ours in the first place, although they must have an explanation. Socrates: â€Å"Is it possible that every choice may not have an explanation for why something led to specific effects? † Nathan: â€Å"Yes, it is possible, but I would like to think that some situations do not hold explanations. † Socrates: â€Å"Nathan, is there room for acceptance that human choices or situations may be events? † Nathan: â€Å"That would be to say that they are mere objects in time or instantiations of properties in objects. † Socrates: â€Å"Possibly, but wouldn’t that mean they would hold an explanatory cause? Nathan: â€Å"If what you’re asking determines whether or not there is an explanation for why something happened that led to a specific effect, then yes. † Socrates: â€Å"Would you agree that every choice or event would have an explanatory cause? † Nathan: â€Å"Yes, I would like to believe that sometimes some choices or events are random leading to free will. † Socrates: â€Å"Are these human choices or events we speak of the same or are they different? † Nathan: â€Å"I would believe them to be different. Choices are instances of free will through periodic randomness as where events are often reflections of these spoken choices. Hence, they are different. Often choices may lead to an event, but events often lead to choices. † Socrates: â€Å"So you would entertain the idea that explanatory cause is not to be free? † Nathan: â€Å"No, to be free is having the ability to act at will; not under compulsion or restraint. Therefore to be free is merely an individual idea. † Socrates: â€Å"Are these two worlds of free will and determinism able to coexist within the same realm? Nathan: â€Å"Yes, I believe it is possible that a person’s free will may lead them to a point of determinism. This being they make a choice and then in turn that choice leads them to a predetermined point in life. It was just their choice in when or how they arrived there. † Socrates: â€Å"Can there be external determinism and internal free will? † Nathan: â€Å"It is possible that we may have a predetermination, however I believe that at the same time, we are capable of making our own decisions and making our own free choices. Even if these choices may lead to a determined place it is still our own decision on how we may arrive there. Summary I would like to state that I believe it is possible for determinism to exist in a world that is decided by free will even if our life is predetermined. However, just because our life has a determined end it does not conclude that the contents of our lives were without free will. Our choices all have an explanatory cause, even if we would like to think that some choices are made at random. This is, however, just another example that we control our own free will.

Advantages and Disadvantages of Single-Sex Classrooms

Advantages and Disadvantages of Single-Sex Classrooms Single-Sex Classrooms Imagine attending an all boys or all girls school while you were growing up. For some people this was reality, but for most people they have always attended a coeducational school. There are many opinions on single sex classrooms, as the topic arises in areas as a potential solution to enhancing students performances. According to LynNell Hancock the author of, A Room of Their Own, critics worry that single sex classrooms will create more gender inequality and set us back further in time by creating unfairness in the classroom(Hancock, 1996).[1] However even though some may believe it will create a set back in gender equality, having single-sex classrooms may be exactly what America needs to boost international test scores and students performances.Although many critics think single sex classrooms are insufficient because they separate the sexes, they are efficient because there are many ways that they enhance student’s performances by focusing on gender needs and eliminating distractions.[2][3][4]Currently America is seeing a drop in the youth’s test scores in school and are seeking out options for solutions to these low scores. This poor performance has led to calls for changes in public school education. According to the Article Boys and Girls learn differently! A Guide for teachers and parents by Michael Gurian,Patricia Henley, and Terry Trueman, one solution the country may be thinking of to bring up the low scores in classrooms could be single sex classrooms (2001).The reason for this is because the country wants to see how single-sex classrooms would affect the youth’s scores and change their performance in school overall.For our young ones this may mean they will see less coeducational classrooms and more single sex classrooms being implemented around the country and possibly in their own school. Some believe the reason our youth generation are receiving such low scores is possibly because of the social pressure they face each and e veryday in the classroom. According to Peter Simon the author of, Single Sex Classrooms minimized Distractions at Two Buffalo Schools, Simons claims that boys and girls going through adolescents need their own rooms for teaching, so they can focus on school more and not just on each other(Simon,2008). For kids going through adolescence the only thing they fear is being judged and their self image. So being in front of the opposite sex and performing or presenting can create a lot of pressure and damper their scores. This is one of the many reasons people feel that single-sex classrooms are a very effective way to stop physical and mental distractions. Although many feel that single-sex classrooms can decrease distractions, there are many different views people have when it comes to this topic. Smithers and Robinson the authors of, [5][6][7]The paradox of single-sex and coeducational schooling,had conducted a study of reviewing girls and boys together in classrooms and separately to see how it affects the students(2006).They looked at studies from New Zealand, the U.S., Ireland, Canada,the United Kingdom, and Australia and from their findings the two authors had concluded that single sex classrooms does not bring an advantage or disadvantage to the students or the schools. [8][9][10]This is an example of a point of view where they may feel that single-sex and coeducational classrooms make no difference because it all depends on the students in the study and how the teachers are also making a difference for these students. In this study they found that they believe both single-sex classrooms and coeducational classrooms have advantages and disadvantages but neither is considered better or worse. Single-sex classrooms do have their advantages to a child’s performance. In respect to the previous claim there is a beneficial outcome from single sex classrooms. For example at Houghton Academy in Buffalo, New York in a single-sex classroom the amount of students who had passed the states eighth-grade math exam went from 30.8% of students to 60% of students due to the single sex classrooms implemented into the school(Peter,2008). Also there was a rise in english too. The passing rate improved from 28.6% to 40% of the students passing(Peter,2008). This means because of the single-sex classroom the test scores alone improved almost 50% for both subjects.That is a big improvement from coeducational to single-sex classrooms to show that they can make a difference in students’ performances. Many proponents of single-sex education believe that separating boys and girls increases students’ achievement and academic interest. One of those proponents being â€Å"girl power† and encouraging girls to participate more in subjects that are seen as more masculine. According to the article, Still failing at fairness: How gender bias cheats girls and boys in school and what we can do about it, by David Sadker and Karen Zittleman, teachers and schools worry that subjects seen as more masculine decrease young girl’s interests in pursuing these subjects because they feel intimidated(Zittleman and Sadker,2009)[11][12][13]. This means that when girls are in coeducational classrooms they feel less interested in the traditionally masculine courses such as mathematics, technology, engineering, and science because the boys make the classroom setting seem as if it is very competitive and do not allow for girls to participate as much. Author Erin Pahlke explains this in her article, The Effects of Single-Sex Compared With Coeducational Schooling on Students’ Performance and Attitudes,she claims that sin gle sex classrooms empower girls because it allows them to enjoy those masculine classes such as math and science without being intimidated by the boys and feeling that they are in a masculine based classroom(Pahlke,2014). This shows that girls have better confidence and can build their performance in mathematics and science when in single-sex classrooms. Although girls feel more comfortable separated from boys in the classes seen as more masculine, boys may not always benefit as much as girls. Nancy Protheroe author of,Single Sex Classrooms, claims that some teachers explain that they feel that boys feel uncomfortable in this type of classroom setting and that teaching in a single sex classroom of all boys is a demanding job for the teachers(Protheroe, 2009). One of those reasons may be because boys always like to compete with one another so the classroom is just a big competition between those students.This shows that even though one gender may feel more comfortable alone,that boy s may not feel as comfortable, and may not be able to perform better because of the pressure they feel in a masculine based classroom. One factor that can affect whether the student’s performance enhances in a single-sex classroom is the teacher. Some teachers may be willing to adapt to the new single-sex classroom. On the other hand some teachers may not want to teach single-sex classrooms so if they are being forced to teach a class they do not want then the children’s performance will suffer because the teacher doesn’t want to give 100%. For example Michael Gurian and Kathy Stevens explain in their writing,Single Sex Classrooms are Succeeding, that if teachers feel uncomfortable teaching a single sex classroom and feel that it goes against their beliefs they have the option to say no(Gurian Stevens, 2005). This means that if a teacher does not feel that single-sex classrooms is the right idea for the children then they will they have the option to say no. If the teacher can not have a say in the decision and is forced to teach single-sex classrooms that is when you will see no benefits comin g from the children’s performance because of the teachers lack of want to be there. Although for those teachers who would like to teach single-sex classrooms there are training sessions they can take. According to Michael Gurian, Kathy Stevens,Patricia Henley, and Terry Trueman,the authors of,Single Sex Classrooms are Succeeding,there are multiple trainings that teachers have already attended through the National Association for Public Single-Sex Education and the Gurian Institute, so that the teachers can be taught and be aware of the naturally different ways that boys and girls learn in the classroom.(Gurian, Stevens, Henley, Trueman 2009). This means for those teachers who would like to experience teaching in single-sex classrooms that they have a chance to be taught how so that there will be a positive atmosphere in the classroom. Overall the country is trying to find an effective way to help improve students’ scores and performances in school. Some schools are tr ying to implement single sex classrooms. However in single sex classrooms it does not just depend on the children’s willingness to participate. The teachers willingness and positive attitude in the classroom will play big role in how the students’ grades will improve. For those who are in single sex classrooms it will take away their social pressure and hormonal distractions for adolescents. It will also help girls succeed more in masculine seen classrooms because they will not feel the social pressure that those programs are just for boys. The feeling of not being judged or pressured helps students’ scores dramatically because while growing up kids are so worried about self image and not embarrassing themselves that they sometimes forget how important school really is. Author’s Note As a whole my strengths in my paper I believe were integrating many different sources and presenting a counter argument. Also I feel I had very strong sources. Some weaknesses my paper has is I had trouble breaking up the paragraphs because I had sources in them and I was explaining them in depth so it made them very long. Also another weakness is my word choice I feel that I could have used better words to describe certain situations. At this point as I turn in my paper I have revised it about 2-3 times and cut down on paragraphs and switched the format so it made more sense. Some of the paragraphs are now moved around to flow better.However, this has been a work in progress since I made my outline during spring break.My request for feeback is do you think I presented my argument very well or do you believe I jumped all over the place? Regardless of what is written above I spent 2 hours changing and paraphrasing my work so that I did not plagiarize. I feel that I paraphrased what th e authors said instead of copied it now that I went back and changed my paper. I Thank you very much for letting me revise and not failing me right away. This is my 4th revision so it should be okay now. Works Cited Page: Gurian, Michael, et al. Boys and Girls Learn Differently. Ebscohost. Ed. Michael Gurian et al. N.p., n.d. Web. 14 May 2015.http://web.a.ebscohost.com.ezproxy.uwc.edu/ehost/ebookviewer/ebook/ bm[emailprotected]sessionmgr4002 vid=0format=EBrid=1>. Gurian, M., K. Stevens, and P. Daniels. Single Sex Classrooms Are Succeeding. Ebscohost. N.p., n.d. Web. 14 May 2015. . Hancock, LynNell. A Room of Their Own. Ebscohost. N.p., n.d. Web. 14 May 2015. http://web.a.ebscohost.com.ezproxy.uwc.edu/pov/detail/[emailprotected]vid=0hid=4214b data=JnNpdGU9cG92LWxpdmU%3d#db=pwhAN=9606187719>. Pahlke, Erin, Hyde Janet, and Allison M. Carlie. The Effects of Single-Sex Compared With Coeducational Schooling on Students’ Performance and Attitudes: A Meta-Analysis. Ebscohost. N.p., 2014. Web. 19 Apr. 2015. http://web.b.ebscohost.com.ezproxy.uwc.edu/ehost/detail/[emailprotected]vid=1hid=110bdta=JkF1dGhUeXBlPWNvb2tpZSxpcCxjcGlkJmN1c3RpZD1zNTgwNTA4MyZzaXRlPWVob3N0LWxpdmUmc2 NvcGU9c2l0ZQ%3d%3d#db=pdhAN=2014-03898-001anchor=c170>. Peter, Simon. 1. Single-sex classrooms minimize distractions at two Buffalo schools: Principals separate boys and girls in grades seven and eight. ProQuest News and Magazines. N.p., 2008. Web. 19 Apr. 2015.https://ezproxy.uwc.edu/login?url=http://search.proquest.com/docview/ 455627612?accountid=42411>. Protheroe, Nancy. Single-Sex Classrooms. Ebscohost. N.p., May 2009. Web. 19 Apr. 2015. http://web.b.ebscohost.com.ezproxy.uwc.edu/ehost/pdfviewer/ pdfviewer?sid=e933715f-f864-4ca4-8e7a-3ca094fec92a%40sessionmgr110vid=1hid=110>. Sadker, David, and Karen Zittleman. Still Failing at Fairness: How Gender Bias Cheats Girls and Boys in School and What We Can Do about It. Ebscohost. N.p., n.d. Web. 14 May 2015. http://web.a.ebscohost.com.ezproxy.uwc.edu/ehost/pdfviewer/ pdfviewer?sid=9068df59-cbc5-4a39-a0ba-5cf10b5d5796%40sessionmgr4004vid=1hid=42 Smithers, Alan, and Pamela Robinson. The Paradox of Single Sex and Coeducational Schooling. Alansmithers. N.p., n.d. Web. 14 May 2015. http://www.alansmithers.com/reports/Paradox27Jul2006.pdf>. [1]_Re-opened_ [2]Easily identified, and, I think, is a good thesis. [3]_Marked as resolved_ [4]_Re-opened_ [5]Words taken directly from Words taken from https://www.naesp.org/resources/2/Principal/2009/M-J_p32.pdf [6]_Marked as resolved_ [7]_Re-opened_ [8]Words taken directly from Words taken from https://www.naesp.org/resources/2/Principal/2009/M-J_p32.pdf [9]_Marked as resolved_ [10]_Re-opened_ [11]This is taken directly from: http://www.apa.org/pubs/journals/releases/bul-a0035740.pdf [12]_Marked as resolved_ [13]_Re-opened_

What Is the Point of the House of Lords?

What Is the Point of the House of Lords? The House of Lords is a fundamental part of the UKs bicameral legislative system, being an appropriate check and balance to the House of Commons in legislative matters. However, this has been brought into question after the Recent Welfare Reform Bill. This essay aims to examine ‘what is the point in the House of Lords?’ It will first look into its history, then its role in Parliament and how it has changed over time. It will focus on the welfare reform bill and the ban on hunting with hounds as its main examples. The House of Lords are also called the Upper Chamber and are a part of the legislature. Legislature is the part of government that discuss and pass laws (Jones, 2010). It is made up of the Commons, Lords and the Queen, only the Commons are elected. The executive is the party in power and is responsible for implementing the laws and policies made by legislature (Jones, 2010). The Houses of Parliament are divided up into two parts, the House of Lords and the House of Commons. The House of Lords is one of the two chambers of HM Parliament. The House of Lords is the second chamber of Parliament and is also called the Upper House (Jones, 2010). The House of Lords is separate to but works alongside the elected House of Commons. The House of Lords are made up of inherited Lords and Life peers. Modern Lords are appointed by the PM. The appointed peers tend to have a specialist area of knowledge, for example health or education. The House of Commons is made up of elected members (Budge, 2004). The House of Lords has 736 members, 86 more than the House of Commons. There are only 92 hereditary Lords left after they were thrown out by the Labour Government in 1999 as it was deemed undemocratic (Knight 2010). The first part of the House of Lords is the remaining hereditary members, the second part are appointed by the Prime Minister and they are given their titles, for example ‘Lady Margaret Thatcher’ so as she was given the title by the Prime Minister who took over from her she had a seat in the House of Lords. The third part is made up of the court system and the church and people in positions of expertise (Monroe, 2002). Before taking a seat in The House of Lords the peer has to swear an oath of allegiance to the monarch (Jones, 2010). The House of Lords is a combination of tradition and modern legislature (Monroe, 2002) Laws are only made if the Commons, Lords and the Monarch can agree. An unwritten constitution (a convention), states that the Monarch has always got to agree to new laws made by Parliament. The Lords can also only suggest amendments too legislation but does not actually have the power to make the changes, meaning the Commons hold the power (Budge, 2004). The legislative process starts with the draft papers, white and green papers. They are published to allow consultation from interested parties such as professional bodies and voluntary organisations before the bill is introduced into the House of Commons (Jones, 2010). They have their first reading in which it is just read out and then a second reading where there is a debate and a vote to move on to the committee stage which is pre-legislative scrutiny where the draft bill is considered by a departmental select committee this allows the MPs and members of Lords to have an early influence on the Bill (Jones, 2010). In the committee s tage they vote for amendments and send it to the report stage. In the report stage they discuss the amendments; they then go to the Third reading which in the House of Lords. The key purpose of The House of Lords is voting on whether to accept or reject legislation drawn up by The House of Commons (Jones, 2010). Suggesting amendments to legislation drawn up by The House of Commons and debating legislation drawn up by the House of Commons, they can also introduce new laws to be debated. Although the important laws start the legislative process with the Commons, the House of Lords do draw up some legislation, for example ensuring children with special needs and disabilities have access to mainstream education or protecting the right to legal aid in welfare cases and insisting on equality of the NHS treatment for physical and mental illness (www.parliament.uk). Members spend nearly half their time in the House considering draft laws. All bills have to be considered by both Houses of Parliament before they can become law (Jones, 2010). The House of Commons send legislation to the House of Lords, in the form of the white paper, but the 1911 Act has taken away the ability for The House of Lords to stop legislation sent down by The House of Commons. This started when the Chancellor of the Exchequer, Lloyd George, suggested in 1909 the introduction of the first old age pension and a majority of the Lords voted against (Knight, 2010). The main purposes of the Act was 1) The House of Lords can only delay a money bill for one month, and 2) Limiting the time the Lords can delay a bill, meaning if it was rejected three times the Bill could receive Royal Assent without approval from The House of Lords (Gillespie, 2013.) This has only been used four times in the last twenty five years. One of these was to pass The Parliament Act of 1949 which was an amendment of the 1911 Act making it so the Lords could only reject the bill two times rather than three before it could be passed with Royal Assent (Gillespie, 2013). These Acts t ook a lot of power away from the Lords. The current PM is allegedly preparing to use the Parliament Act for the first time in ten years to push through the EU Referendum Bill into Law before the next election (Holehouse, 2014). â€Å"The Act is sometimes described as the nuclear option of parliamentary to break stalemates between the Commons and the Lords† (Holehouse, 2014). An MP was quoted saying â€Å"It shows that they really, really want it to happen. It also shows the Lords that they can’t mess with it†. Although the Lords have been stripped of a lot of their power, there are advantages to the Lords. There can be a lot more individual expression in the House of Lords (Knight, 2010). Many of its members have a lot of experience in different areas of life; with this experience making an important contribution to the progress of legislation and serves to caution the government of the day (Jones, 2010). The House of Lords are also responsible for holding government to account. Members in the Upper Chamber scrutinise the work of the government during question time and debates in the chamber. â€Å"In the 2012-13 session, members held the government to account with 7,324 oral and written questions and 193 debates on issues ranging from child poverty to immigration† (www.parliament.uk). The Lords can also moderate the Commons using their expertise and making sure nothing too radical is put through (www.parliament.uk). Peers have less to lose, being free thinkers. If an MP was to go against their party leader then they could be ignored when looking for a job although some do still have party affiliation and will vote on side of their party (Knight, 2010). Some people however, would argue that having the House of Lords is healthy for our system as it means it isn’t led by political machines with party agendas (Knight, 2010). ‘Ping ponging’ is the toing and froing of amendments to Bills between the House of Commons and the House of Lords. A good example of this is The Hunting with Hounds Act which experienced seven years of ‘ping ponging’ between the two houses. Three private members Bills were introduced by Labour MPs between 1992 and 1995 to ban hunting with no success (Garnett, 2007). However, in a 1997 manifesto Labour offered a free vote on the subject. In 1998 the Bill got its second reading in the Commons and was ‘talked out’ by the third reading (Garnett, 2007). In 2000 a new bill was proposed with a compromise of hunting with a licence, this was rejected by the commons and thrown out by the Lords. The Bill had been introduced too late to meet the terms of the Parliament Act of 1949. After Blair was re-elected in 2001 the ‘ping pong’ effect still continued, with the Commons passing a new Bill and the Lords rejecting it, until 2004 when the conditions of the Parliament Act 1949 had been met and the Bill was given Royal Assent (Garnett, 2007). The House of Lords Reform draft bill was introduced in 2011. The Reform wants to outline the powers and responsibility of the relationships between the two houses. This would define the point of ‘financial privilege’. This could be hard to reach an agreement on when it could be rejected and what kind of amendments the House of Lords could make before they were ‘wrecking amendments’ and what circumstances the Lords would be able to reject secondary legislation (draft house of lords reform bill: report session 2010-12, Vol. 1: Report). Originally ‘Financial Privilege’ was seen as something dealing with Bills dealing with supply and taxation. However in the recent reform bill it was used to reject a lot of the amendments by the Lords and to prevent the bill ‘ping ponging’. The financial implications were seen as big enough by the Speaker to grant financial privilege (Crampton, 2012). Financial privilege is being used a lot more reducing the effect of the Lords scrutiny. Despite the fact the House of Lords do not appear to hold much in the way of power, the House are specialists in different fields offering expertise advice. Also, peers do not have a party agenda and therefore pose employability risk in going against their party. This is useful as these limitations can prevent any radical changes in law. But without any power to have their amendments noted there is really no point in the House of Lords if they can be over ruled completely. Budge etal (2004). The New British Politics. 3rd ed. Essex: Pearson Education Limited. Crampton, C. (2012). Whats the point in the house of Lords?. Available: www.totalpolitics.com/blog/293317/whats-the-pont-of-the-house-of-lords.thtml. Last accessed 6th Jan 2014 Egawhary E. (2010). What is the new face of the house of commons. Available: http://news.bbc.co.uk/1/hi/magazine/8672770.stm . Last accessed 6th Jan 2014. Garnett M (2007). Exploring British Poitics. Essex: Pearson Education Limited. Gillepie A (2013). The English Legal System. 4th ed. Oxford: Oxford University Press. Jones etal (2010). Politics Uk. 7th ed. Essex: Pearson Education Limited. Knight, J (2010). British Politics for Dummies. West Sussex: John Wiley and sons Peele G (1995). Governing the UK. 3rd ed. Oxford: Blackwell Publishers Ltd. What the Lords does. Available: http://www.parliament.uk/business/lords/work-of-the-house-of-lords/what-the-lords-does/. Last accessed 6th Jan 2014. Munroe, T (2002). An Intoduction to Politics, Lectures for first year students. 3rd ed. Mona Kingston 7, Jamaica: Canoe Press. Holehouse, M. (2014). David Cameron prepares nuclear option on EU referendum. Available: http://www.telegraph.co.uk/news/politics/david-cameron/10526825/Cameron-prepares-nuclear-option-on-EU-referendum.html. Last accessed 6th Jan 2014 Draft house of lords reform bill: report session 2010-12, Vol. 1: Report . Y8158485

Argument for Making Hemp Growth Legal Essay example -- Argumentative

Argument for Making Hemp Growth Legal There is vast history of hemp as an agricultural crop in the United States. The crop was grown extensively until its ban in 1937. Prior to the ban on hemp the plant was one of the biggest cash crops of the Southern United States. For instance in Kentucky hemp was the biggest cash crop up until 1915. In these southern states hemp was used as a rotation crop between tobacco crops as well as other crops. Thomas Jefferson even wrote in his own writings that, â€Å"Hemp is of first necessity to the wealth and protection of the country.† Jefferson's theories can offer thought on the hemp ban being lifted during World War II because the crop was needed for industrial products. The United States Department of Agriculture (USDA) produced a film called â€Å"Hemp for Victory† to promote farmers to grow hemp in order to supply a need for rope and clothing in 1942 for the war. The promotion of hemp led to 400,000 acres â€Å"grown† into production all over the United States proving that the crop is profitable to farmers. But, as soon as WWII ended hemp went back to the ban of 1937. The Marijuana Tax Act lead to any plant with tetrahydrocannabinol (THC) outlawed to production. THC is the reason that hemp is no longer available to American farmers. The chemical THC in marijuana makes people â€Å"high† when it is smoked. The levels of THC in hemp are so minuet (one percent) that the plant can not be used as a hallucinogen. In order for a plant, such as marijuana, to work as a hallucinogen it must contain at the least four percent THC. When you hear the word hemp what is your first thought? If it is marijuana then you are mistaken. Hemp, the plant that is grown for agricultural and indu... ...om 5.) http://equalrights4all.us/CMS/index.php Works Cited Alden, Dave M., Phillip W. Gay, and John R. Proops. "Industrial hemp's double dividend: a study for the USA." Ecologial Economics 25 (1998): 291-301. Bennett, Michael, and Randall T. Fortenbery. "Opportunities for Commercial Hemp Production." Review of Agricultural Economics 26 (n.d.): 97-117. Fryxell, Gerald E., Marinilka Kimbro, and Terri Mottershead. "The Boston Trading and Manufacturing Co. Ltd. (HK): Hemp,." Asian Case Research Journal 5 (2001): 203-226. 3 Mar. 2004 78175>. Hemp and Marijuana: Myths & Realities. Comp. Dr. David P. West. Vers. 1. 1994. University of Madison. 3 Mar. 2005 . Hightower, Jim. "High on Hemp ." Humanist 64 (2004): 4-6.