Environmental Assessment Of Environmental And Preparedness...

Environmental and Preparedness Assessment It is valuable for individuals to understand the environmental factors impacting health and well-being in the communities where they live. Additionally, it is essential to become prepared for potential disaster. I live in Maytown, which is a small community of East Donegal Township in the northwest corner of Lancaster County. The town’s proximity to the Susquehanna River played an integral role in the early history of this community. This is the community being assessed for this paper. Air and Water Quality According to the EPA (n.d.), the air quality index for the Maytown area is currently listed as â€Å"Unhealthy for Sensitive Groups† AQI is 101-150, which is not likely to affect the general population. However, for a small number of individuals with sensitivities to air pollutions there may be a moderate health concern for experiencing respiratory symptoms. Corresponding 2008 CDC data lists the annual average concentration of PM2.5 in Lancaster County at 15.0 ( µg/m3), which is significantly high. The concern is for long-term damage to respiratory and cardiovascular systems and even cancer and birth defects from the exposure. Lancaster County is higher than the US median of 10.7 ( µg/m3), (CHSI, 2008). Drinking water in East Donegal Township is tested regularly for contaminants. As per the 2014 Annual Drinking Water Quality Report, the water supplied to homes is safe for drinking and cooking (East Donegal Township,Show MoreRelatedRegulatory Issu es Impacting Development of an Emergency Preparedness and Management Plan1573 Words   |  7 PagesThe development of an Emergency Preparedness and Management Plan is complex. There is not a single format to base the plan. Each plan is dissimilar according to the facility that the plan was developed. Each facility is composed of different structural components, machinery, chemicals, and equipment. These subtle differences can mean diverse regulations and standards that must be incorporated into the Emergency Preparedness and Management Plan. Compliance must be achieved when developing the planRead MoreCompetency, Training, And Awareness1149 Words   |  5 Pages COMPETENCY, TRAINING, and AWARENESS OBJECTIVE: To make sure that every THE COMPANYS NAME Manufacturing Operations worker can provide to the accomplishment of the Company. REQUIREMENTS: Systems are kept up for the recognizable proof, assessment, recording and satisfaction of preparing needs. Employees, including contract representatives whose work may make a crucial effect upon the environment get the most suitable training. The ability of the workers being considered for the positions of criticalRead MoreThe Role Of Recovery In The Environment725 Words   |  3 Pagescapability to adjust to changing conditions, while recovery is the capability needed to assist the affected community or people to recover from disaster. Preparedness is the key to effective resilience and successful recovery in the event of disasters. Presidential Policy Directive (PPD-8) is designed to foster recovery and resilience though preparedness. According to Department of Homeland Security (DHS), PPD-8 is intended to â€Å"strengthening the security and resilience of the United States through systematicRead MoreClimate Change727 Words   |  3 PagesChange†Ã¢â‚¬  (U.S. Department of Homeland, n.d.-r). The Executive Order â€Å"established an interagency Council on Climate Preparedness and Resilience† (U.S. Department of Homeland, n.d.-r). This council along with other Federal agencies are to promote partnership and information sharing in all level of government, tools to facilitate â€Å"risk-informed decision-making,† adaptive learning, and preparedness planning (U.S. Department of Homeland, n.d.-r). Infrastructure age. The age of most critical infrastructuresRead MoreObjectives Of National Preparedness Goals963 Words   |  4 Pageslocal, state, and federal agencies. This effort resulted in the Federal Emergency Management Agency (FEMA) with support from NIMS to develop the National Preparedness Goal. In a minimum of 200 words identify the five mission areas of the National Preparedness Goals and the mission of each goal. According the Gus Martin, 2015, The National Preparedness Goal, approved on September 11, seeks to achieve â€Å"a secure and resilient nation with the capabilities required across the whole community to prevent,Read MoreDisaster Mitigation Of Flood Mitigation915 Words   |  4 Pagesflood damage in the city. The plan will involve preparedness/mitigation measures undertaken before the disaster, response activities, recovery and reconstruction efforts that are being undertaken after the disaster. We may consider which risk management agencies were involved and the actions they have undertaken so far. Damage assessment After mobilizing key personnel, we proceeded to inspect multiple facilities to assess flood damage, environmental impacts as well as recommend necessary actions (FEMARead MoreEmergency Operations Plan1441 Words   |  6 PagesBrown University of Phoenix Critical Incident Management CJA/560 Ian Moffett November 22, 2010 Emergency Operations Plan Emergency planning has changed very much since the 9/11 attacks. Law enforcement agencies focus more on prevention, preparedness, response, recovery, and mitigation. With planning and efforts made by law enforcement agencies, the law enforcement community can provide a comprehensive emergency management and security program (EMHSD/MSP, 2009). The first phase in producingRead MoreDrought As A Natural Phenomenon1098 Words   |  5 Pagesresources deficit. This is why droughts are also referred to as ‘non-events’. Droughts occur in both high and low rainfall areas and virtually all climate regimes. There are several unique characteristics, which differentiate droughts from other environmental hazards, namely its slow onset often characterized as a creeping phenomenon, its non-structural impacts, which can be regional or local lasting for a long time or a very short time, as well as the absence of a universal definition leading to inactionRead MoreEthics And Social Responsibility Of A Global Company1284 Words   |  6 Pagesemployees include, abiding to the law. With regards to the oil spill, the employees of the company are required to take the required measures that will ensure that the damages of the oil spills are minimized, this will enable the company to adhere to environmental laws as well as preve nt the occurrence of law suits and government fines. The employees of the company are also required to be responsible for their actions regardless of whether the actions are positive or negative. The employees in this caseRead MorePrevention Of A Disaster Emergency1729 Words   |  7 Pagesprotect against environmental hazards, prevent injuries, promote and encourage informed risk/ beneficial decision making, respond to disasters and assist communities in recovery, and assure the quality and accessibility of health services for the community. Being prepared to respond to disaster emergencies along with efforts mitigate the effects of disasters, and hasten recovery from a crisis is critical for protecting and securing the safety of our communities. All preparedness should begin with

Essay about The Injustice of Slavery A Peoples Resistance

The Injustice of Slavery: A people’s resistance nbsp;nbsp;nbsp;nbsp;nbsp;The history of the United States is filled to the brim with an abundance of significant events. Over the course of this nation’s young history there have been numerous social institutions. Many have been a necessity in our development. However, the US was home to one of the greatest atrocities committed on mankind. The institution of slavery is not only the most embarrassing but most sever infraction on the natural rights of man. At times there were in excess of three million black Americans enslaved in this country. It was not the dismal living conditions nor the bleak existence they lived that led them into a resistance of slavery. It was the theft, the†¦show more content†¦Ã¢â‚¬Å"I was glad to learn, in your story, how early the most neglected of God’s children waken to a sense of their rights, and of the injustice done them† (p.36). There were courses of action that slaves took to denounce slavery. The most publicized forms of resistance were running away and acting out in physical violence toward masters. This being said, there were other actions that may have been even more influential in the abolition of slavery. nbsp;nbsp;nbsp;nbsp;nbsp;In order to assert their humanity and independences slaves resisted in many ways. Slaves understood their imperative role in the prosperity of the plantation system. Realizing this they were able to sabotage the success of the plantation through the destruction of tools and crops. Many slaves would take a more passive role in their resistance to work. Others would pretend to be injured, sick, blind or insane. The greatest and most wide spread form of resistance was that of song. nbsp;nbsp;nbsp;nbsp;nbsp;The power of song helped slaves through their dehumanized lives. They created unity in songs of religion and denounced the power their masters held over them. They were going to rebel in all facets of life. Slaves knew â€Å"that a happy slave is an extinct man† (p.33). The meanings of these songs can not be overstated. One who knew the importance of song was Frederick Douglass. â€Å"They told a tale of woe...they breathed the prayer and complaint of souls boiling over with theShow MoreRelatedEssay about Civil Disobedience935 Words   |  4 Pagesthe application against slavery and second in the application against segregation. Thoreau’s essay â€Å"Civil Disobedience† and King’s â€Å"Letter from Birmingham Jail† are the leading arguments in defining and encouraging the use of civil disobedience to produce justice from the government despite differences in their separate applications. Thoreau and King saw great injustices that needed to be corrected in the government of their times. Thoreau saw the prominence of slavery and the Mexican-AmericanRead MoreThe Need For Civil Disobedience Essay1172 Words   |  5 Pagesis right. Thus, conscience has to be a main driving force when people encounter unjust laws of government. One of the philosophers who favored this idea was Henry David Thoreau. Specifically, he proposed a theory that a personal conscience is the main sense, which is responsible for basic rudiments of social principles and argued that if complying the law forces to support and be a part of unjust affairs of the government then people should make their own decisions founded on morality. ThereforeRead MoreThe Slave Crucible Analysis1266 Words   |  6 Pagessuch as the Fugitive Slave Act of 1850 on the majority of the slave population. Both pieces of literature demonstrate the injustices and demeaning treatment towards African Americans during the 19th century. Pargas’ â€Å"The Slave Crucibles† is structured to provide the personal experiences of slaves by including specific examples and testimonies from those who endured slavery or had first hand encounters with enslaved African Americans. By including such testimonies, Pargas is able to reveal to theRead MoreEssay on The Political Principles of Thoreau807 Words   |  4 Pagesfully recognized until the twentieth century. Ironically, Civil Disobedience, the anti-war, anti-slavery essay for which he is probably best known, has become a manual for social protest by giving support to the passive resistance of Mohandas Gandhi, Dr. Martin Luther King, Jr., and other conscientious objectors (Paul 233). Thoreau’s Civil Disobedience was mainly a protest against slavery: I cannot for an instant recognize the political organization as my government which is the slave’sRead MoreAnalysis Of Henry David Thoreaus Civil Disobedience1432 Words   |  6 Pages Civil Disobedience or originally known as â€Å"Resistance to Civil Government† is one of the most known essay written by Henry David Thoreau. Published in 1866, it was written shortly after Thoreau spent one night in jail due to not paying a poll tax. Outraged by been imprisoned Thoreau wrote the essay to slam the government on many of the issues that were occurring at the time, some events like the Mexican-American war and slavery were the two major targets he bashed as he was opposed in goingRead MoreAnalysis Of The Film La Amistad 942 Words   |  4 PagesLa Amistad puts forth in terms of the great injustices of slavery, relating to both domestic usage and international trade. I hope to learn more about the actual events as I research and compare the film’s plot to historical accounts, as well as gaining a better perspective on just how horrid the Middle Passage was. I feel as though abolition would be the most appropriate paradigm for this review, as many of the views expressed are either against slavery or for its removal. Introduction In thisRead More Abolition Essay870 Words   |  4 PagesAbolition A Stronger Resistance The abolitionist movement in the United States sought to eradicate slavery using a wide range of tactics and organizations. The antislavery movement mobilized many African Americans and some whites who sought to end the institution of slavery. Although both black and white abolitionists often worked together, the relationship between them was intricate. The struggle for black abolitionists was much more personal because they wanted to end slavery and also wanted to gainRead MoreEssay on Rhetoric of Resistance in Literature995 Words   |  4 PagesRhetoric of Resistance in Literature Throughout this semester we have read material focusing on slave narratives, authentic and fictionalized. Three very important pieces of literature during the period in which slavery was alive and well in this country that will be examined are: Narrative of the Life of Frederick Douglass, David Walkers Appeal and Henry Highland Garnets An Address to the Slaves of the United States of America. Each of these pieces proved to be material that was consideredRead MoreAnalysis Of Lauryn Hill Mystery Of Iniquity1347 Words   |  6 Pagestime where blacks were being served with the injustice of society and being defied the moral code of citizenship, Ms. Hill released a song-like poem that not only told our story but spread the message of frustration and struggle so those without a voice can be heard. â€Å"Mystery of Iniquity† is poem that transcribes three main topics and unifies the timeline of hardship and oppression faced by African Americans. She dates back to the early 1800 s during slavery and takes the listener through time revealingRead MoreFrances E.W. Harper and James Whitfields Influences on the Anti-Slavery Movement1081 Words   |  5 PagesWhitfield are two of the most influential anti-slavery poets of all time. Both individuals use poetry as a form of resistance and as a way to express themselves during a time of great racial tension. Their poems reach out to many different audiences, shedding light on racial injustices that were present in America. Harper’s and Whitfield’s poetry, like many other works that were written during this time, help us to better comprehend the effects of slavery on African Americans. Although Frances E

Accounting Australian Traditional Agriculture

Question: Discuss about the Accounting for Australian Traditional Agriculture. Answer: Introduction The extractive industry is defined as the industry that is engaged in the search of natural resources. The resources that are extracted includes oil, natural gas and mine. The extractive industry require involvement of heavy expenditure before production. The pre-production cost can be dealt either by recognizing it as expenses or by recognizing it assets (Barron, et al., 2015). The accounting treatment of recognizing the preproduction cost as asset is more justified. Therefore, it can be said that the pre-production cost should be recognized as an assets. The reason for such decision is decided in the report below. Recognition of Preproduction Expenses as Expenditure The accounting treatment of recognizing the pre-production cost as expenses is flawed. The cost that are incurred before production is known as the pre-production cost. In general, it can be said that the income statement should recognize the expenses that are incurred for earning the revenue. In this case as the production has yet not started so the recognition of expenses in the profit or loss account is unjustified (Doran et al., 2015). The recognition of pre-production expenses in the profit or loss account increases the cost and hence the loss is increased. Therefore, it can be said that if the pre-production cost is allowed for recognizing in the profit or loss then it will cause abnormal decline in profit thereby giving a wrong picture of the financial position of the company. Recognition of Pre-Production Expenses as Asset There is an alternative way of recognizing assets it is by recognizing the preproduction cost as assets. The assets is any item that is expected to provide future economic benefit to the enterprise. The pre-production cost are incurred so that excavation work is completed (Budeba et al., 2015). On completion of the excavation, work there is a possibility that the company will make economic benefit. Hence, the expenses that are incurred for excavation should be recognized as expenses and amortized over the useful life of the excavation. This will distribute the pre-production cost over the excavation period thus avoiding any abnormal expenditure (Hiscock et al., 2016). Conclusion Based on the above discussion it can be seen that the enterprise should recognize the excavation costa as assets. The main reason for the decision is that expected future economic benefit will arise so the expenses should be recognize as expenditure. Reference Barron, O., Ali, R., Hodgson, G., Smith, D., Qureshi, E., McFarlane, D., ... Zarzo, D. (2015). Feasibility assessment of desalination application in Australian traditional agriculture.Desalination,364, 33-45. Budeba, M. D., Joubert, J. W., Webber-Youngman, R. C. W. (2015). A proposed approach for modelling competitiveness of new surface coal mines.Journal of the Southern African Institute of Mining and Metallurgy,115(11), 1057-1064. Doran, C. M., Ling, R., Milner, A., Doran, C. (2015). The economic cost of suicide and suicide behaviour in the South Australian Construction Industry. Hiscock, P., OConnor, S., Balme, J., Maloney, T. (2016). Worlds earliest ground-edge axe production coincides with human colonisation of Australia.Australian Archaeology,82(1), 2-11.

Migration Video Summary Essays - Demography,

Migration Video Summary Every person has origins that derived from Africa. Climate change and population are the two main causes for migration. Numerous African Americans have moved around the world a thousand years ago. Approximately seventy five thousand years ago a volcanic eruption on the island of Semontra sent ash and smoke into the air for years which caused a reducing cold spell that eliminated plants, and other food-like resources. Once early humans left Africa they began to spread across the globe. These migrations were very diverse over the course of numerous years. In Australia a lot of paintings were all over the caves and this was known as half life. There are multiple paintings but some were known as rituals, songs, and dances. The paintings on the cave's walls were depicted and it showed them as being swift, smooth, and strong. They were also depicted as food and other materials. During the ice age there was an ice gap, they used this as a pathway to North and South America. Going to No rth or South America was a hunter's paradise, and it was located through Uconn and Montana. Mammoths, saber tooth tigers, and other large mammals. As early humans had to travel to Africa they had to adapt to a different environment including harsh climates and unfamiliar sources of food. Human populations settling in Australia created art capturing carvings and paintings across the continent. These early symbolic expressions were not limited to Australia. With all of the art that they have passed along and traded within one another they also learned that their pieces were quite similar.

Free Essays on Opposition To The New Deal

Opposition To The New Deal When Franklin Delano Roosevelt became President of the United States of America (USA) in March 1933, he had done so with a landslide victory over Herbet Hoover. Roosevelt took action to bring about immediate economic relief especially to those most affected by the Great Depression as well as reforms in industry through a series of ‘alphabet agencies’. The New Deal was effective to a great extent after implementation, yet it did have its critics. Roosevelt was largely accused of inappropriate government expenditure, economic interference in bigger businesses and not fully considering the programs prior to their implementation. Roosevelt’s most notable critics were Senator Huey Long, Dr Francis Townsend and Father Charles Coughlin. All of these individuals, however, displayed a certain inferiority when compared with the Supreme Court. Much of the New Deal legislation was enacted within the first three months of Roosevelt’s presidency. His first objective was to alleviate the suffering of the nation’s huge number of unemployed workers. Such agencies as the Works Progress Administration (WPA) and the Civilian Conservation Corps (CCC) were established to dispense emergency and short-term governmental aid. Opposed to the traditional American political philosophy of laissez-faire, the New Deal generally embraced the concept of government-regulated economy aimed at achieving balance among conflicting economic interests. However Roosevelt met criticism from many people through out his imposition of the New Deal, especially when old antagonisms between the Democrats and Republicans emerged. Specific opposition came from three people in particular, Huey Long, Francis Townsen... Free Essays on Opposition To The New Deal Free Essays on Opposition To The New Deal Opposition To The New Deal When Franklin Delano Roosevelt became President of the United States of America (USA) in March 1933, he had done so with a landslide victory over Herbet Hoover. Roosevelt took action to bring about immediate economic relief especially to those most affected by the Great Depression as well as reforms in industry through a series of ‘alphabet agencies’. The New Deal was effective to a great extent after implementation, yet it did have its critics. Roosevelt was largely accused of inappropriate government expenditure, economic interference in bigger businesses and not fully considering the programs prior to their implementation. Roosevelt’s most notable critics were Senator Huey Long, Dr Francis Townsend and Father Charles Coughlin. All of these individuals, however, displayed a certain inferiority when compared with the Supreme Court. Much of the New Deal legislation was enacted within the first three months of Roosevelt’s presidency. His first objective was to alleviate the suffering of the nation’s huge number of unemployed workers. Such agencies as the Works Progress Administration (WPA) and the Civilian Conservation Corps (CCC) were established to dispense emergency and short-term governmental aid. Opposed to the traditional American political philosophy of laissez-faire, the New Deal generally embraced the concept of government-regulated economy aimed at achieving balance among conflicting economic interests. However Roosevelt met criticism from many people through out his imposition of the New Deal, especially when old antagonisms between the Democrats and Republicans emerged. Specific opposition came from three people in particular, Huey Long, Francis Townsen...

Using the Spanish Verb Pensar

Using the Spanish Verb Pensar Pensar typically means to think, but it is not always used in the same way as the English verb. Most significantly, the words that follow pensar might not be the ones you would expect. Keep in mind that pensar is conjugated irregularly. When the stem pens- is stressed, it becomes piens-. Thus, the present indicative forms are pienso (I think), piensas (you think), piensa (he/she/you think), pensamos (we think), pensis (you think), piensan (they/you think). Here are the main uses of pensar: Using Pensar by Itself Most frequently, pensar, when used by itself, is the equivalent of to think. Pienso, luego existo. (I think, therefore I am.)No pienso mal de ellos. (I dont think bad of them.)El que piensa demasiado siente poco. (The one who thinks too much feels little.) Using Pensar Que Pensar que is a very common way of indicating opinions or beliefs. It often is translated appropriately as to believe rather than to think. In the positive form, it is followed by a verb in the indicative mood. Note that while que in this usage usually can be translated to English as that, it often can be left untranslated, as in third and fourth examples. Pienso que vivo como un cerdo. (I think that I live like a pig.)Mi madre piensa que el doctor es culpable. (My mother believes that the doctor is at fault.)No quiero pensar que me equivoquà ©. (I dont want to believe I made a mistake.)Tambià ©n pensbamos que la recuperacià ³n econà ³mica iba a ser ms rpida. (We also used to believe the economic recovery was going to be quicker.) When used negatively, no pensar que is followed in standard Spanish by a verb in the subjunctive mood. It is not unusual, however, to heard the indicative mood used in casual Spanish. No pienso que seamos diferentes. (I dont believe we are different.)No pensbamos que fueran a darnos problemas. (We didnt think they were going to give us any problems.)Mis amigos no piensan que yo tenga ms de 21 aà ±os. (My friends dont believe Im more than 21 years old.) Using Pensar De Pensar de is another way to say to have an opinion about. Esto es lo que pienso de tu regalo. (This is what I think about your gift.)Tenemos que cambiar de lo que pensamos de nosotros mismos. (We need to change what we think about ourselves.)Ya he indicado antes lo que pienso de la clase. (I have already indicated what I think about the class.)No es bueno preocuparse por lo que los otros piensan de usted. (It isnt good to worry yourself about what others think about about you.) Pensar sobre can also mean to have an opinion about, especially when used in a question. Pensar de is more common.  ¿Quà © piensas sobre la nueva web? (What do you think about the new web site?) ¿Quà © piensan sobre los ataques suicidas como instrumento tctico para ser utilizado en una guerra? (What do they think about suicide attacks as a tactical instrument to be used in a war?) Using Pensar En When followed by en, pensar typically means to think about in the sense of having ones thoughts focus on something. Note that this isnt the same as using to think about in the sense of having an opinion. Estoy pensando en ti. (Im thinking about you.)Pablo no piensa en los riesgos. (Paul doesnt think about the risks.)Las chicas sà ³lo piensan en divertirse. (The girls think only about having fun.)Nadie piensa en cambiar las baterà ­as. (Nobody thinks about changing the batteries.) Pensar sobre can mean basically the same thing as pensar en but is much less common and is probably overused by English speakers speaking Spanish as a second language or when translating from English to Spanish. Pienso sobre eso dà ­a y noche. (I think about it day and night.)Primero hacen y luego piensan sobre ello. (First they acted, and then they thought about it.) Following Pensar With an Infinitive When followed by an infinitive, pensar is used to indicate plans or intentions. Pensamos salir maà ±ana. (Were intending to leave tomorrow.)Yo pienso estudiar medicina de veterinaria en la universidad. (Im planning on studying veterinary medicine at the university.)Pensaron salir de Venezuela, pero decidieron permanecer. (The were planning to leave Venezuela, but they stayed.)

Secondary Research Essay Example | Topics and Well Written Essays - 1000 words

Secondary Research - Essay Example Another justification is secondary data are more convenient to employ in the research because they are already compacted and organized. Furthermore, analysis and explanation are done more easily (Gill, 1993 and Israel, 1993). Using secondary data also leads to easy summarization of all the needed information, formulation of conclusion according to the null hypotheses and insightful recommendations focusing with subprime mortgages. One of the benefits of secondary data analysis is that researchers with research skills limit or technical skills limit can be taught to perform this type of analysis. The main issue in this process that the research chose is his skill to judge the quality of the collected data or information that has been collected (Novak, 1996 and Pritchard, 1996). Primary data are raw materials of the process of research, they represent the events in the subprime mortgages, while secondary data are based on primary data, they are already describe, analyzed and synthesize. The question is, if the source is secondary, does it accurately related to the information needed that can be answered by primary data Secondary data is basically called as outcome data. Because secondary data is usually characterize as the state or circumstance of phenomena or a group. On the other hand, these data do not tell the researcher why the state or condition exists. This is the limitation of using secondary data but can be solved by two ways, like analysis of more key data and indicators (Shell, 1997 and Trochim, 1997). This approach helped the researcher explained why the problem in his study exists. For example, the bankruptcy of Lehman Brothers and the downfall of AIG has been identified as a problem, there will be data on their finances, types of mortgages, different terms and payments of the borrowers, cost of bankruptcy and so on, this information can be paralleled to identifying ho this problem occurred and possible causes of the problems and solutions. Thus, cross-analyzing main indicators and utilizing information sources helped the researcher understands or make rationalization sound inferences about the immeasurable states or situations, this has allowed the researcher to have a better understanding of the events in answering the questions, what, where and why. Secondary data analysis can be taken out rather than rapidly when paralleled to structured primary data collection and analysis practices. The level of data desegregation, secondary analysis of data leads itself to pattern analysis as it provides a relatively easy way to observe change over time (Price, 2000 and Trochim, 2002). However, since secondary data is not basically collected by the researcher for the same objective as the original researcher, the purposes and goals of the original study can possibly brings out bias to the study. In this study, secondary data can be an important source of facts for acquiring knowledge and insight into a wide range of issues and situation. The review and analysis of secondary data can offer an efficient way of answering issues, practicing cross-national parallelization, understanding the events in the current state of the subprime mortgages, identifying the direction and extent of change. Finally, secondary data complements primary data

Economic Health Memo Term Paper Example | Topics and Well Written Essays - 250 words

Economic Health Memo - Term Paper Example In fact, GDP is very easy to â€Å"game† (Ritholtz, 2010). â€Å"[Y]ou simply under-report inflation, and GDP appears to be better than it is†. Since inflation depends on counting the value of a good last year and doing so across many goods to make sure that it's not just one or two goods that grew in price for other reasons, there's a lot of subjectivity and uncertainty in making it. GDP is also not as helpful as it could be because it positively counts negative externalities (Ritholtz, 2010). That means that pollution, which is a bad thing, is counted as a good thing because it makes people spend money to go to the doctor or buy new houses to move. â€Å"If you buy a car, the GDP goes up. If you cut a tree, the GDP goes up. But if you preserve the tree, the GDP does not grow. Now you have to decide whether you need the tree or the GDP† (Sharma, 2010). Thus, it is hard to use the GDP to predict the business cycle, and economists are looking for a better indicato r of economic health. Fiscal policies are guided by economic facts and by measures like the GDP: As we've seen already, the GDP's inadequacies can cause lawmakers concerned only with increasing the GDP to increase externalities such as injured workers, ecological damage, and health costs as a byproduct, and not reap the consequences or even be aware of them. But what about fiscal policy and unemployment? The jury is out as to whether reducing or increasing taxes, reducing or increasing spending, etc. is better for production and employment.

History of Halloween Essay Example for Free

History of Halloween Essay Close to $7 billion dollars is what consumers spent on Halloween costumes, candy, and decorations in 2011. When the temperature starts to drop, the leaves turn different colors and the sun sets earlier little by little each day, fall is the perfect season to celebrate Halloween. Millions of children dress up and go to strangers doors begging for candy. Have you ever wondered where this strange and unique tradition originated from? The three most important points of Halloween can be summed up by looking at its origins, how it came to include jack-o-lanterns and bobbing for apples, and how it is celebrated today with trick-or-treating and haunted houses. Halloween, also known as All Hallows Eve, has originated from the ancient Celtic festival known as Samahin (sow-in) derived from the Old Irish Samuin meaning summers end. The Celts, who lived 2,000 years ago in the area that is now Ireland, the United Kingdom, and northern France, celebrated the end of the harvest season with the festival of Samhain and celebrated the upcoming new Year on November 1. Used by the ancient pagans, Samhain was a time to take stock of supplies and prepare for winter. October 31 was the day the ancient Gaels believed the boundaries overlapped between the worlds of the living and the dead, and the departed souls would come back to life and cause mayhem such as damaged crops and sickness. The Gaels built massive bonfires and summoned the help from gods through animal and possibly human sacrifices to ward of the spirits. It is believed that the fires attracted insects to the area which in turn attracted bats. These are additional features of the history of Halloween. Halloween is also thought to be influenced by the Christian holy days of All Saints Day, also known as Hallowmas, and All Souls Day falling on November 1 and 2. It was a time for honoring the saints and praying for the deceased who had yet to reach heaven. Traditionally it was believed that the departed souls roamed the earth until All Saints Day, and Hallows Eve delivered one last chance before moving on to the next world, to gain revenge on their enemies. Christians would  disguise themselves in costumes and masks to avoid being recognized by the wandering souls. Trick or treating is the practice of dressing up in costumes and going door to door begging for candy and resembles the late medieval practice of souling when the poor would proceed door to door on Hallowmas receiving food, or soul cakes which were pastries, and in return would pray for their dead relatives souls. It was believed at the time the souls of the departed would wait for passage into heaven until enough people prayed for their souls. Soul cakes would be given in exchange for a song, performance, or another sort of trick in some cultures. Eventually, children embraced this practice and were given money, food, and ale. Jack o lanterns are a Halloween staple today, with at least two historical roots. The first is the pagan Celtic people carved turnips and rutabagas to hold hot coal from the bonfire to light their homes and ward off the evil spirits. Another folklore tale gives jack o lanterns their name. An Irish myth portrays a trickster and a drunk known as Stingy Jack, who asked the devil to have a drink with him. Jack persuaded the devil to change himself into a coin so he could pay for his drink, but instead he put the coin in his wallet next to a silver cross, trapping the devil and preventing him to change himself back. Jack said he would free the devil if he did not bother him for another year. The following year Jack tricks the devil into climbing an apple tree for a piece of fruit. He then carved a cross in the bark of the tree preventing the devil from climbing down. In order to get down from the tree, the devil promised Jack he would not seek his soul anymore. Because of his swindling and drunken ways, when Jack died he was not allowed into heaven. He also was not allowed into Hell because the devil kept his word. Taking pity on Jack, the devil gave him an ember to light his way in the dark, putting it into a hollowed out turnip for Jack to carry on his lonely, everlasting roamings around the Earth. People from Ireland and Scotland  would make Jack o lanterns during this season to scare away Stingy Jack and other evil spirits wandering about. Over the next several centuries, superstitions about witches and black cats were added to the folklore and legends of Halloween. Cats were thought of as evil, especially black cats, and were killed by the thousands in Medieval times, possibly contributing to the Black Plague, due to the shortage of the rats natural enemy, the cat. During this time, the church created the belief that evil witches existed. Apples, which are a seasonal fruit, and the symbol of the Roman goddess Pomona, were thought at the time to retain qualities of knowledge, resurrection, and immorality. Bobbing for apples was thought to predict the future on the night of Samhain. (sow-in) Halloween eventually made its way over the Atlantic in the second half of the nineteenth century when America became flooded with new immigrants. Taking from Irish and English traditions, Americans began to dress up in costumes and go house to house asking for food or money, a practice that ultimately became todays trick-or-treat tradition. The 20th century saw an emergence of Halloween as a genuinely North American holiday and one that was becoming an advantage for shopkeepers and manufactures. Costuming became popular for Halloween parties for children and adults as well. The first mass-produced Halloween costumes appeared in stores in the 1930s when trick-or-treating was becoming popular in the United States. Halloween costumes are traditionally modeled after supernatural figures such as monsters, ghosts, skeletons, witches, and devils. Over time, the costume selection extended to include popular characters from fiction, celebrities, and generic prototypes such as ninjas and princesses. Haunted attractions are entertainment venues designed to thrill and scare patrons. Most attractions are seasonal Halloween businesses. Origins of these paid scare venues are difficult to pinpoint, but it is generally  accepted that they were first commonly used by the Junior Chamber International (Jaycees), who are a non-political youth service organization between the ages of 18 to 40, for fundraising. They include haunted houses, corn mazes, and hayrides, and the level of sophistication of the effects has risen as the industry has grown. Haunted attractions in the United States bring in an estimate $300-500 million each year, and draw some 400,000 customers. This maturing and growth within the industry has led to more technically-advanced special effects and costuming, comparable with that of Hollywood films. Halloween is currently the second most important party night in North America, and in terms of its retail potential, it is second to Christmas. Personally, Halloween is one of my favorite days of the year. Even as an adult, to dress up and be someone or something else for the night can be fun and exciting. To escape reality into a fantasy-like world where goblins mingle with princesses is definitely a strange site to see, but is well worth the money and time devoted to one of the spookiest nights of the year. So whether you celebrate Halloween or not, you now have an idea of how Halloween originated, how it came to include bobbing for apples and jack-o-lanterns, and how we celebrate it today with haunted houses and trick-or treating. The sources I cited for this information are from: www.cnbc.com www.halloweenhistory.org www.wikipedia.org www.history.com

Mankinds Evil Exposed in Lord of the Flies Essay -- Lord of the Flies

Mankind's Evil Exposed in Lord of the Flies        Ã‚  Ã‚   Despite the progression of civilization and society's attempts to suppress man's darker side, moral depravity proves both indestructible and inescapable; contrary to culturally embraced views of humanistic tendencies towards goodness, each individual is susceptible to his base, innate instincts. In William Golding's Lord of the Flies, seemingly innocent schoolboys evolve into bloodthirsty savages as the latent evil within them emerges. Their regression into savagery is ironically paralleled by an intensifying fear of evil, and it culminates in several brutal slays as well as a frenzied manhunt. The graphic consequence of the boys' unrestrained barbarity, emphasized by the backdrop of an external war, exigently explores mankind's potential for evil.    Dismissing the detonation of an atom bomb and the possible deaths of their parents as merely an "unusual problem" (14), the schoolboys selfishly indulge in their lush jungle environs. The overwhelming "glamour [which] spread[s] over them" (25) momentarily eclipses their awakening need for domination. At first, the boys express this necessity through the seemingly innocuous heaving of rocks and the belittling of Piggy, who is physically inferior. Had these actions occurred in the boys' English homeland, they would have been accepted as ordinary,childish behavior. However, under the guise of innocent excitement, the boys derive an unimaginably "violent pleasure" (18) from "exercising control over living things" (61).    Ominously, their craving for power is a presage for the blood that is to be shed. This blood which had initially been so "unbearable" (31) is now lusted after; it compels Jack... ...lightenment is a condemnation rather than a liberation, because the knowledge of evil will forever remain as a scar upon his mind.    Now that Ralph truly understands the "darkness of man's heart" (202), he will recognize it in all its forms and disguises, falling heir to Simon's role of the bearer of truth and condemnation. The constant possibility that he may succumb to internal evil may instill Ralph with an further sense of anxiety and despair. This torment marks "the end of [his] innocence" (202), and Ralph will never be able to return to his former state of carefree happiness. Only death, the end to each individual's experience of the human condition   the same death that liberated Simon and Piggy   can free Ralph from the enlightenment and curse of his insight. Work Cited Golding, William.   Lord of the Flies.   New York: Harcourt, 1962.

A/c term paper

HOOF-iffy has the acceptable stability and the compatibility properties with HOFF-AAA. It is also mildly flammable but not as flammable as previous refrigerant. This is why company's such as Volkswagen who has refused to use the new refrigerant. This new product also has a low toxicity level. Comparing the two refrigerants of HOFF-AAA and HOOF-iffy the AAA is a hydro fluorocarbon while the iffy is a hydrofluoric-olefin refrigerant. HOFF refrigerants are have one single bong while the HOOF refrigerant is bonded with at least one double bond between the carbon atoms.HOOF-iffy has the same physical properties as HOFF-AAA therefore iffy may be used in current AAA systems without making many modifications to the system. According to DuPont iffy has the potential to be retrofitted to the existing HOFF-AAA systems. The only problem with this that it can cause is that HOOF-iffy is said to be tens times more expensive then the existing HOFF-AAA which then brings the idea of shops recharging t he system with â€Å"HOOF-iffy† but actually refilling it with the cheaper HOFF-AAA since they will be so similar. Studies have proved that HOOF-iffy has improved performance beating the HOFF-AAA.HOOF-iffy will have a lower total contribution to climate change. It has a more environmentally sustainable refrigerant for automobiles that has a 99. 7% better GAP score than the currently used refrigerants, test have also proved that it will lead to better fuel efficiency. Thus also leading it to be more efficient in warmer climates rather than using CO. Performance Test First begin doing your test with selecting your temperature knob to cold then your selector to Max LLC. This will now recalculate the cabin air without letting outside air thus resulting in colder temperature.Then turn blower switch to full blast. Now start engine, put pressure on gas petal until reaching two thousand RPM. Now make sure to close all windows and doors. The next step would be to place an auxiliary fa n in front of the car facing the condenser. Allow the system to stabilize which will take approximately five to ten minutes. Now begin to place a thermometer in the register closet to the evaporator and check the temperature. When you read the temperature it should be around thirty-five to forty degrees Fahrenheit with an ambient air temperature of eighty degrees Fahrenheit.At this time if you have a set of gauges, this would be a good time to put them on to read your pressures and see when the impresser is cycling or cycling at all in some cases. If outlet temperature is high, check compressor cycling time. After this process now first check the cycling clutch switch operation. Second and final step for this process, is if clutch is energize continuously, discharge the system and check for missing orifice tube, plugged inlet screen, or any other restrictions in the suction line. Diagnosis using Manifold Gauge Test 1 . ) Low side should read 30 SSI and high side should read 200 SSI. This is considered a normal pressurized system. 2. ) Low side reads 12 SSI and high side reads Pepsi. When the gauges read this, this will cause the clutch to cycle more often thus resulting in the clutch having to be bypassed to be diagnosed. Your diagnosis should conclude with a possible partial restriction in the metering device, screen clogged, or moisture in the system or a possible kinked hose on the low pressure side. You should visually inspect to see if there faulty blower or a faulty cycling switch. Also check to see if the evaporator so dirty or the filter and to see if it is iced. . ) Low side will read very low around Pepsi. High side will read normal at first but then drop. Your diagnosis will conclude that you are low on refrigerant. First perform a leak test to see if that is why your refrigerant is so low. Then check and see if there is a total restriction on the low side. Another possibility is the TXT being stuck closed. If so warm the sensing bulb and check press ure, sensing bulb may have lost its charge. 4. ) Low side will read low. High side will read high. This will mean there is restriction in the discharge line. 5. ) Low side will read high or equalized.High side will read low or equalized. If equalized check hand valves to make sure they are open all the way. Possible electrical problem with the clutch not engaging. Also check fuses, clutch coil, wires, relay, switches, and compressor to see if there are any defects. Check to see if the clutch is engaged, valves are open and rings, belt, bearings and seal are in good working condition. 6. ) Low side will read high. High side will read normal. In this case the TXT will be stuck open. Sensing bulb may not be insulated or loose. Also could have a flooded evaporator. 7. ) Low side will read high. High side will read high.This will result in a overcharged system or air contamination. Also a oil overcharge or dye overcharge. Also check to see if the condenser is blocked. Check for dirt, pla stic bags, bent fins. Could need to be cleaned and replace broken fans if need be. Now check the electrical side such as the fans, clutch, and check to see if the engine is overheating because of poor air flow. Suggests that could be caused from the timing being off or contaminated refrigerant. Leak Detection To first do leak detection you will need to get your system to at least Pepsi for a minimum. Second you must I. D your refrigerant.One detection method is a Halide torch. This will only work on Cuff's and Hooch's. You will need propane and a search hose. Next heat your reactor plate until it is red hot. The color of the flame will change once it finds a leak depending on the size of the leak. The second method of doing leak detection is the Soap Solution. Use a premixed soup solution mixed with water then spray on Joints and suspected areas of possible leaks, now look for leaks. A third method is the fluorescent dye. Take dye and inject into system while it Is in vacuum. Let th e dye cycle through the system for three to four days then bring back in to check for leaks.This method does not harm the systems performance, once back not the shop check system for leaks with a black light. The dye comes in two colors which are yellow and red. The drawback of using this method is the dye stains and will never come out. The fourth method of leak detection is using an electronic leak detector. A new and old type of these systems. The older year detects the chlorine in R-12 and the newer models can detect both. They are self-calibrating and can self I. D leak rates as low as . Jazz per year. Once you hear a beep that's when it has found a leak. You never want to touch the leak detector to the refrigerant.

Is Warfare in Nature of Man? Essay

War has always been a companion of man and a part of human existence. In the human history only few years have been absolutely peaceful when all peoples of the globe lived in friendship or at least without conflicts. Already the fist weapons, invented by man, could be used as weapons of war. So war can be called an attribute of humans same as mind, or ability to walk on two legs. A question whether war is caused by inborn or social determinants is, perhaps, as old as history. Once more it has been addressed by Margaret Meade in her â€Å"Warfare: An Invention – Not a Biological Necessity†. She argues, that primitive indigenous societies have no idea of warfare and puts in the Eskimos as example. So she believes, that war is a matter of social existence and humans have invented war in the course history just as they invented a wheel. Under Meade, humans have no inborn tendency to war and there are no objective factors for a war to arise. War as she puts it, is a method invented to resolve conflicts, equal to other conflicts resolution methods such as courts and negotiations. This paper is to contest such position and prove, that war is in fact in the nature of man and it is inevitable for man, so it is impossible to speak of war as of invention. It will review some of Meade’s arguments and evaluate them using academic papers, that disagree with Mead’s position. The final thesis of the paper is that WAR IN HUMAN SOCIETIES IS PRECONDITIONED BY BIOLOGICAL AND SOCIAL DETERMINANTS. War her can not be compared to other methods of conflict resolution, because it is not, or at least not only a method to resolve conflicts. War is a phenomena which exists as itself and does not result from necessity to cope with certain misunderstanding. References to some fragments of Mead’s paper shall be used in forming arguments against her theory. First and foremost it is necessary to determine the subject and find out what is war. Meade offers the following definition: â€Å"organized conflict between two groups as groups, in which each group puts an army (even if the army is only fifteen Pygmies) in the field to fight and kill, if possible, some of the members of the army of the other group† . The key word here is â€Å"conflict†. War is usually defined as an organized form of conflicts between groups. Usually such groups are represented by societies or communities, most often by peoples and nations. In his brilliant â€Å"War Before Civilization† professor Lawrence H. Keeley has calculated that 90-95% of peoples communities were once engaged to war in this or that way and many of them fought constantly . Whether war has been invented or not, those numbers suggest, that war is more usual than peace for humans. And all those wars have been caused by conflicts. In this respect war is a result of conflict and it’s embodiment but not the conflict itself. So, in order to find out what war is it is necessary to find out what conflict is and what causes it. For this paper we shall use the following definition: conflict is a discord between needs interests and values of people or between interests, needs and values of a person and the surrounding . War is a conflict between groups, so in this paper we shall speak mostly about conflicts between people, although it is often impossible to clearly distinguish them. At that terms â€Å"war† and â€Å"conflict† should not be confused, because in this paper we accept that war is not a form of conflict. War is not a discord itself, it is a result of discord, which is going to be discussed later. Scholars have proposed a number of theories to explain reasons of conflict resulting in war. They include psychological, evolutionary, sociological, anthropological, rationalist and other ones. Advocates of psychological theories such as E. F. M. Durban and John Bowlby argue that violence is inherited by man. The society oppresses violence as an inacceptable form of behavior. So war is an â€Å"outlet valve† for natural human violence. In order to justify natural violence people use to invent ideologies as causes for war. Some of the â€Å"militarists† even argue that peace does not exist at all and that what seems to be peace is nothing but a preparation to the next war period . Historical theories explain that wars result from certain conditions and are similar to traffic accidents. However, there are no rules to limit them and no system to predict them. However, social scientists criticize those theories stating that in most wars there are leaders who take a final decision about war, so wars can not be recognized purely accidental . However, it can be noticed, that decisions of leaders are taken mostly as a result of certain events and warlike leaders can hardly make people go to war, if they are strongly against fighting. Anthropological theorists, which Margaret Meade stands most close to, argue that war has appeared at some stage of civilization development, so war is culturally learned. Anthropologists reject the presence of links between different forms of violence, so war can not be compared to fighting animals or similar conflicts. War under the result of popular pressure, but it is caused exclusively by violent leaders . However, a question arises once again. If war is not in nature of man, how does war come to the nature of a leader? Sociologists have been interested in war since the early years of sociology, so they have developed their own sociological theories. Eckart Kehr and Hans-Ulrich Wehler pointed that war is a result of internationalized inner tensions inside the society, and the target for aggression is determined by international situation. So the basis for war is economic, political and social situation inside a community. In contrast, Carl von Clausewitz and Leopold von Ranke, who are also said to be advocates of sociological theories, argue, that war results from decision of statesmen, who react to certain situation in this or that way . This argument stands close to anthropological approach. There are several demographic theories about war. Malthusian theories speak that wars are caused by disproportion between growing population and lack of resources for this population. To solve the problem the community starts an expansion which results in war with the neighbors. Youth Bulge theory is more sophisticated. Under it, when a society includes a number of young and physically able young males who can’t find an occupation for themselves inside the community, those young men will fight for fortune outside the community . This phenomenon can be easily found in medieval Europe, where younger sons of the nobility had to leave their father’s estate, which must have been inherited only by the older son. No difference how they called themselves – Vikings, Crusaders or conquistadors, they went to distant lands to make war. Most of them just died, thusly solving the problem of â€Å"younger sons†, and some of them did receive a reward in form of money, new lands and glory. Evolutionary psychology theories see war as a result of evolving psychological features, including fear of being attacked and beliefs that only war can make people happy or ensure their future. This includes fear, that another group of people can be dangerous, that another group can be provoked to conflict, assertion, that other group is immoral or sinful or inherently evil, so it should be punished. Under this theory, the decision to make war can hardly be rational, and is often taken out of fear or hate . The rationalist theories assume, that both sides of conflicts have potential reasons for war which can be understood and logically predicted. Each side strives to obtain the best possible result with minimal losses. In case both parties could reasonably predict the outcome it would be better for them just to accept the results of war without suffering it’s losses. War requires both sides to accept risk. In case the desire to fight a war is stronger than fear of risk, the war is likely to emerge. Entering the war each party needs to evaluate it’s readiness to attack and it’s readiness to be attacked. Under the economic theories war results from economic competition and in peruse for new markets and natural resources. Another possible reason is defense of existing markets and trade roots. And thirdly a war may be caused by the desire of poor countries to benefit from plundering the rich countries . Other schools include Marxist and political science theories, however, their concepts of war remain undeveloped. It should be noted, that a single theory of war can hardly be created. Each particular war is explained by it’s own reasons. Colonial wars are explained by economic theories, and the conquests of Genghis Khan fall under anthropological and demographic theories. An overview has been provided not to choose the best theory, but to find out how each theory supports or contradicts the thesis of Margaret Meade and the thesis of this paper. Meade argues, that since there are peoples, which are unfamiliar with the idea of war itself, even defensive war, it is necessary to speak of war as invention. She states that: â€Å"The CASE FOR warfare is much clearer because there are peoples even today who have no warfare. Of these the Eskimos are perhaps the most conspicuous examples, but the Lepchas of Sikkim described by Geoffrey Gorer in Himalayan Village are as good. Neither of these peoples understands war, not even defensive warfare. The idea of warfare is lacking, and this idea is as essential to really carrying on war as an alphabet or a syllabary is to writing† . Under Meade, war is s ort of response to particular events in peoples tradition. War is a traditional way of settling conflicts in most of the world, and for some people it is not a traditional method, so they just do not know what is war. Meade’s point appears to be vague simply because of lack of actual evidence. She speaks, that some people do not know about war, but the only people she manages to demonstrate as proof are the Eskimos. Perhaps it is not a proof, but an exception that proves the opposite argument. And the argument is, that all peoples fight war, except for Eskimos, and this means, that Eskimos are unusual and they break a common rule. And the common rule is that war is an attribute of man. The described theories summarize different factors, but in total it should be concluded, that war is a response to the situation of conflict. This conflict can be demographic (lack of territory for the population), economic (fighting for markets) or evolutional (hate to others). Of course, there is an anthropological theory, which asserts, that for some reason peoples, which are originally peaceful, suddenly start to support violent leaders, but this theory fails to explain the reasons for such support and origin of violent leaders themselves. All the reasons for war mentioned in the theories reflect usual human reactions to conflicts. When a person has nothing to eat, he or she is likely to steal. When an entire people has nothing to eat, it will fight for food with the neighbors. When a person believes, that his neighbor is an awful criminal, he or she is likely to attack the neighbor in case he approaches, even if he came to say â€Å"hello†. When an entire people believes, that other people is insane, a war between those peoples is likely to emerge. This analogy can be applied to each and every theory. In the light of this it is necessary to specially consider new sorts of war: economic war and terrorist war. Economic wars are ideally explained by economic theories. They are fought for resources and markets. However, they include unfriendly actions and acts of violence. They may have casualties. So they are wars fought in other way. Terroristic wars are even more obvious case. They are fought under instructions of charismatic leaders and with concrete purposes, explained by theories of war. Reasons for the new sorts of war are same as for the old ones. They are results of conflicts. Upon separation of conflict and the resulting war, war becomes characterized as a response to the conflict. When groups of people find no other acceptable way to resolve the conflict, they turn to war. And the more organized the community is, the more organized it’s warfare is. This conflict is violent, because human nature is violent. This means not that violence is necessary for a man, but that violence is available for a man, and man often uses violence. It is just a part of our nature, whether we want it or not. In case it was not true, there would not be no fights of the streets and wars between peoples. But it is true, and non-violence in the society is more unusual, than violence. As soon as it is understood, that war is a VIOLENT METHOD OF RESOLVING CONFLICTS BETWEEN GROUPS OF PEOPLE it becomes obvious, that war is a natural state for a man. It has not been invented, it existed just as long, as man existed. The war took more complex forms, but it remained war. This does not mean, that wars are desirable, surely they are to be avoided at all costs. But even in case all wars are once finished this would not mean, that the war disappears. It will just not be used, but it will continue to exist inside us. Works cited: 1. Margaret Meade, Warfare is only an invention – not a biological necessity. Taken from: http://www. ppu. org. uk/learn/infodocs/st_invention. html (last viewed: October 16, 2007)2. Lawrence H. Keeley. War Before Civilization, Oxford University Press, 1996 3. Ashley Montagu, The Nature of Human Aggression, Oxford University Press, 1976 4. Azar Gat. War in Human Civilization, Oxford University Press, 2006 5. Fuller Gary: The Demographic Backdrop to Ethnic Conflict: A Geographic Overwiew, in: CIA (Ed. ): â€Å"The Challenge of Ethnic Conflict to National and International Order in the 1990s†, Washington 1995 6. Powell Robert. Bargaining Theory and International Conflict. Annual Review of Political Science 5: 1-30, 2002

Free Essays on Morality

, if there are no human beings, then there can be no values (Thiroux 14). Each theory presented above also has criticisms in opposition of their ideas. In regards to the Supernatural Theory, it is a belief, based on faith, because there is no conclusive proof of the existence of a supernatural being (Thiroux 14). The Natural Law Theory refers to natural moral laws. These so-called natural laws are descriptive and there is no evidence that any natural moral laws that prescribes how beings in nature should or ought to behave or not behave exists. The subjective view believes there is no value in nature outside of human beings. This point of view is rather pretentious. Whether or not... Free Essays on Morality Free Essays on Morality Morality Morality. It has been questioned by people, honored by people and revered since the beginning of time. Yet even today not one person can say what is morally right. It is a matter of opinion. It was Dr. Victor Frankenstein’s opinion that it was alright to create a "monster". Frankenstein’s creation needed a companion. Knowing that his first creation was evil should the doctor make a second? With the knowledge at hand, to Dr. Frankenstein, it is not at all morally correct to bring another monster into the world. Looking at this problem with his family in mind, the doctor begins his work on the second monster. The first monster threatened Frankenstein and even his family. The monster angrily said to Frankenstein, "I can make you so wretched." (pg. 162) Trying to scare Frankenstein for not creating his mate the monster resorted to threats. If the good doctor does create a companion for his first creation he may be endangering others. "The miserable monster whom I had created," (pg.152) says Victor upon looking back at his work. If there is another monster there will be twice the power and possibly twice the evil, which could hurt or kill his family. When and if Frankenstein commits the moral sin of creating another monster he may be rid of both monsters forever. "With the companion you bestow I will quit the neighborhood of man,"(pg 142) promises the morally corrupt monster to the doctor upon the completion of his partner. When the doctor, if and when he, finished his first creation’s m ! ate there is a chance that the monsters will not keep their promise and stay in Europe evoking fear into townsfolk. The good doctor, trying to act morally, destroys the monster for the good of the world. The monsters can potentially take over whatever they please. "A race of devils would be propagated,"(pg. 163) thinks Frankenstein to himself in his study. The monsters, if powerful enough, could possibly take over Europe. Frankenstein... Free Essays on Morality Morality is a subjective topic that is solely based on each individuals perception. First let me explain what morality is. Morality is the concept that beliefs and actions are either good and right or bad and wrong. People are considered to be moral or immoral depending on where their beliefs fall into the overall spectrum of morality. Most people tend to fall into the middle of the spectrum, meaning they know the difference between right and wrong but may not always follow it. The origin of morality is a controversial topic that has been debated for centuries. One idea is the Supernatural Theory. This is the belief that values come from some higher or supernatural being, beings, or principle, such as God and His Sons. These beings or principles embody the highest good themselves, and they reveal to human beings what is right or good and what is bad or wrong (Thiroux 13). The other theory is the Natural Law Theory. This is the belief that morality somehow is embodied in nature, and that there are â€Å"natural laws† that human beings must adhere to if they are to be moral (Thiroux 13). One opposition to both theories is the belief that values are totally subjective. That means that morality stems from within human beings. In other words, if there are no human beings, then there can be no values (Thiroux 14). Each theory presented above also has criticisms in opposition of their ideas. In regards to the Supernatural Theory, it is a belief, based on faith, because there is no conclusive proof of the existence of a supernatural being (Thiroux 14). The Natural Law Theory refers to natural moral laws. These so-called natural laws are descriptive and there is no evidence that any natural moral laws that prescribes how beings in nature should or ought to behave or not behave exists. The subjective view believes there is no value in nature outside of human beings. This point of view is rather pretentious. Whether or not...

What Romeo and Juliet Laws Mean for Teens

What Romeo and Juliet Laws Mean for Teens When Shakespeare brought Romeo and Juliet to life, he was intentional in choosing two young characters as his protagonists. Then as now, two teenagers having consensual sex is perfectly understandable. On the other hand, an adult molesting a child is reprehensible. The difference between the two situations would seem obvious. But in many states across America, from a legal standpoint, there’s little distinction between Romeo and Juliets mutual decision and the abusive actions of a child molester. An older teen who has sex with his younger girlfriend can be arrested, prosecuted, and jailed for the act. Even worse, they may carry the stigma of being labeled a sex offender for the rest of their life. The problem typically arises when the male is 18 or 19, the female is between 14 and 16, and the parent of the younger teen presses charges. (Even Romeo would be labeled a sex offender today, as he was believed to be 16 and Juliet 13 when their relationship began.) Consent and Advice Though the age of consent (i.e. the age at which an individual can legally agree to have sex) varies from state to state- and often splits along gender lines- it is definitive in one aspect: it refers to sexual acts between heterosexuals. In over half the states, sex between homosexuals is either not addressed by existing laws or is considered a crime. Recent changes in the laws governing consensual sex between minors or an adult 18 years of age and a minor 14-16 years of age have acknowledged that this intimacy is not the same as molestation. The new laws, named â€Å"Romeo and Juliet laws† after Shakespeare’s tragic teenage lovers, attempt to correct overly harsh penalties and prison terms meted out over the years. In 2007, these laws went into effect in Connecticut, Florida, Indiana, and Texas. Several other states have followed, with about half the states currently having some form of Romeo and Juliet law. Accidental Sex Offender In Florida, a 28-year-old man who’d been placed on the state’s sex offender registry was able to remove his name after the passage of Florida’s Romeo and Juliet law in July 2007. At age 17, Anthony Croce began having sex with his 15-year-old girlfriend; when he turned 18, the girl’s disapproving mother pressed charges and Croce pleaded no contest. He was then legally compelled to register as a sex offender. Florida’s new law still regards underage sex as a crime, but a judge may now determine whether to strike the sex offender designation from those previously convicted. Cases that may lead to an overturned designation would involve a victim who is age 14–17 and has agreed to consensual sex; the offender would have to be no more than four years older than the victim and have no other sex crimes on their record. Gay Bias in Rulings For teenagers who are gay or lesbian and engage in consensual sex, the laws are much tougher. A 2004 case heard by the Kansas Supreme Court had civil libertarians and gay rights groups protesting the existence of a double standard. Matthew Limon was a mentally disabled 17-year-old when he had consensual sex with a 14-year-old boy. Under the Romeo and Juliet law enacted in Kansas in 1999, Limon would have been sentenced to 15 months in prison if the boy had been a girl. But because the law states that partners must be members of the opposite sex, ​Limon was given a 17-year sentence. California state Sen. Scott Wiener, D-San Francisco, introduced a bill in 2019 to add same-sex relationships to the states Romeo and Juliet law. The law seeks only to bring equality to gay and lesbian offenders and still would bring sex-offender status for adults to have sex with underage teens of the same sex or for a teen to have sex with anyone of the same sex under 14. Papa Dont Preach and Dont Press Charges The Romeo and Juliet laws are frequently enforced unfairly says Mark Chaffin, a researcher with the University of Oklahoma-based National Center on the Sexual Behavior of Youth. In many cases, they are enforced largely by how angry the parents of the younger party are. 2-Year Difference 10-Year Sentence One well-publicized case demonstrating the need for Romeo and Juliet legislation is that of Genarlow Wilson, a 17-year-old who was imprisoned for having consensual oral sex with a 15-year-old female. An athlete and honor student, Wilson was videotaped at a New Year’s Eve celebration engaging in oral sex and was sentenced to 10 years for aggravated child molestation. After serving jail time from 2003–07, the Georgia Supreme Court ruled that Wilson should be released; and this decision was followed by a change in state law that reduced consensual sex between teenagers to a misdemeanor with a maximum sentence of one year. Sources Man shed sex offender status under new Romeo and Juliet law. Associated Press. Aug. 6, 2007.New Laws Take Romeo Into Account https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2007/07/16/new-laws-take-romeo-into-accountReynolds, Dave. Court to Decide on Discriminatory ‘Sodomy’ Law. The New Standard. Sept. 1, 2004.Why Is Gay Underage Sex Criminalized When Straight Sex Is Not? https://www.advocate.com/crime/2019/1/23/why-gay-underage-sex-criminalized-when-straight-sex-not

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Process Of Encoding And Decoding English Language Essay

Process Of Encoding And Decoding English Language Essay The main purpose of any classroom teaching in English is to improve the communicative abilities of the learners. To improve the communicative abilities, the classroom teaching has to be necessarily skill oriented. English language is widely used for communication purposes and so competence in language skills has become necessary to improve the communicative abilities specially listening, speaking, reading and writing (LSRW). Among these four skills, both listening and reading are called as receptive skills or passive skills and the other two skills, namely speaking and writing are called as productive skills or active skills. It is important to note that these skills are interconnected in order to achieve the overall objectives of communication. Every thing takes place and develops within the linguistic, cultural and social boundaries of the concerned society in which the particular language is spoken. It is the curriculum, syllabus; text book, teaching methodologies under the efficient functioning of the teacher in the classroom, those students are shaped in communicative competence. 2.4.1 Listening Skills Listening is the capacity to process information coming from an aural source. Such information is first filtered by the perceptual processes of the listener and absorbed into the short-term memory. Selected information is then stored into the long-term memory for retrieval at a later stage, if and when required. Listening is the first and foremost language mode that children acquire which provides the basis for the other language arts (Lundsteen, 1979). The activity of listening plays an important role in the process of acquiring/learning language whether it is first or second language. The linguistic items like phonemes, morphemes, lexical items, grammatical items, syntax and semantics are taught to listen in order to develop other modes of language viz; speaking, reading and writing. Listening is a conscious act. It is a complex, multi step process by which spoken language is converted into meaning in the mind (Lundsteen, 1979.1) Wolvin and Coakly (1985) have identified three steps in the process of listening which are receiving, attending and assigning meaning. In the first step, listeners receive the aural stimuli or the combined aural and visual stimuli presented by the speaker. In the second step, listeners focus on or attend to select stimuli while ignoring other distracting stimuli in the classroom. In the third step, listeners assign meaning to or understand the speakers message. The Process of Encoding and Decoding An act of communication requires encoder- the speaker and decoder- the listener. The speaker encodes the concept or message through a set of code. The listener decodes the concept or message from the set of code used by the speaker. That is, on the one hand, the act of encoding involves hearing the sounds into words, words into sentences, sentences into discourses. On the other hand, the act of decoding involves identifying the sounds, understanding the utterances and their meanings, and recognizing the prosodic features like tone, intonation, pitch, stress etc. used by the speaker. Listening comprehensive process Richards (1990) draws two way process of listening comprehension; top-down and bottom-up processing. In top-down processing, the listener gets an overall or general view of the text. This is facilitated in the listeners schemata allow him/her to have appropriate expectations of what he/she is going to come across. In bottom-up processing, on the other hand the listener focuses on individual words and phrases and achieves understanding by putting the detailed elements together to build up a whole (Harmer 2001). According to Harmer it is useful to see acts of listening texts as interactions between top-down and bottom-up processing. The Speaker-Listener Polarity For the effective exchange of information, both the speaker and the listener are expected to be equipped with the competence of the language which is used. That is, the same level of competence is expected from the listener and the speaker as well. Any short- coming in the linguistic competence of the listener or the speaker would affect the communication. So, both the polarities should be more or less equally equipped with the linguistic competence of that language for effective and efficient communication. Types of Listening Cralvin (1985) (as cited by Chidambaram, (2005) has identified eight categories of listening with due general purpose. Translational listening-learning new information (speeches, debates, political conventions). International listening-recognizing personal component of message (new pieces of speech, report). Critical listening- evaluating reasoning and evidence (news broadcast). Recreational listening- approaching random or integrated aspects or event. Listening for appreciation- information, making critical discriminations or selection. Selective listening- Selecting certain features at a time (phonetic features) Intensive listening- for details (vocabulary, grammar) Extensive listening- (general idea stories, rhymes, songs). Relationship between Speaking and Listening Speaking and listening are interdependent processes. The activity of speaking requires at least a listener, an individual or an audience. The speaker speaks keeping certain objectives in his or her mind. That is, speaking involves conveying meaning using a code and listening involves understanding the meaning with the help of code the speaker used. If it is a transaction, one way listening, the speaker does not receive feedback, but if it is interaction, two- way listening the speaker receives feedback for the listener. In transactional or conversational discourse, sending-receiving and receiving-sending are alternative phenomena. Purpose of Listening While listening to various texts, one applies different skills to process the text, depending on the purposes for which one is listening. Listening is the only medium through which one access the sounds of a language and all the supra segmental features of the language, such as tone, pitch, stress, pause, etc. Hence, listening is a pre-requisite for speaking and at a later stage, for reading. Without knowing how a language sounds, one cannot engage confidently in speaking in the language, and without knowing how the sound patterns of the language function, reading its graphics serves little purpose. Teaching discriminative listening helps the learner to comprehend the language. Listening can be a major source of pleasure and relaxation. Listening to the sounds in nature can be very soothing. Listening to someone reading stories aloud or poem is a pleasurable activity. Listening is also an important social skill. People listen to allow a speaker to talk through a problem. Children, as well as adults, serve as a systematic listener for friends and family members. Sub-Skills of Listening Each skill of language comprises a large number of sub skills, whose value and relevance vary from one situation to another. Rosts (1990) has distinguished two kinds of clusters of micro skills of listening. Enabling skills (those employed in order to perceive what the speaker is saying and to interpret what they intended to mean) and Enacting skills (those employed to respond appropriately to the message). Enabling Skills Perception Recognizing prominence within utterances, including: Discriminating sounds in words, especially phonemic contrasts. Discriminating strong and weak forms, phonetic change at word boundaries. Identifying use of stress and pitch (information units, emphasis, etc). Interpretation Formulating content sense of utterance, including: Deducing the meaning of unfamiliar words. Inferring implicit information. Inferring links between propositions. Enacting Skills Making an appropriate response including: Transcoding information into written form. Identifying which points need classification. Integrating information with other sources. Providing appropriate feedback to the speaker (Adapted from Rost, 1990. 152 153). (As cited by Chidambaram, 2005). Difficult Factors in Listening There are five major factors that researchers believe affect listening comprehension. Text characteristics (Variation in a listening passage / text or associated visual support. Interlocutor characteristics (Variation in the speakers personal characteristics. Task Characteristics (Variation in the purpose for listening and associated response). Listener Characteristics (Variation in the listeners cognitive activities and in the nature of the interaction between speaker and listener). Teaching Listening Comprehension Listening comprehension involves a number of language skills, though the listening may be the specific focus. Teaching listening can be categorized into two modes. The first one is teaching linguistic nuances like phonemic variations, discrimination of similar sounds in words, recognizing word boundaries, recognizing morphemes, distinguishing grammatical and lexical items in a sentence, etc. The second one is teaching how to listen to a context, how to deduce meaning for an unfamiliar word, how to recognize them over a discourse. These two modes are important and inseparable for teaching of listening comprehension. If any shortcoming is found in teaching of either of this mode, its consequences will be seen in other skills of language. Testing listening skills Listening tasks should aim at helping students arrive at the meaning of words and provoking an examination of the given material. The test items include: Dialogue, news, railway announcement, sentence, words, word pairs, numbers, telephone numbers, years, days were used to test listening comprehension of the students understudy. These test items aim at evaluating the ability and skills of listening such as: predicting text based on information, deducing meaning of unfamiliar words, recognizing prominence with in utterance including: Discriminating sounds in words especially phonemic contrasts, phonetic changes, deducing the meaning of unfamiliar words, recognizing grammatical errors in sentences, recognizing word boundaries, etc,. Conclusion Here, the emphasis is on the importance of addressing the differences between spoken and written texts in the teaching of listening skills. It is only when learners are aware of the unique characteristics of authentic listening input that they can be equipped with the skills to handle real life communication. 2.4.2 Speaking Skills Language is the basic form of communication between human beings and in a society. As human beings, they always need communication to express their ideas to do everything; whats more as students or learners they have to speak to express their ideas to their teacher as long as learning process takes place. Speech is the first and foremost form of communication. It occupies a predominant position in enlightening the minds of the people. Information is understood and processed easily through speech rather than writing. Speech is biologically endowed behaviour of human beings. Spoken language has wider range of functions to perform than the written language. They start from casual spontaneous conversations ending with formal speeches and so on. Written language tends to serve rather specialized functions at the formal level. In the process of learning spoken mode of second language, learner encounters difficulties because of inter and intra-lingual factors, language shock, cultural shock and so on. However, difficulties and problems are inevitable in the process of learning spoken or written mode of the L2. Process of Communication Communication is a process of exchanging verbal and non-verbal messages. It is continuous process. This process can be termed as human communication or oral communication. The activities of the communication maintain eco-balance, co-operation, and tolerance and bring the people in a common line. The complete communication process is the hierarchical arrangement of the various components of communication. They are as follows: Intended message Encoder Signals Decoder The received message Feedback Message is the key idea that the sender wants to communicate. Messages can be abstract ideas and feelings of speaker who wishes to communicate. Encoder is a person who sends the message in the form of words and gestures. Signal is a means used to exchange or transmit the message in the form of the mechanical impulse. Channel is the medium through which a signal travels. Decoder is a person for whom the message is intended/aimed. Decoder receives communication signals into meaning and ideas. Received message is the result of decoding communication signals. Feedback helps the sender in confirming the correct interpretation of message by the decoder. Psychologically speaking after receiving the message, the nervous system of the receiver is activated and subsequently interpreted and appropriate meanings are assigned to the received codes to make the communication process complete. Communicative Competence The term communicative competence is coined by the anthropological linguist Dell Hymes (1967, 1972). Light (1997. 63 ) has described communicative competence as Being able to meet the changing demands and to fulfill ones communication goals across the life span. Communicative competence is the ability to send messages which promote attainment of goals while maintaining social acceptability. The term all modes of communication'(Hymes, 1962) can further be explained as the language competence that has total comprehension, and total verbal exposition in all modes of society, which includes group interactions inter-personal interaction involving different dialectal areas. As it is evident from the above, one thinks of two different types of competence, namely grammatical competence and communicative competence. Grammatical competence is the ability to recognize and to produce distinctive grammatical structures of a language and to use them effectively in communication. Whereas, the communicative competence can be achieved by exposing oneself both to the structure of the language as well as the social behaviour which pivots around certain conventional rules as put forth by the society. Teaching/Learning Speaking Effective communication depends on ones ability to express oneself in speech clearly, accurately and fluently. The development of spoken language involves the development of pragmatic usage in addition to the development of pronunciation, constructing words, phrases, sentences and discourses. Discourse in learning of second language plays a vital role. The stages of learning the speaking skills of L2 are same as learning of speaking L1. The problems encountered by the learners in the process of learning subtle, and detailed knowledge, show the gradual development of spoken language. The purpose of learning the second language fulfills when the learners use language with the real people for real purpose. Communication Strategy Zheng (2004) suggests that communication strategies are feasible and to some extent inevitable for language learners to use in their oral communication. These strategies can enhance language learners confidence, flexibility and effectiveness in oral communication. Tarone (1980. 420; 1983.65) defines communication strategies as a mutual attempt of two interlocutors to agree on a meaning in situations where requisite meaning structures do not seem to be shared. In addition, Canale (1983) and Bygate (2000) argue that communication strategies are used not only to cope with any language related problems of which the speaker is aware during the course of communication, but also to enhance the effectiveness of communication even if there is no problem or difficulty involved in an oral communication. Thus, it can be said that communication strategies are commonly used not only to bridge the gaps between the linguistic and sociolinguistic knowledge of the second language learners and those of the interlocutors in any communication situation but also to keep their talk flowing within their available linguistic knowledge, and eventually manage their oral communication. And also the learners adopt the strategies wherever they encounter problems at all the levels of language like phonological, morphological, syntactical and discourse. Cook (2001) says communication strategy of L2 learners will enhance the learning; and the learners strategy indicates that the learners are encountering the linguistic problems in the process of learning. The learners knowingly or unknowingly use the intra and inter lingual strategies to convey their message to others. By using the strategy they get satisfaction, assuring that they have conveyed the meaning completely to the questions by the researcher. Learning Strategy Learning strategies are defined by Oxford and Crookall as Steps taken by the learners to aid the acquisition, storage and retrieval of information (404). Strategic competence is the way learners manipulate language in order to meet communicative goals (Brown, 1994, 228). It is the ability to compensate for imperfect knowledge of linguistic, sociolinguistic, and discourse rules (Berns, 1990). With reference to speaking, strategic competence refers to the ability to know when and how to take the floor, how to keep a conversation going, how to terminate the conversation, and how to clear up communication breakdown as well as comprehension problems. The strategy of learning differs from learner to learner. However Oà ¢Ã¢â€š ¬Ã‚ ²malley and Chamot (1990) have defined three types of strategy used by L2 students: Meta cognitive strategies which involve planning and thinking about learning, such as planning ones learning, monitoring ones own speech or writing and evaluating how well one has done. Cognitive strategies which involve conscious ways of tackling learning, such as note taking, resourcing (using dictionaries and other resources) and elaboration (relating new information to old). Social strategies mean learning by interacting with others. Such as working with fellow students or asking the teachers help. Strategy process Language processing involves the retrieval of words and phrases from memory and their assembly into syntactically and propositionally appropriate sequences. Effective speakers need to be able to process language in their heads and put in coherent order so that it comes out in forms that are comprehensible and convey intended meaning. Process being used with reference to the systematic series of steps by which the learner arrives at the same usage overtime. Bialy Stock (1978) distinguishes process from strategies by the criteria obligatory/optional. Similar criteria are used by Fravefelder and Porqurer (1979) who classify process as universal, strategies as optional mechanism employed by individual L2 learners. Other researchers also defined process as continuing development involving a number of changes. Testing Speaking In second language research, a great deal of attention has been paid to related area of communicative behaviour. So, this part of the chapter concentrates on communication strategies of the L2 learners. Here, it is a tactic followed by the learners to conceal a gap in their communication. Hence, it is a test given to identify when and how the learners make use of such strategies in speech.