Extermination Of The Plaines Indians Essays - Western United States

Extermination Of The Plaines Indians Extermination of the Plains Indians The Plains Indians in the early nineteenth century, numbered approximately 250,000. The Zuni, Hopi, Navaho, Pawnee, Sioux, Apache, and Cheyenne were the major tribes of the West. By the late nineteenth century the Indians were reduced to roughly 10,000. Because of new technological advances and new industries, America expanded to the Mid-West. The railroad caused thousands of people to move west therefore reducing the number of Plains Indians and partly destroying their culture. The decline of the Plains Indians were caused by three primary factors: the transcontinental railroad, the decrease of the buffalo, and war with the white Americans. Easy access to the West, because of the railroad, introduced a new way of life for Americans; consequently, the process destroyed the buffalo, essential to Indian survival. The buffalo supplied the basic necessities of life. The Indians used the meats as food, the hides for shelter, and the bones for tools. About 13 million buffalo roamed the Plains before the arrival of the white settlers. Due to the railroad, the settlers nearly made the buffalo extinct. To the superior white man, the buffalo interfered with construction and derailed trains. Cattle ranching, mining, and farming appeared in the West since the rail as finished. Cattle ranchers shipped the buffalo northeast to be sold. The discovery of gold attracted thousands of people to the West by rail, contributing to the decline of the buffalo. Mining coal and steel were needed for the railroads to operate, and the Indians interfered because of their reverence to the land. Furthermore, the whites had no respect for the Indians' sacred lands. The confrontations between the settlers and Indians lead to war. Violent battles between the American Government and the Indians greatly reduced the Indian population. The Indians had no concept of land ownership causing misunderstandings between the natives and the settlers. To the Indian, owning land was like owning the air we breath. The Indians unintentionally wandered onto settlers' land to hunt for food. Settlers in the West took trespassing seriously and bloody confrontations were frequently occurring . Anglo-American culture is competitive and individualistic. The plains Indians lived in tribes and placed the well-being of the tribe over the prosperity of the individual. Therefore, with the huge cultural differences, fighting between the Indians and the settlers was inevitable. This led to Congress taking action with troops to protect the lives of the settlers. Whites viewed the Indians as a barrier to the American expansion. The Indians were slaughtered in many different battles, and in the end, the Indians were reduced to an unthreatening number. As a result, the United States, after reducing the Indian population so they were not a threat, changed their policy to ethnocide. Congress wanted to assimilate the Indians into American society by destroying the Plains Indians' culture. The Dawes Severity Act was passed as an attempt to assimilate the Indians. The Act divided the reservations into individual pieces of land to break up the tribes. Schools were built to teach Indian children the customs of Americans and the English language. American sports were even taught to the Indians. The Snyder Act was passed in 1924, which made all Indians born in the United States citizens. This was the last action taken by Congress. The Congressmen believed they had assimilated the Indians into American society. The schools failed to destroy Indian culture completely, but the government believed it had done its job. The Indians lost millions of acres originally given to them because they did not understand the meaning of private property. The Indians fought off the white man for almost two hundred years, but the completion of the railroad brought the people to the West in huge numbers. The government took necessary action to protect its citizens which resulted in the Indians culture being partially destroyed. History Reports

The Literary Function of Dreams in the Epic of Gilgamesh

The Literary Function of Dreams in the Epic of Gilgamesh In a society, dreams serve various purposes depending on the culture, community, or family. The significance of dreams is related to the way an individual feels about them. In the Epic of Gilgamesh, which was developed over a period of nearly a thousand years from about 2500 to 1500 B.C., several dreams are told involving the fifth king of Uruk, Gilgamesh, and his compatriot, Enkidu. Even though the original author of the book is not known, it is largely associated with Sinleqe-unninni, a scholar who lived in the ancient Mesopotamia.Advertising We will write a custom essay sample on The Literary Function of Dreams in the Epic of Gilgamesh specifically for you for only $16.05 $11/page Learn More Gilgamesh, who is described as two-thirds god and one-third man, is the central character in the story. Because of the importance of dreams, at critical instances, Gilgamesh does elaborate rituals to evoke dreams to advise and guide him. In fact, he follows this inter nal guide over every other counsel. These dreams greatly influence the plot of the narrative since the characters perceived that the deities sent the dreams, they needed interpretation because they had a unique revelation, and were able to foretell the future. First, we see that as the story starts, King Gilgamesh of Uruk is depicted to be in mature manhood and superior to all other men in both beauty and strength. The unsatisfied craving of his two-thirds divinity makes him to find no suitable mate in love or war. More so, his daemonic energy makes his subjects to be unsatisfied with his rule. The men of Uruk murmured in their houses, â€Å"Gilgamesh sounds the tocsin for his amusement; his arrogance has no bounds by day or night. No son is left with his father; for the king takes them all†¦ his lust leaves no virgin to her lover† (Lawall, 13). Since there were no challenges worthy of his nature, Gilgamesh turned to excess and indulgence, and he celebrated his victories with too much debauched partying, which annoyed the individuals in the city as well as the gods in the temples. Because of his oppressive rule, the people asked for help from the gods since they feared that someday Gilgamesh would ask for a greater part of his divine heritage, challenge the gods and even rock the pillars of heaven if he was not controlled. Therefore, to counter the threat, the gods devised a plan of creating Enkidu, who was the mirror image of Gilgamesh. They believed that the king would divert his dangerous energies toward that rival thereby stop challenging heaven. he sky god, Anu (An), and the mother goddess, Ninlil (Ninhursag), made Enkidu from clay and gave it life before dropping him in the wilderness to live and eat like an animal. In time, a trapper met him and asked a harlot from the city to seduce him so that the wild animals can reject him. The trapper said to the harlot, â€Å"When he comes near uncover yourself and lie with him; teach him the savage a rt†¦for when he murmurs love to you, the wild beasts that shared his life in the hills will reject him† (Lawall, 14).Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thereafter, an irrevocable step was taken to domesticate the ‘natural man.’ This involved taking him through various stages such as learning to wear clothes and feeding him on food prepared by humans. He was tamed slowly by slowly until he was able to make it to the great-civilized city of Uruk. To foretell the coming of Enkidu, the gods sent two dreams to the king. He then narrated the dreams to his mother. Concerning the first dream, he said, â€Å"There were stars in the heaven†¦one of them, a meteorite, fell down to me. I tried to lift it, but it was too heavy for me; I tried to move it away, but I could not remove it†¦. I bent it as over a woman, and put it at your feet, and y ou yourself did put it on a par with me† (Lawall, 15). His mother, Ninsun, who was a goddess, gave him the meaning of the dreams that he was experiencing. He told him that the star, which was too heavy for him to carry, was the man whom she had made to be his companion. This man, she said, would watch over him, as would a wife; he would never keep away from him and would always come to his aid. More so, the weight of his strength would be felt throughout the country. Ninsun stated, â€Å"I myself put him on a par with you†¦He is a strong companion, one who helps a friend in need †¦That you did bend over him, as over a woman means that he will never forsake you. This is the meaning† (Lawall, 15). The first dream in the story predicts the coming together of Gilgamesh and Enkidu. This sets up the theme of the story by demonstrating their eternal friendship. This dream introduces the important idea of the solidarity between the two men and helps to develop the plo t of the story since subsequent events in the story is based on this newly found friendship. Gilgamesh then tells his mother about the second dream. He said, â€Å"I saw it (the axe) and was glad. I bent down, deeply drawn towards it; I loved it like a woman and wore it at my side† (Lawall, 15). His mother explained that it was not an axe: â€Å"That axe, which you saw†¦that is the comrade whom I give you†¦he is the brave companion who rescues his friend† (Lawall, 15). She explained that Gilgamesh would not succeed in overpowering Enkidu; however, ultimately they would associate with one another intimately and conquer their enemies with ease. This shows that dreams are mantic, that is, able to foretell the future. On the other hand, the interpretation given to Gilgamesh also anticipates a contemporary approach. The axe, phallic and violent, represents a man who will be hostile at first but turn into a friend, and to embrace an axe is to change hostility into love and friendship.Advertising We will write a custom essay sample on The Literary Function of Dreams in the Epic of Gilgamesh specifically for you for only $16.05 $11/page Learn More Thereafter, Gilgamesh and Enkidu upheld the spirit of comradeship. When Gilgamesh afterward had a dream concerning his fate, his compatriot told him its meaning. Gilgamesh dreamt that Enlil, the father of the gods, had concealed his destiny. In interpreting the dream, Enkidu told him that it represented his certain mortality, the rewards of unexampled preeminence over the people and success during combat. When the two heroes decide to steal trees from a far away cedar forest, which a terrifying demon called Humbaba protects and is prohibited to mortals, they had dreams that were very influential to their mission. The dreams were actually ignited by Gilgamesh. He achieved this by digging a well, going up to the mountain, and sprinkling some substances on the earth to plead wit h the gods to send him a dream concerning the journey to the forest. In his subsequent dreams, Gilgamesh’s astounding courage and unwavering confidence, which he had when the story started, is disputed. Implying a sense of fear and uncertainty, he states, â€Å"I seized hold of a wild bull in the wilderness. It bellowed and beat up the dust till the whole sky was dark, my arm was seized† (Lawall, 21). This seems to imply an anticipation of a fight that they were about to encounter. In the same way, in his other dream, Gilgamesh recounts, â€Å"I dreamed again. We stood in a deep gorge of the mountain†¦ and suddenly the mountain fell, it struck me and caught my feet from under me† (Lawall, 21). In giving the interpretation, Enkidu appears to verify that they would not match up the strength of the gigantic Humbaba when he says that the mountain that he saw is the terrifying demon. However, he is optimistic that â€Å"they will seize and kill him† (Lawa ll, 21). In both the dreams, Gilgamesh is saved and each time refreshed with water; therefore, this seems to foretell the eventual triumph that they will have. Motivated by the explanations of the dreams, they embarked on a mission to the forest, where Humbaba lives, to cut down the trees. In the forest, they succeeded in killing Humbaba. Moreover, they butchered a semi-divine bull, the Bull of Heaven, which was sent by Anu, the god of the sky, to teach them a lesson for disobeying Ishtar, the goddess of love. After the success of their mission, Enkidu now dreamt that they had gone contrary to the wishes of the gods so much that one of them must be sacrificed. Thereafter, he quickly succumbed to a fatal disease. When he was sick, Enkidu dreamt of the afterlife in which he saw the earthly privileges of most people scrapped from them. After Enkidu’s death, Gilgamesh moaned the loss of his compatriot, and in spite of his relentless effort to penetrate the mysteries, he never had any significant dreams.Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the Epic of Gilgamesh, dreams are recurrent and since they foreshadow events in the future, they are useful in motivating the characters in their endeavors. For example, Gilgamesh dreams give him the self-confidence he needs to prevail over impediments such as a horrifying monster like Humbaba or the Bull of Heaven by making him to be focused and heroic in his ways. The dreams persistently were a major source of encouragement for Gilgamesh that is why he even asked the gods for a dream in certain occasions. The relationship between Gilgamesh and Enkidu was strengthened when they knew what was going to happen in the future since they clung together to fulfill their missions. In conclusion, it is evident that dreams serve a variety of literary roles all through the story. The main role seems to be in foretelling the future events and ideas thereby building the plot of the story. The story is a mixture of pure adventure, morality, and tragedy and dreams are interpretable as messages from deities intended to communicate to those few mortals of high status in the ancient Mesopotamia society. Lawall, Sarah. â€Å"Gilgamesh.† The Norton Anthology of World Literarture, Vol. A: Beginnings to  A.D. 100, 2nd ed. New York: W W Norton Co Inc, 2003. 10-41. Print.

Research Paper Legalizing weed Essay Example | Topics and Well Written Essays - 2500 words

Research Paper Legalizing weed - Essay Example Sacco and Finklea note the status of marijuana claiming it is â€Å"the most commonly used illicit drug across the world† with about 18.9 million people in the US from age 12 and above admitting using marijuana in the past month (1). It is therefore apparent that criminalization of marijuana has not discouraged use given the increased number of people admitting usage. Based on the ongoing trend the discussion has been whether marijuana use should be legalized since criminalization has not resulted in a reduction in usage. In view of the changing public perceptions on marijuana use and possession this assay argues that smoking marijuana should be made legal for adults especially due to the potential benefits that such a move might have on the individual’s health, a country’s economy and reduction in usage of alcohol and hard drugs. The shift in public towards acceptance of marijuana use has also come with a number of states in the US legalizing the use especially for medical purposes. Among these states are Washington and Colorado which have legalized the use and possession of marijuana while twenty other states limited its legality to medical use leading to the opinion that more sates should also follow the same route and that the federal government will also follow with repealing other draconian laws that have criminalized marijuana use. This is especially so when compared with laws prohibiting alcohol consumption where the federal government tried to stop consumption of alcohol for fourteen years but failed. The law prohibiting marijuana use has achieved the same result as that prohibiting alcohol consumption the only difference being laws prohibiting marijuana have been in effect for a longer period. However, Duke warns that increased public opinion in support of marijuana use does not mean there will be a move by the federal government to legalize use

Introduction to Accounting and Finance Essay Example | Topics and Well Written Essays - 1250 words

Introduction to Accounting and Finance - Essay Example A mixing, filling, and labeling machine would cost me 45.000 pounds to purchase and install and I would need to invest 20.000 pounds in advertising. Initial stock of supplies would cost 6.000 pounds and I would have to employ two workers at 2.000 pounds/month each to cover two shifts with the machine. My gross salary is set at 4.000 pounds per month as I will be responsible for management and sales. We would start working immediately to set things up so our salary, accountant, and rent would include two additional months, i.e January through August in 2011 instead of six, while other costs and revenues are calculated on the basis of six months. I would have to pay accountant 200 pounds a month and that includes end year financial and tax statements. Marginal Costs Statements Our marginal costs are variable costs of supplies and marketing costs for selling additional products. The formula is Cost per additional jar = variable costs (or in our case costs of supplies for a jar) but in r eality we cannot purchase supplies in such small quantities so increments should be set per 100 jar package. Our marginal costs per unit between anticipated 15.000 unit sales and maximum capacity of 20.000 units are 50 pennies per jar or 2.500 pounds per month. ... Quantities over 20.000 units per month would probably cost more to make than quantities around 15.000 as I plan. If we were able to sell 20.000 units per month i.e. 5.000 more than we anticipated, and there would be no bottlenecks in production, we would get additional income of 10.000 pounds per month that would cost only 2.500 pounds per month. Our pretax profits would rise for 90.000 pounds a year. 3) Breakeven Point Breakeven point is a level of sales where revenues equal expenses. To calculate this point we have to divide our fixed costs on enough units. Formula is Breakeven Production = Fixed Costs / (Selling Price – Variable Costs) Breakeven Production = 13.200 L per month/1,5L per unit = 8.800 units per month In our case everything except supplies represent fixed costs. Our rent is set regardless of the products we make and sell, we have to pay salaries regardless of production and sales, we have to pay the accountant, advertising, and amortization and miscellaneous is completely detached from sales we make. The only real variable cost of producing additional unit is therefore the cost of supplies. From the graph below we can see that we anticipate to reach Breakeven point in second month of production and by fourth month we intend to reach our sales target that will remain constant until and if we decide to add capital investment and labor. 4) Proformance Financial Reports a) Proforma Cash Budget Proforma Cash Budget January February March April May June July August September November December Inflows 50,000 20,000 32,455 60,221 15,822 13,122 9,122 4,233 2,445 2,124 3,600 Investment for 40% stake in the company 4,300 10,324 9,800 5,787 6,458 5,457 9,500 3,100 1,200 2,457 3,000 Net Sales 12,122 12,000 12,800 14,500 10,300 8,000 16,000

Rising Violence in the Schools Research Paper Example | Topics and Well Written Essays - 1750 words

Rising Violence in the Schools - Research Paper Example It emerges that murders in the school are claiming more lives per event although they are unusual occasions. The media have publicized these multiple-victim occasions and in some cases, they have exaggerated the events. As a result, there are changes in the public discernments of school security and in laws and strategies that affect the lives of children and youth every day. Due to the publicity of these events, many people have cited them as a foundation for school expulsion or labeling of youngsters. Consequently, this may cause unfavorable effects on their learning opportunities and perhaps on their social performance and personality development (Verlinden et al., 2000). Redding and Shalf (2001) argue that impressive school shooting occurrences have contributed to students and parents' declining sense of safety in the schools. More and more students have been feeling very insecure while at school or campus since 1989. Studies indicate that 4% of students fear that their fellow st udents might attack them on the way to or from school while 5% feel that other students might attack them while at school. ... Kimmel and Mahler (2003) indicate that in spite of the notable similarities between the sexes on most violence occurrences, the most pigheaded gender disparity in aggression is the motivation to see it as a lawful means of resolving conflict and its real use. For instance, four times more adolescent boys than adolescent girls believe violence is suitable â€Å"when someone cuts to the front of a line.† Moreover, half of all adolescent boys engage in a physical fight each year. This is because they think that fighting is the best way of releasing hurt feelings and sentiments. Society laments over the unusual hostility of its children, while experts and parents strive to comprehend the causes of such deeds. In responding to the rash of school murders experts have endeavored to shape prospectively aggressive children psychologically. This would help teachers, experts and parents to recognize them before they instigate violence. Another response to the violence has been to typify the executors in a sociological framework to comprehend better the reasons for their anger (Lockwood, 2000). The consequential condition of fear in schools and campuses is having a great impact on the readiness and capacity of students to learn as well as employment and maintenance of teaching personnel. They also affect student rights to confidentiality, the emotional health of students and teachers, sincerity and openness of the campus and the general quality of the learning atmosphere. This has led to changes in school discipline strategies and processes, local and state laws as well as feelings and insights of youth and children concerning their security in school and in society in general (Verlinden et al, 2000). Causes of School Violence Gun control

Optimal Economic Uncertainty Index Test

Optimal Economic Uncertainty Index Test CHAPTER 4 METHODOLOGY AND EMPERICAL RESULT OFÂ  OPTIMAL ECONOMIC UNCERTAINTY INDEX 4.0 Introduction This chapter discussed about the methodology, data analysis and the results obtained from different tests for Optimal Economic Uncertainty Index. The generalized method of moments (GMM) parameter is using to estimate the benchmark parameters for the small structural model following by the grid search method. Lastly this chapter will closing by a conclusion. 4.1 Model Specification of OEUI The optimal economic uncertainty index is using the small structural model which is described by Svensson (2000 as the basic idea of contemporaneous model of the economic uncertainty. The equations of small structural model is written in logarithmic form which are represent the inputs for the small structural model except the real interest rate gap, the inflation gap and the economic uncertainty index. All of the variables in this model are presenting in gap form by using potential value or equilibrium value as a benchmark to calculated the deviations of the actual value from the potential values. is the real output gap, is the inflation gap, is the real exchange rate gap, is the real interest rate gap. The equations can be written as below: (2) (3) (4) (5) (6) Equation 2 is an IS curve which is explain the relationship of aggregates output, real interest rate and real exchange rate and the Equation 3 is presenting an open economy Phillips curve which is explain the relation of unemployment and inflation to derive the aggregate supply curve. Following equation 4 is a reduced form of the exchange rate which is determines the real exchange rate gap and captures the concept that a higher real interest rate gap. And Equation 5 is a monetary policy reaction function. Equation 6 is a contemporaneous economic uncertainty function. This function assumes describes the relation of economic uncertainty with the shocks of macro variables and policy variables which is output gap, inflation gap, exchange rate gap and interest rate gap. The positive signs on and indicate that the output gap mitigation and the inflation reduction could reduce economic uncertainty. However the negative signs on and indicate that the central bank increasing the exchange rate and the interest rate to reduce economic uncertainty. The origin of the theoretic model of the optimal economic uncertainty index assumes that the central bank minimize the discounted expected loss subject to the small structural model by using a set of inflation, output gap and interest rate values. Below is the model of central bank’s period loss function which is assumed to be quadratic for the inflation gap, the output gap and the interest rate gap. (7) , and stand for the weights attached to the stabilization of the real output gap, the inflation gap and the real interest rate gap. In addition, as the discount factor ÃŽ ² of the loss function of structural Eq.1 approaches unity, it can be shown that the loss becomes proportional to the expected unconditional value of the period loss function as below where is and represent the unconditional variance of the real output gap and the inflation gap, respectively. (8) The variance in the monetary policy instrument is often put in the loss function of the central bank. The unconditional variance of the real interest rate gap ( ) is mainly to prevent an unrealistic situation of high interest rate volatility. , and are the weights attributed to the stabilization of the real output gap, the inflation gap and the real interest rate gap, respectively. 4.2 Data Description This study are using the quarterly from quarter one 1994 to quarter four 2012 taken from a variety of sources which is discusses in chapter 3. The gap form data series is generated by: The real output gap (): the difference between the logged time series of the current real output and the potential real outputs, which is then multiplied by 100. The real interest rate gap (): the difference between the current real interest rate and the potential real interest rates The real exchange rate gap ( ): the differences between the logged time series of the current REER and the potential REER The inflation gap (): the difference between the current inflation rate and the potential inflation rates. The potential real output, desired inflation, real interest rate at the potential output and real exchange rate at potential output is generated by using The Hodrick–Prescott (HP) filter with a smoothing parameter (ÃŽ ») 1600. 4.3 Empirical Result The grid search method calibrates the small structural model using the generalized method of moments (GMM) parameter estimation for the benchmark parameters. The GMM method has been commonly applied to estimate small-scale macroeconomic models (Clarida et al. 1988; Gali and Gertler1999; Smets 2003). The parameters estimated from the small structural model using the GMM method are reported in Table 1. Table 1 GMM estimation of the standard macroeconomic reaction function Dependent variable Independent variable(s) Parameter China Indonesia Selected Asian countries 0.908***(0.037) 0.504***(0.056) -0.219***(0.041) -0.640***(0.074) -0.084***(0.016) -0.106***(0.029) 0.074*(0.041) 0.313***(0.031) 0.403***(0.101) 0.285***(0.078) -0.047**(0.023) -0.098***(0.018) 1.223***(0.309) 1.370***(0.500) 0.575***(0.109) 0.144*(0.085) 0.373*(0.214) 1.188***(0.101) -0.141**(0.071) -0.081***(0.030) Table 2 continued Dependent variable Independent variable(s) Parameter Thailand Selected Asian countries 0.760***(0.047) -1.185***(0.231) -0.197***(0.069) 0.077***(0.015) 0.335***(0.113) -0.023***(0.007) 1.344***(0.410) 0.107***(0.037) 0.656***(0.103) -0.112**(0.050) Source Author’s calculations using EViews software Standard errors are in parentheses. *, **, and *** denote statistical significance at the 10%, 5%and 1%levels, respectively. The list of instrumental variables for the estimates above includes lagged values of the real output gap, the inflation gap, the real interest rate gap and the real exchange rate gap. Following Table 3 shows the estimated optimal coefficients of economic uncertainty in the benchmark setting. These coefficients are globally optimal because they depend on all of the state variables. Specifically, optimized economic uncertainties are optimal only in the sense that they represent solutions to the specified constrained optimization problem. Table 3 Optimal coefficients, unconditional variances of goal variables, losses (result depend on , and ) and optimized economic uncertainty index for selected Asian countries Preference Selected Asian countries , , China Indonesia Thailand 2.95 2.95 2.50 0.25 0.40 0.10 0.40 1.45 1.45 1.90 2.95 2.95 1.584 1.141 1.220 1.190 1.116 1.109 2.460 1.800 1.726 3.389 2.708 2.760 : selected Asian countries China Indonesia Thailand Source Author’s calculations using RATS econometrics software ais . b is the contemporaneous optimal economic uncertainty index; The estimated optimal coefficients of the optimal economic uncertainty index enable to derive the optimal economic uncertainty index over the sample period. This specification includes all related endogenous variables at the optimal level, specifically the real output gap, inflation gap, real exchange rate gap and real interest rate gap. These variables are then weighted using the estimated optimal coefficients and aggregated to find the optimal economic uncertainty index. To find out the validity of the derived indexes as measures of economic uncertainty, four significant economic upheavals that garnered global notoriety are selected as benchmarks for discussion: the Asian financial crisis (July, 1997), the dot-com bubble (March, 2000), the subprime crisis (Quarter 4, 2007) and the global financial crisis (September, 2008). The computed time series of the optimal economic uncertainty index for all of the selected countries are stationary. Figure 4.1 Optimal economic uncertainty index for China The notations (a, b, c and d) represent four economic upheavals that garnered global notoriety which is a stated for the Asian financial crisis (July, 1997), b stated for the dot-com bubble (March, 2000), c stated for the subprime crisis (Quarter 4, 2007), and d stated for the global financial crisis (September, 2008). The global recession periods (the shaded areas) described by the IMF are 1998, 2001–2003 and 2008–2009. (Source Author’s calculations) Optimal economic uncertainty index (OEUI) in China has been through different phases of development during the year 1994 to 2012. A higher positive value of OEUI was shown on the Asian crisis and the dot-com bubble. Afterward, a higher MCI higher positive value of OEUI also shown between the subprime crisis and the global financial crisis on year 2008. Figure 4.2 Optimal economic uncertainty index for Indonesia The notations (a, b, c and d) represent four economic upheavals that garnered global notoriety which is a stated for the Asian financial crisis (July, 1997), b stated for the dot-com bubble (March, 2000), c stated for the subprime crisis (Quarter 4, 2007), and d stated for the global financial crisis (September, 2008). The global recession periods (the shaded areas) described by the IMF are 1998, 2001–2003 and 2008–2009. (Source Author’s calculations) Figure 4.2 shows the optimal economic uncertainty index (OEUI) for Indonesia. According to figure 4.2, Optimal economic uncertainty index (OEUI) in Indonesia has been through different phases of development during the year 1994 to 2012. It was a sharply drop of MCI during the Asian crisis. Thereafter, a higher OEUI was shown on the dot-com bubble during the year 2000. Anyway, OEUI of Indonesia merely stable during the subprime crisis and the global financial crisis. Figure 4.3 Optimal economic uncertainty index for Thailand The notations (a, b, c and d) represent four economic upheavals that garnered global notoriety which is a stated for the Asian financial crisis (July, 1997), b stated for the dot-com bubble (March, 2000), c stated for the subprime crisis (Quarter 4, 2007), and d stated for the global financial crisis (September, 2008). The global recession periods (the shaded areas) described by the IMF are 1998, 2001–2003 and 2008–2009. (Source Author’s calculations) Figure 4.3 shows the optimal economic uncertainty index (OEUI) for Thailand. According to figure 4.3, Optimal economic uncertainty index (OEUI) in Thailand has been through different phases of development during the year 1994 to 2012. It was a rose of OEUI during the Asian crisis. Thereafter, a negatif value of OEUI was shown on the dot-com bubble during the year 2000, the subprime crisis and the global financial crisis.

Euthanasia Essay - Artificial Life or Natural Death? :: Euthanasia Physician Assisted Suicide

Artificial Life or Natural Death? Euthanasia has been a hotly debated about topic for the past couple of decades, but has recently been thrust into the limelight by many controversial court and hospital decisions. Euthanasia is defined as the "mercy killing" of a person who is brain dead, terminally ill or otherwise at death's door. This usually, but not necessarily, affects people who are are separated from death only by machines. Whether you personally believe "mercy killing" is a viable solution in a hopeless situation or not the proponents for both sides provide arguments that can be quite convincing. Supporters of euthanasia say that it is such an improbability for a miraculous recovery and a return to a normal life that it is not worth putting the patient through all the suffering and agony that prolonging their life would cause or the fortune of hospital bills that you would pay. The opposition feels that it is not right for people to abandon other members of the human race because there is always a chance, even though it is a small one, that they will regain all functons and return to a normal life. There are many cases in which euthanasia is acceptable. Brain death is one situation which merits euthanasia. It is also one of the more common cases where euthanasia is requested. Brain death is when all brain activities cease. The lines are fairly well drawn in the law about patients who are suffering but are still compotent, but when the law is asked to determine the fate of a lingering, comatose, incompotent patient the lines begin to blur. In many cases the courts turned to the patient's family, but what if there are not any or they disagree? In such cases who decides? In a controversial decision a Massachusetts court allowed that it would invoke its own "substitute judgement" on behalf of a mentally ill woman. In a second case mentioned in the January 7 issue of Newsweek, a Minnesota Surpreme court turned to three hospital ethics committees to review a dying loner's case, followed their collected wisdom and ordered him off the respirator so that he could have a dignified death. "It is

The Honor Code

This course will survey the significant events, personalities, and changes in military affairs that occurred between the colonial period and the present day. Students are expected to grasp complex theories and ideas pertaining to the interpretation of American Military History. Requirements: Students are required to attend all classes and are expected to keep up with the assigned readings. Students are also expected to submit four graded writing assignments and participate on four discussion days.Finally, each student is expected to complete an in-class mid-term and a final examination held during the University's prescribed examination day. Grade Breakdown: Writing Assignments: 30% (1 0% each) Final Project: 15% Participation: 5% Mid-term: 25% Final Exam: 25% Writing assignments: Students will submit three typed response papers, each 3-5 pages (750 to 1,200 words) in length, in response to three assigned books. These assignments are due on February 3, March 3, and April 7. They will be in response to J. K.Martin's and Edward Lenders A Respectable Army, Perry Gaminess's and Grady Machinery's Attack and Die, and Robert Lessee's Helmet for My Pillow. TO receive a high grade, each student must demonstrate four things: First, each student must concisely and accurately explain the book's central argument. Since Lessee's book is a memoir, there will not be an argument as such, but a central theme. Identify the central theme. ) State the thesis clearly in the first paragraph. Second, each student must summarize the evidence or examples utilized by the author.Third, each student must offer an analytical critique of the book. (This means critiquing the scholarship, not the author's writing style). Fourth, students must cite their sources, and to do this, they must use footnotes or endnotes. (For assistance in the proper format, see http://press. Chicago. Deed/books/turban/ turban_acidification. HTML. ) Emailed papers will not be accepted. Late papers will not be accepte d except in the case of emergencies, and in case of those emergencies, students must provide proof that the emergency situation occurred.Final Project. On April 28, students will submit a final project paper, 7-10 pages (1 , 750 to 2,500 words) in length. Read the final book assigned to this course, Craig Mulligan's The Unforgiving Minute, and write a critical review of it. Adhere to the guidelines described in the section on ‘Wavering assignments. † However, in explaining Analyses argument, your final project must do two additional things. First, it must clearly define the â€Å"unforgiving minute. † What did Manually mean by this phrase?Second, this paper must identify, in your own opinion, the five most important moments in Analyses military education. What five moments most well-prepared him for combat? Students must appropriately cite their sources. (Use the Chicago Manual of Style-?see http://press. Chicago. Deed/books/TU proper citation format. ) Emailed pa pers will not be accepted. Late papers will not be accepted. Participation: On February 3, March 3, April 7, and April 28, students are expected to have read the books assigned for those days.They are expected to participate in an informal discussion of the material with their classmates and instructor. Non-participation in these discussions may result in a 0% for each students participation grade. Mid-term: On March 5, students will take an in-class mid-term. Students must bring a blue book to class to submit their response. Responses not written in a blue book will not be accepted. Anal: Students will take a final examination on April 30. Students must bring a blue book to the exam to submit their response. Responses not written in a lee book will not be accepted.Final Grades: Final Grades are earned according to the following point system. A Conduct: Students should remain courteous and respectful at all times. Students must also adhere to the University's principles of academic integrity-?the pursuit of scholarly activity in an open, honest, and responsible manner. All students should act with personal integrity, respect other students' dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts. Dishonesty of any kind will not be tolerated in this course.Dishonesty includes, but is not limited to: cheating, popularizing, fabricating information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students. Old Dominion University adheres to an Honor Code. The Honor Code applies to all work done for this class. Any violation of the code, even one as minor as the accidental omission of quotation marks, will result in a failing grade for the assignment in question.Plagiarism in any form is not acceptable. Any student who violates the rules specified below will receive a zero for the assignment in question, perhaps a failing grade for the course, and may be subject to disciplinary action by the university. For more information, please consult: http://al. Odd. Deed/al/ resources/undergrad. SHTML. 1 What is plagiarism? Old Dominion's Catalog defines plagiarism as follows: â€Å"A student will have committed plagiarism if he or she reproduces someone else's work without acknowledging its source; or if a source is cited which the student has not cited or used.Examples of plagiarism include: submitting a research paper obtained from a commercial research service, the Internet, or from another student as if it were original work; making simple changes to borrowed materials while leaving the organization, content, or phraseology intact; or copying material from a source, supplying proper documentation, but leaving out quotation marks. Plagiarism also occurs in a group projec t if one or more of the members of the group does none of the group's work and participates in none of the group's activities, but attempts to take credit for the work Of the group. † 2)Hints for Avoiding Plagiarism: a) More than three words copied in sequence is plagiarism. This is ordinarily a good yardstick to use when wondering whether or not quotes are appropriate; they are, if you are copying more than three words in sequence that are not part of a common phrase (e. G. â€Å"up-to-date†). B) When in doubt, cite! If you have any doubt about whether or not to cite a source, err on the side of making the attribution. C) Look away. When you are writing, do not have open books or papers in front of you as you type. Read your sources, and then put what you have read into your own words. Avoid Internet sources. The Internet is a fantastic resource and search engines are terrific research tools. But what you find on the Internet was written by someone; it is their intelle ctual property. Also, when it comes to history, many internet sites can factually incorrect. There is no supervision to prevent amateurs from posting erroneous interpretations of history. If you absolutely must cite Internet web sites, you must cite the web address, and if you use a quote, use appropriate quotation procedures. E) Paraphrasing is more than changing a verb tense or reordering a list.Essentially, paraphrasing is used to summarize another author's text. A paraphrased passage must be cited. F) Use a Style Guide. Purchase a style guide and refer to it. Your instructor may suggest one that is specific to an academic discipline. You may also ask a reference librarian for recommendations. 3) The High Cost of Plagiarism: Plagiarism can ruin your reputation and cost you your professional career, along with the respect of your peers. Plagiarism at Old Dominion University is an act of academic dishonesty that has serious consequences.Note that plagiarism is pacifically covered i n the Old Dominion Honor Pledge. Refer to the Student Handbook and the Office of Student Affairs for details about sanctions and penalties for this behavior. Disability Access Statement: Old Dominion University encourages qualified people with disabilities to participate in its programs and activities and is committed to the policy that all people shall have equal access to programs, facilities, and admissions without regard to personal characteristics not related to ability, performance, or qualifications as determined by university policy or by state or federal authorities.

Einstein essays

Einstein essays Einsteins theories all came about from his curiosity as a child, he could not imagine what sitting on a beam of light would be like, and so he continued to imagine different possibilities until he came up with one that stuck true. His perseverance to find knowledge allowed the world to understand the universe better. And his theories about time travel have sparked many writers creativity. Another theory, led to the decimation of Hiroshima and Nagasaki. Picasso at the Lapin Agile is based on the idea of Einstein and Picasso meeting and debating their ideas. Then Elvis comes into the scene through time travel and reflects on the effects that the two had on the century. Although Einsteins ideas were amazing and great they led to the terrible invention of the atom bomb. Even today, we feel this regret as we enforce non-proliferation. Einstein himself was very interested in politics in Why Socialism? he wrote: Is it advisable for one who is not an expert on economic and social issues to express views on the subject of socialism? I believe for a number of reasons that it is.... we should be on our guard not to overestimate science and scientific methods when it is a question of human problems; and we should not assume that experts are the only ones who have a right to express themselves on questions affecting the organization of society (monthlyreview.org/598einst.htm) He had previously had a discussion with Freud on War when it was suggested by the League of Nations. Most of his political ideas are very idealistic as in accordance with the opinion of the day: human beings are not condemned, because of their biological constitution, to annihilate each other or to be at the mercy of a cruel, self-inflicted fate. As in Steve Martins play, Germaine comments in her prediction that: Cruelty will be perfected. This is in no doubt a reference to atom bo...

Italian Women Artists essays

Italian Women Artists essays Prior to the fifteenth century, very few works of art were signed and virtually no information on their artists, male or female, was recorded. However, beginning in the early Renaissance, the identities of artists and their stories begin to be preserved. Any study of the art of this period will undoubtedly include the study of the lives and works of the great masters such as Raphael, Donatello, Michelangelo, and Leonardo da Vinci, but rarely is there any mention of their female contemporaries. While these men were unquestionably some of the greatest artists who ever lived, no study could be complete without an examination of the lives and influence of women during this period. Fourteenth Century Italy was the first area to show a shift in culture from the feudal system of the Middle Ages to an urban economy based on commerce and the accumulation of wealth. This new cultural system was very conducive to the development of wide spread interest in the fine arts. While this increasing interest in the arts and the development of capitalism opened many new possibilities for Renaissance men, it often left women with less power than they had had under the feudal system (Kelly-Gadol, 1974). Beginning in the Middle Ages and continuing through the seventeenth century, artists were usually taught their crafts through apprenticeships. However, it was not proper for women to travel or be trained outside of the home, therefore most women were unable to pursue formal artistic training. The only way for an early Renaissance woman to receive artistic training was for her to join a nunnery. This gave unmarried women the opportunity to escape the male-dominated society and allowed them to learn and practice their art. Thus, the few women artists whose names are known from the fifteenth century were nuns such as Caterina dei Vigri (1413-1463) (St. Catherine of Bologna). Unfortunately, by the end of the fifteenth century, due to the Counter-Reformation,...

Domestication of Plants and Animals in Anthropology Essay - 250

Domestication of Plants and Animals in Anthropology - Essay Example Taking wheat as an example, the wild variety of wheat had a tough but easily breakable rachis. The seed of the wild variety of barley easily clutter releasing the grains far away where they independently grow into mature wheat. In addition, the tough shell on the seeds of wild wheat prevents the seeds from being pre maturely exposed. Domesticated wheat on the other hand easily separates from char making it suitable for flouring. Progressive harvesting and planting of wild wheat lead to mutations that led to formation of a variety of wheat which had tougher seed coats to sustain the roughness which wheat goes through in the process of harvesting. Animals, on the other hand, had also to go through transformation suitable evidence lies in wild goats found in the Middle East which have horns with totally different shape as those that are reared at home (Ember 168). Animals and plants in the wild even though had more similarities with those that are domesticated, they are different becaus e they had to gain or lose a number features to make them adaptable for domestic purposes. There are two theories explaining why domestication occurred within a few thousand years ago. One of the theories, Gordon Childe’s Theory has it that unreliable climatic conditions led to domestication of animals and plants. Long periods of drought in the Middle East led to scarcity of food or even water. This led to crowding around water points and areas that earlier on had plenty of food. Man, therefore, realized that to mitigate the effect of drought and increase food production, domestication of plants and animals was inevitable (Ember 169).Another theory originated by Mark Cohen, Lewis-Flannery explains that domestication was as a result of curiosity and adventure. The man admired the beauty and abundance that defined hunting and collecting areas. He, therefore, wanted to replicate this abundance in his own home. This theory further agrees that population pressure

Analyzing and Discussing Primary and Secondary Source Documents Essay - 1

Analyzing and Discussing Primary and Secondary Source Documents - Essay Example er in the north is able to achieve the very same by choice of employment, and has more intellectual, moral, and physical benefit by being able to have a say in their field of work and in where they live. They also are able to pursue education to a much higher standard than most southern slaves would ever be allowed, and have a set of morals that is embraced by them rather than imposed on them. Despite any benefits that Calhoun may claim, I would argue that they an inherently harmful if they are imposed within the relationship of owner and slave rather than teacher and student or employer and employee. Southerners who were not part of the â€Å"Plantation Aristocracy† still supported slavery because it was a cornerstone of their overall economic system. Without slavery, the southern economy would have to undergo massive hardship and reform, and a new system would require a much larger portion of the white population to work. These people felt that slavery was a basic part of their culture, as well, and defended slavery as a right. Furthermore, the institution of slavery gave southerners greater political power per capita, and thus their votes in Congress were represented more strongly without the input—but with the population strength—of their slaves. Slavery had an effect on every piece of the economic system of the south, as slaveholders had more money to spend because they were able to run their plantations using unpaid labor. This money went into the economy that supported all southerners in their own businesses and endeavors, and a lack of such wealth wou ld lead to a lower amount of disposable income in the entire region. Furthermore, these southerners did not have the moral opposition to slavery that many northerners felt. The lack of abolitionist thought in their religious and moral views led to them being more passively supportive of slavery. Finally, many saw abolition as a northern movement to control the south more directly. This was an expansion of