Civil War Essay: The Major Contributing Factors to the Civil War Essay

If asked, most people would blame as the cause of the civil war the issue of slavery. This is understandable; many people in the U.S. at the time were against slavery, going to far as to help runaway slaves escape to the free north. But, while slavery at face value was a major factor, international politics and economics played a major role. Several factors, including the election of Lincoln, the raid on Harper’s Ferry, the Dred Scott decision, and, most importantly, the fugitive slave law, contributed to the growing rift between the North and South and, eventually, the Civil War. Abraham Lincoln is most always associated with the Civil War. But, he was not elected through a majority of the popular vote. In fact, with only forty percent of the popular vote, he wasn’t even close to a majority. His Republican platform reached out to many groups, but left out the South. Many southerners thought he was an abolitionist, although he did favor monetary compensation and a Union. As a result of southern fears over Lincoln, he was not allowed on the ballot in ten southern states, and many states threatened to secede if he was elected. His election prompted the first state, South Carolina, to secede from the Union, and started the Civil War. This contributed to the growing rift greatly, in that the South not only felt their livelihoods were being threatened through the potential loss of their slaves, but also had a sense of disenfranchisement at the polls, because the minority candidate won. But, even though if Lincoln had not been elected, the Civil War would have been delayed, Lincoln was really just the straw that broke the camel’s back. The south was looking for an excuse to secede, and Lincoln gave it too him, which makes this election a relatively minor event in contributing to the civil war. But, while Lincoln was the straw, the North had placed many other burdens on the South’s proverbial camel. In 1859, abolitionist John Brown decided to attempt to incite a slave uprising. At Harper’s Ferry, Brown attacked an arsenal. The result was seven people dead, no slave uprising (they were not aware of the endeavor), and John Brown martyred for the abolitionist cause. Zealous abolitionists praised Brown, but southerners saw him as a murderer. What angered the south most, however, was not that a fanatic murdered seven people, but that abolitionists in the North financed him. The rift widened  between the North and South for southerners, who believed there was a conspiracy in the North to send armed gangs to steal slaves and murder innocent people. The Raid on Harper’s Ferry added more to the growing fissure between the North and the South than Lincoln’s election. Whereas the Raid on Harper’s Ferry increased tensions in the south, the Dred Scott Decision worried the North. Dred Scott was a black slave on free territory who sued for his freedom. The Supreme Court ruled that he was not a citizen, but also included the more comprehensive judgment that slaves could be taken into any territory and held in slavery. Northern abolitionists were shocked; their plan for compromise was no more slavery in any territory, and this ruling shut down their cause. Abolitionists feared that slavery would now spread into more territories, and Northern democrats, who favored popular sovereignty, and southern democrats, who favored slavery, were divided further in the Dred Scott Decision. This case contributed to the division of the Democratic Party, who then nominated three separate candidates, resulted in the election of Lincoln, and set in motion the secessions that caused the Civil War. Although Dred Scott did frighten many abolitionists, the most important contributor to the growing rift between the North and the South was the Fugitive Slave law. This law empowered every person to act as a slave catcher, forbid anyone from helping an alleged slave, and allowed slave owners to only state ownership of the slave in question in order to take him into custody. While originally a political move to appease the south, the result was a widening rift. The South was angered by a widespread refusal of Northerners to execute the law, another northern conspiracy to disenfranchise the south. The North was angered because they were being forced to go against their principles, against their deepest beliefs, and send fugitive slaves, or even freeborn blacks, back to the south. The northerners were forced to choose between abiding by the law, and helping a fellow human being. It put a human face on slavery for northerners, and polarized the two regions. The Fugitive Slave law was the most significant factor in contributing to the rift between the North and the South, and, ultimately, the Civil War. The Civil War had numerous, complicated causes. The tensions between the manufacturing North and the agrarian South had been growing for decades before it rose to a boil in 1861. Slavery was a major factor, both politically and morally. The Civil War kept the Union together, at the cost of thousands of lives, but at the same time resulted in a new lease on life for thousands of slaves. The Fugitive Slave Law, the election of Lincoln, the raid at Harper’s Ferry, and the Dred Scott decision all contributed to the Civil War, and thus, to the ending of slavery in America

Book Review on Imagining India Essay

Monday morning, it is chaos. Despite its pristine new metro and expanding highways, the city can barely contain the morning hubbub, the swarm of people all trying to get somewhere. By the time I reach Kaushik Basu’s home—set a little apart from the highway, on a quiet street that is empty except for a single, lazy cow who stops in front of the car, in no hurry to move—I am very late, a little grimy, but exhilarated. Kaushik and I chat about how the crowds in the city look completely different compared to, say, two decades ago. Then, you would see people lounging near tea shops, reading the morning paper late into the afternoon, puffing languorously at their beedis and generally shooting the breeze. But as India has changed— bursting forth as one of the world’s fastest-growing countries—so has the scene on the street. And as Kaushik points out, it is this new restlessness, the hum and thrum of its people, that is the sound of India’s economic engine today. Kaushik is the author of a number of books on India and teaches economics at Cornell, and his take on India’s growth—of a country driven by human capital—is now well accepted. India’s position as the world’s go-to destination for talent is hardly surprising; we may have been short on various things at various times, but we have always had plenty of people. The crowded tumult of our cities is something I experience every day as I navigate my way to our Bangalore office through a dense crowd that overflows from the footpaths and on to the road—of software engineers waiting at bus stops, groups of women in colourful saris, on their way to their jobs 38 at the garment factories that line the road, men in construction hats heading towards the semi-completed highway. And then there are the people millin g around the cars, hawking magazines and pirated versions of the latest best-sellers. * Looking around, I think that if people are the engine of India’s growth, our economy has only just begun to rev up. But to the demographic experts of the nineteenth and twentieth centuries, India’s population made the country quite simply a disaster of epic proportions. Paul Ehlrich’s visit to Delhi in 1966 forms the opening of his book The Population Bomb, and his shock as he describes India’s crowds is palpable: ‘People eating, people washing, people sleeping . . . people visiting, arguing and screaming . . . people clinging to buses . . . people, people, people’. But in the last two decades, this depressing vision of India’s population as an ‘overwhelming burden’ has been turned on its head. With growth, our human capital has emerged as a vibrant source of workers and consumers not just for India, but also for the global economy. But this change in our attitudes has not come easily. Since independence, India struggled for decades with policies that tried to put the lid on its surging population. It is only recently that the country has been able to look its billion in the eye and consider its advantages. ‘MILLIONS ON AN ANTHILL’ For most of the twentieth century, people both within and outside India viewed us through a lens that was distinctly Malthusian. As a poor and extremely crowded part of the world, we seemed to vindicate Thomas Malthus’s uniquely despondent vision—that great population growth inevitably led to great famine and despair. The time that Thomas Malthus, writer, amateur economist and clergyman (the enduring term history gave him would be ‘the gloomy parson’), lived in may have greatly influenced his theory on population. Nineteenth-century England was seeing very high birth rates, with families having children by the baker’s dozen. Malthus— who, as the second of eight children, was himself part of the population explosion he bemoaned—predicted in his An Essay on *Tbe Alchemist, Liar’s Poker and (Tom Friedman would be delighted) The World Is Flat have been perennial favourites for Indian pirates. the Principle of Population that the unprecedented increases in population would lead to a cycle of famines, of ‘epidemics, and sickly seasons’. India in particular seemed to be speedily bearing down the path that Malthus predicted. On our shores, famine was a regular visitor. We endured thirty hunger famines* between 1770 and 1950— plagues during which entire provinces saw a third of their population disappear, and the countryside was covered ‘with the bleached bones of the millions dead’.1 By the mid twentieth century, neo-Malthusian prophets were sounding the alarm on the ‘disastrous’ population growth in India and China, and predicted that the impact of such growth would be felt around the world. Their apocalyptic scenarios helped justify draconian approaches to birth control. Policies recommending ‘sterilization of the unfit and the disabled’, and the killing of ‘defective’ babies gained the air of respectab le theory. 2 India’s increasing dependence on food aid from the developed world due to domestic shortages also fuelled the panic around its population growth—in 1960 India had consumed one-eighth of the United States’ total wheat production, and by 1966 this had grown to onefourth. Consequently, if you were an adult in the 1950s and 1960s and followed the news, it was entirely plausible to believe that the endgame for humanity was just round the corner; you may also have believed that this catastrophe was the making of some overly fecund Indians. Nehru, observing the hand-wringing, remarked that the Western world was ‘getting frightened at the prospect of the masses of Asia becoming vaster and vaster, and swarming all over the place’. And it is true that Indians of this generation had a cultural affinity for big families, even among the middle class—every long holiday during my childhood was spent at my grandparents’ house with my cousins, and a family photo from that time has a hundred people crammed into the frame. Indian families were big enough to be your *Amartya Sen and others have pointed out, however, that while these famines may have seemed to be the consequence of a country that was both poor and overpopulated, they were in fact triggered partly by trade policies and the lack of infrastructure. Lord Lytton exported wheat from India at the height of the 1876-78 famine, and the lack of connectivity across the country affected transportation of grain to affected areas. Main social circle—most people did not mingle extensively outside family weddings, celebrations and visits to each other’s homes. The growing global worries around our population growth created immense pressure on India to impose some sort of control on our birth rates, and we became the first developing country to initiate a family planning programme. But our early family planning policies had an unusual emphasis on ‘self-control’.3 In part this was influenced by leaders such as Gandhi, who preached abstinence; in an interesting departure from his usual policy of non-violence, he had said, ‘Wives should fight off their husbands with force, if necessary.’ This focus on abstinence and self-restraint continued with independent India’s first health minister, Rajkumari Amrit Kaur, who was in the odd position of being at the helm of a family planning programme while opposing family planning ‘in principle’.4 As a result Indian policy during this decade emphasized the rhythm method. Rural India was targeted for raising awareness of the method, and one villager remarked of its success, ‘They talked of the rhythm method to people who didn’t know the calendar. Then they gave us rosaries of coloured beads . . . at night, people couldn’t tell the red bead for â€Å"don’t† from the green for â€Å"go ahead†.’ 5 Not surprisingly, India’s population continued to grow through the 1950s and 1960s, as fertility remained stubbornly high even while infant mortality and death rates fell rapidly. This was despite the massive awareness-building efforts around family planning that the government undertook. I still remember the ‘small family’ songs on the radio and the walls of our cities, the sides of buses and trucks were papered with posters that featured happy (and small) cartoon families, and slogans like ‘Us Two, Ours Two’. And yet, each census release made it clear that our population numbers continued to relentlessly soar, and we despaired over a graph that was climbing too high, too fast. SNIP, SNIP As the global panic around population growth surged, the Indian and Chinese governments began executing white-knuckle measures of family planning in the 1960s. ‘Our house is on fire,’ Dr S. Chandrasekhar, minister of health and family planning, said in 1968. If we focused more on sterilization, he added, ‘We can get the blaze under control.’ By the 1970s, programmes and targets for sterilization of citizens were set up for Indian states. There was even a vasectomy clinic set up at the Victoria Terminus rail station in Bombay, to cater to the passenger traffic flowing through. 7 But no matter how Indian governments tried to promote sterilization with incentives and sops, the number of people willing to undergo the procedure did not go up. India’s poor wanted children—and especially sons—as economic security. State efforts to persuade citizens into sterilization backfired in unexpected ways—as when many people across rural India refused to have the anti-tuberculosis BCG, Bacillus Calmette-Guerin, injections because of a rumour that BCG stood for ‘birth control government’.8 In 1975, however, Indira Gandhi announced the Emergency, which suspended democratic rights and elections and endowed her with new powers of persuasion, so to speak. The Indian government morphed into a frighteningly sycophantic group, there to do the bidding of the prime minister and her son Sanjay—the same hotheaded young man who had described the Cabinet ministers as ‘ignorant buffoons’, thought his mother a ‘ditherer’ and regarded the Philippines dictator Ferdinand Marcos his role model.9 In the winter of 1976, I, along with some of my fellow IIT Bombay students, had arrived on the ‘festival circuit’ in Delhi to participate in the student debates and quizzes (yes, I was an inveterate nerd). It meant going from college to college for competitions, from Hindu to St Stephen’s to Miranda House to IIT Delhi. Most of us from the sylvan, secluded campus of IIT Bombay were not as politically aware as the Delhi students—the only elections we followed were those for the ITT hostels and student body. But in the Delhi of the Emergency years, sitting around campfires, one heard the whispered tale s of Emergency-era atrocities, and of one particular outrage—’nasbandi’. Sanjay, who had discovered a taste and talent for authoritarianism with the Emergency, had made sterilization—specifically male sterilization or nasbandi— his pet project. The sterilization measures that were introduced came to be known as the ‘Sanjay Effect’—a combination, as the demographer Ashish Bose put it to me, of ‘coercion, cruelty, corruption and cooked figures’. Ashish notes that ‘incentives’ to undergo the sterilization procedure included laws that required a sterilization certificate before government permits and rural credit could be granted. Children of parents with more than three children found that schools refused them admission, and prisoners did not get parole until they went under the knife. And some government departments ‘persuaded’ their more reluctant employees to undergo the procedure by threatening them with charges of embezzlement.* The steep sterilization targets for state governments meant that people were often rounded up like sheep and taken to ‘family planning’ clinics. For instance, one journalist witnessed municipal police in the small town of Barsi, Maharashtra, ‘dragging several hundred peasants visiting Barsi on market day off the streets’. They drove these men in two garbage trucks to the local family planning clinic, where beefy orderlies held them down while they were given vasectomies.10 This scene repeated itself time and again, across the country. It was difficult to trust the sterlization figures the government released since there was so much pressure on the states for results. Nevertheless, the Emergency-era sterilization programme, Ashish notes, may have achieved nearly two-thirds of its target—eight million sterilizations. But democracy soon hit back with a stunning blow. When Indira Gandhi called for elections in 1977—ignoring Sanjay’s protests, ‘much to his ire’11—the Congress was immediately tossed out of power. The nasbandi programme was the last gasp of coercive family planning in India on a large scale, and it became political suicide to implement similar policies. The Janata Party government that followed Indira even changed the label of the programme to avoid the stigma it carried, and ‘family planning’ became ‘family welfare’. While sterilization programmes have occasionally reappeared across states, they have been mostly voluntary, with the focus on incentives to undergo the procedure, f *Asoka Bandarage describes the target fever in India’s sterilization programmes, which gave rise to ‘speed doctors’ who competed against each other to perform the most number of operations every day, often under ghastly, unhygienic conditions. One celebrated figure was the Indian gynaecologist P.V. Mehta, who entered the Guinness Book of World Records for sterilizing more than 350,000 people in a decade—he claimed that he could perform forty sterilizations in an hour. tThese sweeteners for the procedure have at times been very strange and a little suspect, such as Uttar Pradesh’s ‘guns for sterilisation’ policy in 2004, under which scheme Indians purchasing firearms or seeking gun licences were told they would be fast-tracked if they could round up volunteers for sterilization. A district in Madhya Pradesh also made a similar ‘guns for vasectomies’ offer to its residents in 2008.

Botanical gardens Essay Example for Free

Botanical gardens Essay Last summer, my two friends rekindled an idea we had for a long time of going for a short excursion to a nearby lake where we would camp for three days. First we informed our parents of our intentions which they supported without any objection. We intended to use this opportunity to help in bonding our relationship even more. After this approval, we did a good budget of all the things that we required for the three days of our camping. After drawing the budget, we sourced for the required money most of which came from our pocket savings with a little help from our parents. We chose to set our camping dates within a weekend as these are the days when most of us had free time. After an informative consultation, we also found out that the camp is only open during the weekends so as to give the camping ground vegetation enough time to regenerate. When the day came, we all set off during the morning so that we could get to our destination in time. This also gave us an opportunity to select the best site to set our camps before other people could take up the available sites. After setting our tents, we embarked on a trip along the shores of the lake and the adjacent flower and botanical gardens. We spent the second day canoeing and swimming as well as participating in some of conservational activities that are a mandatory practice for every camper. By the dawn of the third day, we could not believe that the day had come for us to pack our belongings and head back home. The camping experience proved to be a worthy exercise by providing a refreshing moment in our life. Botanical gardens. (2016, Nov 05).

UK and American Financial Markets Essay Example | Topics and Well Written Essays - 1000 words

UK and American Financial Markets - Essay Example (Weale, 2008) Since many of the leading economies in the world are in North America and Europe, these regions are the worst hit. East Asian economic giant Japan seems not to have been impacted. Emerging economic superpowers in the form of China and India have shown stable credit markets too. (Barrell & Hurst, 2008) As the U.S. financial markets are most closely linked to that of Europe in general and the UK in particular, the effect of the credit crisis is most acute on the latter. If the total losses induced by the current economic recession crosses $1000, then this will constitute a 7.4 percent contraction in US GDP. But other countries such as the UK will also be affected by this contraction since their banking institutions have invested in US mortgages. This means that other countries such as the UK are adversely affected as well. In the UK, although the losses have not measured accurately so far, it is a fair estimate that losses of 2-3 per cent of GDP have been incurred. But even before the credit derivatives crisis took hold, the IMF gave out warnings through its World Economic Outlook reports. The report also made obvious that any crisis in the U.S. financial markets would have a cascade effect on the UK and beyond. For example, in the report released in 2008, months before the outbreak of the credit crisis, it stated that "It is possible that falling house prices could induce US consumers to default on prime loans issued to good creditors with significant housing equity. It is also possible that default rates on credit cards and car loans could rise, but perhaps this is less likely as the short-term costs are perhaps higher. In addition it is possible that borrowers with negative equity in the UK and elsewhere might choose to default on their loans when house prices are falling and, if they did, banking sector losses could mount." (Barrell & Liadze, 2009) Just as the recession was taking hold in the US, analysts predicted that there would be spill over effects on the rest of the world, including the UK. And so far, those predictions have proven to be true. The crisis triggered by the failure of credit derivatives in the US would affect other countries depending on which areas the losses affected and their impact on the banking system. At a time when the effects of global recession was on an ascendency, scholars Ray Barrell and Ian Hurst, noted that "if we spread the losses evenly then growth in the UK would also slow, this year and next, and we might see growth as low as 1.4 per cent this year and marginally lower than 1 per cent next year. On the same basis Euro Area growth might slow to around 1.2 per cent in each year. These falls could be compounded if there were domestic problems in these countries as well as in the US". (Barrell & Hurst, 2008) And economic data for 2009 and 2010 has vindicated their predictions, further underlyi ng the fact that the UK economy is highly dependent on the fortunes and fluctuations of the American economy. During the first phase of the recession, it is natural to see an increase in bank borrowing, as business corporations seek to utilize

Africans during enslavement Essay Example | Topics and Well Written Essays - 750 words

Africans during enslavement - Essay Example Field hands or field slaves did not have the same privileges as house slaves. Men and women would work in the fields plowing, planting, and harvesting cotton, sugar cane, wheat, tobacco, and other cash crops. Field hands were the slaves that were rebellious, strong, and disposable. Field hands were beaten more. This desperate situation causes a more direct rebellion. Field hands would run, attack, and resist in violent manners. These slaves had nothing to lose. The choices were grim. Field slaves could be beaten to death, work to death, or live a miserable existence until death. Kunta was a field hand after being brought to North America as a slave. He was strong but ran every chance he got. The last time Kunta escaped, slave trackers cut his foot off. After his foot was cut off, Kunta could no longer run. His master made him a driver. Kunta had to find another way to resist. He celebrated his African roots quietly. One example is of putting stones in a jar every full moon. This was a way to count the passage of time. He named his daughter an African name of Kizzy. Kunta also received to eat pork due to his Muslim background. All of these acts were ones of resistance. Enslavement and oppression resistance also depended upon generation. Kunta and Nunu were African. The slaves from Africa were once free. Kunta and Nunu had family, friends, and a tribe. On the other hand, Bell, Kizzy, Nunu’s son, Joe (Sankofa) were first, second, and further generations. The slaves born in captivity only knew slavery.

History Research Paper Example | Topics and Well Written Essays - 1250 words

History - Research Paper Example Nonetheless, the civil rights movement comprised various African-Americans, who led in the struggle for racial equality, since the blacks in America were entitled to less privileges compared to the whites. This essay focuses on the civil rights movement from WWII until 1968, this therefore, is the period between 1938-1968, with special attention on major events, which indicate struggle for racial equality by African-Americans, and whether they won or lost in their different struggles for equality. Although the Civil Rights Movement is associated with the African Americans only, this was important for both African Americans and the whites. After the civil war, which was detrimental to America, the country was left with many national issues to address in order to ensure stability of the nation and its people. It was during this period, after the civil war, which is also called the reconstruction period that major civil rights movement were experienced. During this era, America had a co nsiderable number of its population comprising African Americans. These were former slaves, who upon being freed, needed to find land, build homes, settle down, and live a free life, like any other white person. Therefore, the American governments had a responsibility of addressing the needs of the former slaves in order to ensure there entry back into the society, as free people. However, when the government failed to address the issues of the African Americans in a fair way, these would rise up and demand for fair treatment and fair legislation, which did not deny them of the privileges the whites were entitled to. Therefore, this continued struggle for racial equality is what gave birth to the modern civil rights movement. Before the WWII, the American government, starting the late 19th Century, had used the legislation to enable the integration of African Americans back in the society as free people. Although the government based its decisions and legislation on the doctrine of â€Å"separate but equal,† there were vast elements of racial discrimination, as the African Americans were not free to share public space or enjoy the privileges of same legislation with the whites. Public places and amenities such as restaurants, schools, bus and railroad stages, among others, were separated between the whites and African Americans. Facilities belonging to African Americans were of poor quality, and inferior, compared to those of whites. This was one of the situations, which would result in the civil rights movement. In 1938, one major incidence that showed struggle for equal rights was experienced in one of the Southern states. In these states, there was a high level of inequality of the African Americans, compared to other states. Southern states did not allow for the admission of African Americans in institutions of higher learning, but referred them to institutions of higher learning in the northern states. However, in 1938, one African American student , who was denied admission to the University of Missouri Law School, filed a case in court, since he wanted Law in this particular university, as others did not offer law. Nonetheless, the courts ruled that the student be admitted in the university. This is one of the incidences, which portray the struggle of African Americans to gain equal opportunities with the whites in America. During the WWII, African Americans

Business Paper Essay Example | Topics and Well Written Essays - 250 words

Business Paper - Essay Example Through the stage of editing, it is crucial for one to realize the significance of making changes such that the substance of the business paper turns out to promote a better approach to closing a deal between the parties involved. Since business paper may assume a variety of forms as essay, proposal letter, research paper, position paper, and thesis or dissertation, a business writer ought to account for the primary objective that fully justifies the essential ideas to be brought across. Hence, even on conducting revisions, the writer should render adjustments based on the elements which chiefly deliver corporal thoughts, values, and style. On editing, consistency with formal tone must be maintained as well as the use of passive voice in keeping the formality intact throughout the paper. As much as possible, the corrections employed on the work should necessitate concise expressions in which case, modifiers in series are reduced to one or two words that are rather more technical in nature. Furthermore, the editing staff or individual sees to it that a firm resolve is established within the course of rewriting and that the output relies heavily on facts and figures. Similarly, the presentation of the paper’s substance must be supported by arguments that strictly adhere to objectivity as reflected in the quantity of evidence utilized and the accompanying vocabulary to state it. Fairness in critique or judgment and sound transactions among correspondences are sustained for whenever one optimizes making reference to factual input.

A doll's house Essay Example | Topics and Well Written Essays - 500 words

A doll's house - Essay Example Her identity has always been established by her husband Torvald who treats her as one of his responsibilities. Nora at the start of the play seems happy and does not mind her doll like existence and responds to the teasing of her husband affectionately. With the progression of the play various facets of her intelligent and courageous nature is highlighted which is far removed from the inauthentic â€Å"silly girl† her husband thinks her to be. She took a loan to preserve her husband’s health and this proves very clearly that she was intelligent and possessed qualities that were beyond mere wifehood. All her life she lived under the care of her father and later her husband thus she is inexperienced in the ways of the world. Over the course of the play she emerges as a strong and authentic individual who refuses to be a doll and rejects the false union of marriage and the burden of motherhood, telling Torvald in no uncertain terms that, "Ive been your wife-doll here, just as at home I was Papas doll-child."(1608) Her childhood friend Mrs.Linde comes into her life after losing her husband and mother. Her life is filled with poverty and struggle. She is hard working, practical, sensible and very down to earth. Her adherence to the norms of society provides a perfect foil to the impetuous nature of Nora. Her view of the world is practical whereas Nora’s views are childlike. Mrs. Linde is a perfect foil to Nora’s exuberance as well as to her feminist ideas which erupt at the end of the play. Mrs. Linde is an archetype of the woman of those days, whose qualities Michael Meyer has described as â€Å"stuffy Victorianisms. She looks forward to the label of a wife, even if it means marrying the rascible Krogstad. She has been the dutiful daughter who nursed her sick mother until her death, whereas Nora had no such filial emotions and

Business Statistics Essay Example | Topics and Well Written Essays - 2000 words - 1

Business Statistics - Essay Example ategy refers to an operation that an organization conducts to converse information concerning services and products to potential customers in order to induce them to purchase such products (Tellis 1). In contemporary organizations, the main aim of advertising strategy is to increase awareness of organizations’ services and products, upsurge total customers and competitors and finally, to fosters the business image of an organization. For any business entity interested in succeeding, advertisement is very vital because through it, an organization is capable of getting new customers as it increases its total consumer base. Secondly, advertisement is important as it retains the organizations’ customers thus avoiding their diversion to other products. Thirdly, advertisement escalates the total company sales because when a company advertises definite commodity, it will explain to individuals why that commodity is better than its substitute hence enhancing many people to prefer their commodity. Finally, advertisement leads to fortunate change in a company’s’ products hence increasing its total sales (Tellis 3). I decided to analyze the importance of advertis ing to an organization since it will help me understand whether increasing the budgets assigned to advertising has any positive effect on the performance of the organization. My business research will entail ten business organizations in U.S that advertise their goods and services together with other ten business organizations that do not advertise their products. I will conduct random sampling from a list of both organizations that advertise their products and those that do not. I will select ten organizations from each list and collect information concerning my research questions from these organizations before concluding on my hypothesis. Therefore, the total sample for this research is twenty organizations. The data collected will be mainly related to the three research hypotheses that the research is

Freire as a Lens for The Bluest Eye and Enders Game Essay

Freire as a Lens for The Bluest Eye and Enders Game - Essay Example In another work of Orson Scott, Enders Game, we see characters missing their values in the futures for not considering their past events. All these pieces of literature depict characters that are not capable of comprehending and moving on without their past background or characters that are not able to lay away their own past. Paulo’s stimulating critique of the dominant education banking model leads to his autonomous proposals of problem-posing education in which men and women develop the power to observe the way they exist in their world critically with, and in which they get themselves in. They come to see later that the earth, not as a static realism but a reality of the process of transformation (Peter 201). This offers to us, and especially all of those who have experienced subordination through an obligatory assimilation policy a path in which we comprehend what it signifies to come to a cultural voice. It is a process always involving pain and hope; a process in which, as obligatory cultural jugglers, we can approach subjectivity, transcending entity positions in a society hosting us yet is alien. Paulo condemnation of oppression was not simply the intellectual exercise often found among many pseudo critical educators and facile liberals. His intellectual brilliancy and courage in denouncing the configurations of oppression got entrenched in an intensively real and material understanding, as he recounts in his letters to Cristina. Problem-posing education is a revolutionary futurity (Peter 34). Therefore, it is prophetic (and, by itself, hopeful). Hence, it matches up to the historical character of humankind. Hence, it asserts women and men as creatures who transcend themselves, for which immobility characterizes a fatal threat, creatures that move ahead and look forward. Looking at the past have only been a way of understanding further clearly who and what they are with the intention that they can more intelligently build the future. Thus, it id entifies with the faction which engages populace as beings conscious of their incompletion — a historical faction which has its point of a different approach, its objective and Subjects (Peter 59). All these views by Paulo are not looking to its present but only determined with the future of mankind. The future cannot be properly assessed without considering the present and past. The present life appears to be influenced significantly by the past, and the future influenced by the past and present. I am not sure if Orson Scott specifically wrote Ender's Game to a youth audience, or if it got colored as a book for teens due to the age of the protagonist. Often, it reads like a young adult title. There are some real tough ethical issues that present themselves, but even if they do not interest the reader, the story moves forward in a convincing way. The book works as an apparent reading, and as something heftier. In the future, aliens threaten the Earth, and though the earth won the round, it was not a quite reassuring victory. The military equipment is hard at work, trying to work out how to formulate the victory stable, how to protect the earth from the inevitable second round. In doing this, they turn to children. Their goal is to find children with the correct temperament and sufficient aptitude that they can be shaped into soldiers in a defense force that can win resolutely. Contrast to his siblings, who are

Life of Pi and Religion Essay Example for Free

Life of Pi and Religion Essay The Grapes of Wrath has many Religious parallels to the bible. The characters are paralleled with people from the bible, some easily recognizable. Also the Grapes of Wrath is during the Great Depression which can be an allusion to the horrible treatments and suffering times the Israelist people had to deal with reflects to this time period. The plot of John Steinbeck’s novel, The Grapes of Wrath, can easily be related to many biblical references as well as it could be applied to the daily struggles of the lives of Christians. Two particular portions of this novel stick out more than any other. Those are the characters of Jim Casey and Pa Joad. Jim Casey reminds me of Moses from the bible because in the bible Moses lead thousands of people out of harsh treatments and slavery and led them to the promises land Canon. Where Steinbeck could be referring the Joad family as the people who followed Moses and Jim is viewed as Moses who tries and lead them to a safe place where they won’t suffer anymore. Throughout The Grapes of Wrath, religious symbols crop up, explaining the significance of the section. One use of symbolism is that when on the road to California, Tom runs in to a snake. Already used in the novel is the fact that to the Joads, California represents a place of great wealth, freedom, and prosperity. It is a Garden of Eden, so to speak. The Garden of Eden had a serpent who brought the Wrath of God upon Adam and Eve. The serpent gave them with the forbidden fruit. California is forbidden to outsiders and migrants. No Okies allowed. The snake represents the Eden Serpent and its betrayal to Adam and Eve. California will betray the Joads.

A Review of Hunter x Hunter

A Review of Hunter x Hunter Hunter x Hunter Review Name:Hunter x Hunter (2011) Author:Togashi Yoshihiro Episodes:1-Ongoing Runtime:2011-present GenreAction: Adventure, Fantasy Critics Description Togashi Yoshihiro is a well known mangaka responsible for Yu Yu Hakusho, one of the best anime of the mid 90-s often compared to Dragon Ball Z. While I was young I practically loved that series. Around 2013 I heard of a series named Hunter x Hunter which I had been intentionally avoiding until I discovered that it was written by Togashi Toshihiro. So I paused every anime I kept on my to-watch-list to see through this series hoping for the best. And in around a week I completed watching every episode proceeded to read the manga right away. Cant say I was disappointed. It was amazing. In my opinion Togashi Yoshihiro certainly exceeded my expectations with this. Something about it gave me a nostalgic feeling. So I ended up deciding to write a review on it to share the experience a bit and recommend it to a few extra people. Cause this anime is certainly worth a try! Story Fearsome monstersexotic creatures Vast richesHidden Treasures Evil enclavesunexplored lands The world unknown holds magic And some incredible people ar drawn to that magic They are known as.. Hunters -Intro of Hunter x Hunter 12 years prior to the story, one of the greatest Hunters in the world, Ging Freecss, left his infant child, Gon Freecss, to the care of his little sister, Mito. Mito, raised Gon as her own but her hatred for her brother caused her to tell Gon that his parents died. Gon lived in Whale Island an island filled with forests and mountains so he grew up around nature and often explored into the forest. One Day, Gon learned that his father was alive. So he decided to become a hunter and find his father. But being a Hunter wouldnt be easy. To be a Hunter one must participate in the Hunter exam, a very difficult exam that can only be passed by the elites of humanity. Through the exam Gon makes new friends and foes as he continues his journey to find his father and become the Best Hunter in the world! My take on the story The main plot, which focuses on Gons search for his father, isnt very original. Along with that the first few episodes werent all that interesting as well. It has a slow buil d up. But thats all the flaws I can point out. Nothing more. The story of every arc up to date have been absolutely amazing. Some better than others. The latest arc of the Anime easily dropped into one of my favorite arcs in all of anime and believe me I have watched plenty. So its safe to say that the story is very good. 8.4/10 Animation The animation is very bright and colorful which makes it seam cheery at times but it does not fail to get dark when the time calls for it. The characters were done well and the special effects were done. But it doesnt really stand out of the standard animation design so there isnt much that can be said about it. But I can safely say that its not very bad rather its pretty good. Well I for one liked it. Thats for sure. It isnt the type of animation that can turn people down so the animation isnt worth much to worry about. Its on the better side of average thats for sure. 8/10 Soundtrack I really like orchestral sound tracks and of course HxH delivers. The adventure-ish sound track fits perfectly into the series. Each character has different themes to go with their character, and the music doesnt do any less then fit the situation perfectly. The intro Departure can leave a very nostalgic feel to anybody who watched old animes like Dragon Ball. Another thing it does is get you pumped, The OST, boys, be courageous is a perfect example. Also there is Legend of The Martial Artist that emits the feel of an awesome event coming up. And my personal favorite is Riot. The timing of this song on the Phantom troupe arc was beyond brilliant. The hopeless, fearsome and yet the reason behind the song was kind of sad and the quotation said along it made it a truly memorable scene. Reason is a stand alone piece based on the friendship of Gon and Killua which was absolutely wonderful. These help this anime truly become an amazing experience. 9.3/10 Characters Hunter x Hunter mainly focuses on four main characters. Gon, Killua, Kurapika and Leorio. Each character has their own purpose and goal. A bond between you and the characters can grow rather quickly and you can feel their sorrow. So here is a listing of the four main characters and there respective theme songs and backgrounds. Gon Freecss Gon Freecss is a 12-13 year old boy determined to find his father. His father was one of the best Hunters in existence. Gon wants to know why his father chose his profession as a Hunter rather then raising him. So he departs his peaceful island to become a pro hunter and find his father. Gon is simple-minded, tenacious, innocent and kind. He isnt very good with math though and isnt very bright. His theme is The world of Adventurers. It keeps his character down as a determined yet childish. He might be the typical Shonen main character but something about this guy really draws me out. His happy go lucky character, his innocent point of vie w and even his sort of childish manner. A lot of things about this guy that can attach you with this guy even to the point on sharing his hopes and dreams. Leorio Paladiknight Leorio comes of as a selfish guy who believes anything can be done through money. And so to earn vast riches he decided to become a hunter. Though Leorio aims to use the advantages of becoming a Hunter to follow his true dream beyond earning simply money. He is a hardy character who does not like to be disrespected and doesnt like it when people dont take him seriously. His theme is cheeky and stylish and jazzy which suits his character. Leorio is a good guy, although hes my least favorite of the four He is quite knowledgeable in his field but lacks an overall appearance compared to the other characters in my opinion. Though this guys jazzy theme does have a nice ring to it thats for sure. Kurapika Kurata Kurapika is the last decedent of the Kurata clan. He was the sole survivor when his clan was killed by the Phantom Troupe, a powerful group of bandits. He seeks to crumble the Troupe and retrieve the scarlet eyes of the Kurata clan and restore their honor. Kurapikka is calm and diligent. He dislikes to put others in danger and always thinks things through. His theme matches his will to redeem his clan and also his strategic thinking. I really like this character. His goal to seek vengeance might be cliche, but unlike many characters he goes out and does wha ever he can as early as he can to do whatever he can to seek vengeance. Might be cliched yes but I like him. Killua Zoldyk Killua is an assassin from the Zoldyk family. Tired of killing he decided to run away from home (stabbing his mother in progress) and become a hunter. He is skilled and powerful as everyone in the family are born to be the perfect assassins. cool, calm and collected Killua was born to kill as his name suggests. He often puts survival above anything else and knows when to run away. His theme music bring out his sa distic and scary side. This kid is not to be messed with! Killua is my favorite character of this series for his friendship with Gon and how their relationship and trust grows together. He wants to protect his friends to the point of forgetting what he trained from his birth Aside from that I like his character design too. He really is a cool character. Overall Overall I love this anime. Being a remake of a 90-s anime it still feels like an old anime with one solid opening and multiple changing endings. The series is wonderful but its not really meant for action oriented anime viewers as it puts stratagy before anything else. Since Im not that type I fairly enjoyed this series. Overall this anime had a huge impact on me, and also gave of a lot of nostalgia. My overall rating might be biased cause I was a huge fan of animes which shares similar elements. But thats just simply my opinion. But I hope that by reading this review you have decided to at least check it out yourself. Thanks for reading. I gave this 9.1/10

Disruptive Behavior in Classroom

Disruptive Behavior in Classroom According to Utley (2002), the statistics of violence and discipline problems in public school showed that aggressive and violent behaviors are increasing among children and youth in schools and that school discipline is critical to the prevention of student behavior problems. Leaders of educational organizations are attempting to solve the problems through research and then implementing various solutions. Disruptive behaviors are occurring more frequently in educational facilities. Disruptive behaviors interrupt classroom instruction which in turn has a significant negative impact on all students. Students with behavioral problems may strain even the most competent classroom teacher. More children from troubled homes are bringing well-developed patterns of antisocial behavior to school. Their disruptive, aggressive, and defiant behavior (a) wastes teaching time, (b) disrupts the learning process of other students, and (c) threatens the safety of others (Walker, Ramsey, Gresham, 20 03). Knowing that students perform better in classrooms that are safe, secure, and orderly is one of the most important concepts teachers learn and strive to maintain Need to add references (Christensen, Marchant, Young, 2004; Horner, Sugai, Lewis-Palmer, Todd, 2001; Utley,Kozleski, Smith, Draper, 2002). However, general education classroom teacher surveys routinely identify discipline as one of the topics considered most important or in need of improvement (Witt, VanDerHeyden Gilberston, 2004). A study indicated that general education teachers reported on average, one in five of their students exhibited disruptive behaviors and one in twenty exhibited aggressive behaviors to the point intervention was necessary (Myers Holland, 2000). Those that are significantly at-risk for school failure are children who exhibit behavior problems at an early age. Disruptive behavior is a student-initiated act that ranges from tardiness to violence. It may consist of behavior that is disrespectful, offensive, or threatening and may present itself physically, verbally, or psychologically. It has a negative impact in any learning environment and interferes with the learning activities of the perpetrator and other students. It must be kept in mind that all disruptions, regardless of perceived seriousness, detract from academic learning time. Even small, annoying problems such as tardiness can create a serious problem for educators and fellow students and must be dealt with promptly (DeFrance, 1997). Numerous labels exist when describing types of behavior children exhibit such as violent, aggressive, oppositional, challenging and disruptive. According to Kaiser and Rasminsky (2003), psychologists often define aggression as behavior that is aimed at harming or injuring others. Each of these behaviors, impact the student, teacher and classroom envi ronment. There are numerous reasons for the negative behaviors that more and more students are exhibiting (Greene, 2001). According to Adelman and Taylor (2002), between 12-22 percent of all children in schools suffer from mental, emotional, or behavioral disorders. Many of these students do not respond to behavior strategies and expectations that work with the other students. Hardman (2003) stated that for most secondary school teachers, maintaining classroom discipline is a daily concern that can be rewarding and also a source of frustration. On a regular basis, teachers and staff members are affected by the extreme challenges that these students create. These extreme challenges include continuously talking out of turn, inattentiveness, fidgety, acts of defiance, noncompliance, and belligerence (Boynton Boynton, 2005). The Association of School Counselors reports that 18% of students have special needs and require extraordinary interventions and treatments that go beyond the typical resou rces available to the classroom (Dunn Baker, 2002). Although classroom teachers may not be in a position to directly service students with these types of needs, teachers must be well-equipped to meet the needs of all students. A number of factors can influence students classroom behaviors, and teachers have to be prepared with methods and models to manage the classroom successfully to ensure an environment conducive to learning. Educators continue to rely on traditional discipline practices that generally involve punishment, especially for the most challenging behaviors. The assumption is that punishment-based discipline implemented in response to rule violations will deter future occurrences and somehow teach and promote more pro-social skills (Sugai Homer, 2002). The zero tolerance approach to discipline has proven ineffective in reducing problem behavior (Skiba, 2002). Zero tolerance policies began being adopted in reaction to an increase in violence in schools as well as society. Schools are in charge of educating students; however, they are constantly suspending students for minor infractions (Cox, 2009). It was reported in 2008 in USA Today, that tens of thousands of students are suspended each year from Maryland schools for minor infractions under the zero tolerance policy. Nine percent of students were suspended with the higher rate being African Americans, special education and boys. There is increased interest in programs designed to decrease problem behavior and behavioral referrals (Tidewell et al., 2003). The Classroom Management Checklists (appendices A, B, C) provides teachers with descriptions of effective models and methods in which teachers can utilize and monitor in their classroom daily. Although the importance of classroom management is widely recognized in research, its definition is elusive (Marzano, 2003). Marzano (2003) defined classroom management as the following: Classroom management is the confluence of teacher actions in four distinct areas: (1) establishing and enforcing rules and procedures, (2) carrying out disciplinary actions, (3) maintaining effective teacher and student relationships, and (4) maintaining an appropriate mental set for management. Only when effective practices in these four areas are employed and working in concert is a classroom effectively managed. (p.18) One analysis of five decades of research on classroom management reviewed some 228 variables influencing student achievement. Nothing, it found, affected student achievement more than skillful classroom management (NEA Today, 2004). In addition, research has shown us that teachers actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement (Marzano, Marzano, Pickering, 2003). Unfortunately, the implementation of positive and proactive behavioral approaches in our public schools is rare (Snell, 2005). Instead schools often rely on less effective reactive and exclusionary approaches that hinder students educational progress (Christle, Jolivette, Nelson, 2007). END OF INTRODUCTION School discipline has always been perceived as essential for the proper functioning of a public school. Expectations are clear that discipline is necessary for students to learn and that educators are expected to establish and maintain well disciplined schools (Covin, 2007). All stakeholders historically have taken pride in maintaining well disciplined schools. The following highlighted are comes from resource saved as disst Resource 2.8.10 According to Sugai (2007), schools are complex environments where skills, knowledge, and practices of a culture are taught, shaped, encouraged, and transmitted. Educators are challenged to provide effective and explicit instruction that maximizes students knowledge of concepts and skills. In the educational environment, students are challenged to remain focused, responsive, and engaged to benefit from instruction. These goals are enriched and complicated by students with diverse learning styles, unique strengths and weaknesses, and defining cultural influences. Additionally, schools, students, and families must adapt to maximize benefits from the school experience. Nevertheless, there continues to be a growing concern about the number of disruptive behaviors and lack of discipline in the educational facility (Covin, 2007). These disruptive behaviors make it more challenging for educators to accomplish goals. Luiselli, Putnam, Handler, and Feinberg (2005) stated, Many students attending public schools exhibit discipline problems such as disruptive classroom behaviors, vandalism, bullying, and violence. . . Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment (p. 183). According to McAdams and Lambie (2003), public schools are facing increasing challenges with regards to the rise in disruptive behaviors amongst children. Curwin and Mendler (1999), includes unclear limits, student boredom, sense of failure and attacks on student dignity, lack of acceptable outlets for feelings and a sense of powerlessness as basic causes of discipline issues. Students at the elementary level are becoming more violent. They are kicking, biting, scratching, and hitting both their classmates and teachers (Toppo, 2003). Many educators are extremely concerned about the danger and disorder in school environments. Unbelievable scenarios of violence in schools have made teachers, administrators, parents, and children aware that violence can happen anywhere in the United States. However, compared to other settings in terms of physically safety, most schools are safe environments (Dwyer, Osher, Hoffman, 2000). Approximately, 3% of teachers and students in urban schools and between 1% and 2% of teachers and students in rural schools are attacked physically or robbed each month (Cotton, 2007). These types of extreme disruptive behaviors in a school setting are an ever-increasing concern (Eber, Sugai, Smith, Scott, 2002). Elementary school principals say theyre seeing more violence and aggression amongst their youngest students, than ever. In Philadelphia, 22 kindergarteners were suspended in the first part of the year (Toppo, 2003). Violence in schools is an urgent problem. In school settings, it is an extension of the violence that occurs among children in communities throughout our Nation. The effects of school violence take a toll on the education of the poor and minorities. On reviewing research on youth violence, some of the risk factors within the school setting were; negative peer influences, low commitment to school, academic failure, and certain school environments/practices, such as undisciplined classes, and lax enforcement of school rules (Rosenberg, 1999). Prior to age 13, children who exhibit violent behaviors are confirmed to be on a path of criminal tendencies and escalating violence throughout childhood (U.S. Surgeon General, 2001, chap.1). It is easier to recognize behaviors, that suggest a child is troubled than to predict that the childs behavior will lead to violence. Theres no single sign or early warning signs that can accurately predict whether a child will be violent or not (Dwyer, Osher, Hoffman, 2000). There are identifiable risk factors in individuals that increase the likelihood for developing problem behavior. Risk factors include poor anger management skills and lack of academic interest (Hunt, Meyers, Davies, Meyers, Grogg, Neel, 2002). Other identifiable risk factors include disruptive classroom behavior, defiance of adults, and poor school readiness (Walker, H., Severson, H., Feil, E., Stiller, B. Golly, A., 1998). According to Porter (2009), some reasons for student discipline problems are boredom, powerlessne ss, unclear limits, lack of acceptable outlets for feelings and attacks on diginity. School violence affects all of society and interferes with the learning process (Taub, 2002). In a Greensboro elementary school, parents are concerned that well-behaved students are having difficult times learning because of the continuous outburst and violent acts in the classroom (Benscoter, 2007). Some students who exhibit aggressive reactions often overreact to even small incidences and have a limited threshold for frustration (McAdams Lambie, 2003). If any of these negative reactions or incidences is repeated over a period of time towards others, it is considered bullying. Bullying behaviors can include physical, verbal, sexual or social ostracism (Boynton Boynton, 2005). Students who exhibit these behaviors are often viewed by educators and parents as unpredictable (McAdams Lambie, 2003). Statistically, children who engage in bullying behavior are more likely to commit crimes as adults (Taub, 2002). There are studies that show that bullies are five times as likely to have serious criminal records by 30 years of age (Boynton Boynton, 2005). If youth violence is not averted, it will be costly to society (Connor, 2002). The longer a child continues to use aggressive behavior, the more difficult it becomes to change his direction (Kaiser Rasminsky, 2003). Although isolated instances of violence (e.g., school shootings) contribute to this perception, people are most concerned with the lack of discipline and control in schools (Rose Gallup, 2005). School administrators, parents, community members and policy makers all recognize that the safety of public schools is of the utmost importance (Barnoski, 2001; Snell, 2005). The Juvenile Offenders and Victims: National Report (Synder Sickmund, 2006) describes continuing concerns with violence in schools; even though, there has been some increase in public school safety. The survey reports that there are less severe forms of school violence that is problematic. In a survey conducted in Washington State, teachers indicated that decreasing disruptive behavior was one of the top three priorities at their schools (Barnoski, 2001). Disruptive behaviors were noted as having a significantly negative effect on students learning ability. Some of those behaviors are considered of low-severity. Those behaviors may include noncompliance, classroom disruptions, teasing, theft bullying. Of these behaviors, bullying is the most prevalent (Whitted Dupper, 2005). According to Bowman (2001), 30% o f students reported being bullied, bullying others, or both, in grades 6-10. According to Snell (2005), 29% of schools reported bullying to be a serious problem. Approximately one third of students reported being involved in fights, being victimized by theft, or vandalized while at school (Synder Sickmund, 2006). These disruptive behaviors negatively affect student learning (Barnoski, 2001). As a result, schools establish policies that try to increase discipline and control, often by adopting get tough practices. When the initial policies prove ineffective, schools often respond by getting tougher. That is, they invest in other security and punitive measures that actually have little impact on student behavior (Skiba Peterson, 2000). As administrators seek ways to address behavior problems in their schools, the norm is to be a reactionary approach rather than a proactive approach (Tidewell, Flannery Lewis-Palmer, 2003). The methods used are often a get tough approach to problem behaviors rather than efforts grounded in experimental research (Muscott, Mann, Benjamin, Gately, 2004; Sugai Homer, 2006). Researchers have found that general approaches to disruptive behaviors are often successful and may actually exacerbate these behaviors (Tidwell, et al.). Common solutions to continuous discipline problems such as suspending and expelling students from school do not solve the problem (Muscott, et al.). As previously mentioned, schools are meant to be places that provide students with a safe, secure, and orderly environment. However, school professionals have recently seen as an increase in violent behaviors that have taken place in a setting that was once considered safe (Metzler, Biglan Rusby, 2001). Although behavior issues in the school setting are not a new problem, there has been a plea for more effective discipline procedures especially in the face of recent school violence (Muscott, et al, 2004.). The reform and accountability of schools has added new demands for restructuring systems of discipline as well as restructuring the school day (Frey, Lingo, Nelson, 2008). According to Metzler, et al (2001), the search for plans and procedures to impact increasing behavior problems is not just an issue of safety but is also associated with other issues including school failure and delinquent behavior. In the need to increase student achievement, many administrators, educators, and counselors are spending much of their time and effort addressing students negative or problem behaviors (George, Harrower, Knoster, 2003). A variety of models and approaches have been used in an attempt to decrease discipline referrals due to the complex problems created by students disruptive behavior. The decrease of problem behaviors allows the students quality of life in other areas to increase (Hendley Lock, 2007). Effective behavioral models have included a variety of strategies structured in multilevel process (Muscott, et al., 2004); however, in the last 25 years, many schools have adopted more punitive approaches to violence prevention in public schools. These include the use of metal detectors, video surveillance, searches and zero-tolerance policies (Van Acker, 2007). All 50 states have enacted zero-tolerance legislation that requires suspension or explosion and provides for no administrator discretion in determining appropriate punishment for certain types of infractions (Yell Rozanski, 2000). In some cases students are referred to law enforcement agencies for infractions. These methods are not effective at preventing or reducing disruptive behavior; however, they are associated with student dropouts (Wald Losen, 2003; Yell Rozanski, 2000). The Federal Government included in its Goals 2000: Educate America Act, that by the year 2000, every school will offer a disciplined environment conducive to learning (Marzano, 2003). Teachers have been receiving additional training on how to handle classroom misbehavior (Tuleya, 2002). Having a solid tool (behavior plan) and continuous staff training will be key in averting negative behaviors. Providing these students with the tools to monitor their own feelings may assist in halting some of the explosions before they occur (Smallwood, 2003). According to Gartrell (2004), in appropriate teaching practices, teachers facilitate the development of self-control, social skills, and self-regulation in children by using positive guidance techniques. These activities include modeling and encouraging expected behavior, redirecting children to more acceptable activities, setting clear limits, and intervening to enforce consequences for unacceptable, harmful behavior. In appropriate teaching practices, teachers expectations respect childrens developing capabilities and teachers are patient, realizing that not every minor infraction deserves a response. When dealing with students exhibiting reactive aggressive behavior, adults must be cognizant of the following: relationship building, stimulus control, cognitive restructures, self-control training, and social skill training (McAdams and Lambie, 2003, p. 129) Conroy and Davis (2000) discuss the importance of taking a proactive stance when dealing with inappropriate behaviors. Leadership plays an important role in dealing with students exhibiting explosive behaviors. To increase the likelihood of success, a learning environment has to be created that promotes positive interactions and focuses on teaching the skills necessary to prevent outburst. According to Smallwood (2003), one will significantly increase effectiveness if comprehensive prevention strategies are put in place. An intervention process that emphasizes problem solving, not punishment, and facilitates collaboration between all stakeholders will also increase the likelihood of success. Smallwood (2005) provides the following strategies for averting and/or solving issues. Have teachers introduce expectations at the beginning of the year and regularly incorporate opportunities for learning coping skills into the school day. Give students praise when you see them make a good choice. Model the skills you want the students to learn. Provide teachers and support staff, cafeteria monitors and bus drivers with training. Develop a problem solving team approach with the staff. Designate an office or special place as a time out room for students who need to regain self control. Students should know where the room is and what adult(s) will be there to help them. This is often the counselors office or the administrators office. Build trust with students by being accessible and encouraging. Many teachers turn to the Special Education department because chances are the student will be identified as a Special Needs student and will receive specific services. A specific plan and strategies are developed to help the staff work together for the students benefit (Boynton Boynton, 2005). Prevention and early intervention are key in the process of reducing and ultimately eliminating many of the issues that continually require the attention of the classroom teacher and those that prevent the occurrence of academic and social skills instruction. Early intervention for school violence is favorable because the behaviors are found to increase over time (Stormont, 2002). However, for early intervention to have an impact, we have to provide the at-risk children with environments that both directly teach and actively support adaptive behaviors. Its not the children that we should focus on modifying; it is the environment that needs modification. Effective intervention takes into account child characteristics as well as the characteristics and cultural expectations of the setting in which they live and learn (Hester, Baltodano, Hendrickson, Tonelson, Conroy, Gable, 2004). According to Elliott (2003), many of the school programs geared towards preventing these type behaviors have not been thoroughly evaluated or have been evaluated and found to be ineffective. Less attention has been devoted to assessing social validity of primary prevention efforts such as school-wide positive support plans (Lane, Kalberg, Edwards, 2008). As a result, a review of primary prevention program with a behavioral component was conducted on the elementary level. This review suggested that approximate one-third of the school-wide primary prevention efforts mentioned and reported social validity. Social validity had been assessed using surveys wit h unknown psychometric qualities which makes it unreliable (Lane, Kalberg, Bruhn, Driscoll, Wehby Elliott, 2009). END OF EXAMPLES OF NEGATIVE BEHAVIORS What does the literature indicate as the key elements to include in a successful discipline plan to affect student behavior and achievement? Discipline in the 21st century should be proactive. This type of discipline should not be focused on one punishing behavior. The focus should be prevention of conflicts and disruptions. Students have to be taught responsibility, self-management, problem solving, and decision-making. External control and compliance are not congruent with the 21st century values. Self-control should be the goal of discipline for todays student (McLeod, Fisher Hoover, 2003). According to Hester, et al (2004), to ensure system-wide intervention, changing the structure and culture of the school, the classroom and curriculum of daily instruction in ways that teach, reinforce, and otherwise strengthen appropriate student behavior is necessary. A system-wide change requires that teachers establish nurturing classroom environments that are conducive to learning. The following highlighted are comes from resource saved as disst Resource 2.8.10 In order for schools to achieve effective and explicit instruction that maximizes students knowledge of concepts, skills, and information and ensure students are challenged to remain focused, responsive, and engaged, the following must take place: increase instructional accountability and justification improve the alignment between assessment information and intervention development enhance use of limited resources and time make decisions with accurate and relevant information initiate important instructional decisions earlier and in a more timely manner engage in regular and comprehensive screening for successful and at-risk learners provide effective and relevant support for students who do not respond to core curricula enhance fidelity of instructional implementation (Sugai, 2007). Accomplishing that goal requires integrating social behavioral and academic aspects of group-individual instruction. A successful educational environment is punctuated by clear expectations, high rates of engagement and academic success, high rates of student and teacher praise statements, acknowledgements of appropriate behavior (e.g., verbal and nonverbal positive feedback) and direct systematic instruction that included modeling and role playing activities to replace behavior that disrupts classroom instruction (Hester, et al, 2004). It is evident even in schools, where the most serious offenses have occurred, that there is lack of a proactive plan. A review of information regarding school discipline procedures revealed that of 25 schools, only 2 had a comprehensive and proactive approach to managing student behavior after shooting incidents. The remaining 23 schools had adopted reactive and punitive approaches (Gagnon, Rockwell, Scott, 2008). Schools need something more than a r eactive approach to behavior management (Crone Horner, 2003). The capacity to identify, adopt, and sustain systems that are effective and efficient in meeting the needs of students is what many schools lack. The research showed that, without a successful plan to handle these disruptive behaviors of children, the learning of all children within the environment can be negatively affected. Others affected by these significant disruptive behaviors are school personnel, families and community (Sugai et al., 2000). Thats why its important to have a school-wide, positive, behavior support program. Six thousand schools in 37 states use Positive Behavior Support (PBS) (Danielson, Cobb, Sanchez, Horner, 2007). In Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS, Scott Barrett (2004) describe positive behavior support as the application of positive behavioral interventions and systems to achieve social change. Walker, Cheney, Stage and Blum (2005) describe PBS as a 3-tiered model for early intervention with students to prevent school failure due to behavioral difficulties. According to George, et al. (2003), the focal point of PBS is problem behavior prevention using a 3-tiered approach that includes primary, secondary and tertiary prevention. Tier 1 aims at school-wide prevention by setting behavioral expectations, teaching students and reinforcing expectation. Tier 2 is for those students who did not respond favorably to Tier 1 and are at risk of social and behavioral problems. Tier 3 is for extreme nonresponders who continue to struggle. These students require individual interventions (Gagnon, Rockwell, Scott, 2008). The Office of Special Education Programs (2004) recommends that the PBS team include an administrator, teachers from each grade level, support staff and parents. They are responsible for developing school-wide behavioral expectations and plans for teaching and reinforcing appropriate behavior. The PBS team is also instrumental in problem solving and data-based decision making. The teams critical role is to ensure that the program is being implemented and any new information is being delivered to the staff (Netzel Eber, 2003). PBS professional development will help the staff understand the program; therefore, commitment and support will arise. This professional development should take place before staff begins planning (Luiselli et al., 2005; Metzler et al., 2001; Netzel Eber, 2003; Oswald et al., 2005; Scott, 2001). Brainstorming activities such as setting behavioral expectations and planning teaching and reinforcement activities is an approach that helps engage the staff (Oswald et al., 2005; Scott, 2001; Turnball et al., 2002). To increase the likelihood of the plan being followed, ensure that the PBS action plan is one thats agreeable to the staff. Program implementation can be promoted by reinforcement of staff for helping to implement the action plan (Netzel Eber, 2003). According to Scott (2001), in order to be effective, all school personnel must be committed to the program. The effectiveness of PBS has been the focus of research. Evidence shows that PBS is an effective approach to student behavior in regular public schools (Sugai Horner, 2005). Cohn (2001) believed that PBS is an empirically validated, function-based approach to eliminate challenging behaviors and replace them with prosocial skills. The use of PBS decreases the need for more intrusive or aversive intervention (i.e., punishment or suspension) and can lead to both systematic as well as individualized change. According to Hendley and Lock (2007), when schools properly and effectively implement PBS, students benefit by improved academic achievement and increased appropriate behaviors. Horner, Sugai, and Todd (2001) indicated that office referrals for discipline decrease on average 40-60% when schools implement PBS effectively. Students with behavioral concerns receive increased positive support through behavior interventions that focus on the teaching and reinforcement of appropriate behaviors and social skills development and result in the prevention of behaviors of concern. Numerous studies of office discipline referrals and suspension data indicate that PBS is effective in reducing behavior problems (Kartub et al., 2000; Metzler, Biglan, Rusby, Sprague, 2001; Oswald et al., 2005; Scott, 2001; Turnball et al., 2002). These studies also show that PBS reduces the number of students with repeated behavioral incidences not just those with behavioral problems. Scott and Barrett (2004) studied the impact of reduced disciplinary problems on instructional time and found that following PBS implementation, students experienced many hours of instruction. This is a result of less student time spent in exclusionary punishment and less instructional time was spent on behavioral concerns. Horner et al. (2001) stated that the framework of PBS The following is from resource marked red star dated 1/20/10 pg1 Progress has been made in understanding and developing solutions for disruptive behaviors (Burns, 2002). Teaching experience has been found to be helpful, but not always necessary, when relating to teachers and fostering positive school environments (Smith, Crutchfield, Culbreth, 2001). Recognizing the seriousness of behavior in a classroom is an essential part of teaching. Teacher preparation programs should understand the problems confronting teachers with regard

Children of the Mission :: Babysitting Descriptive Personal Narrative Essays

Children of the Mission A few teenagers are sitting on the ground under a network of slides. There are a few younger children there with them, doing the various things children do at five years old. The mottled sunlight creates exotic patterns across the faces of those under the network of slides, and it plays with the features of the smaller children on their laps. A slight breeze picks up every now and then, but for the first time in a week it's a warm breeze that brings cheer, rather than rain. One toddler finds the camera stowed under a teenager's knee. This is an object of mystery. Another child grabs the hand of an older girl, showing her the round, convex mirror in the shade that shows a distorted image of the entire playground. For some reason, that mirror is the principal image I remember from our day of babysitting. It measured about two feet in diameter, and in its metallic reflection, every one appeared as a colorful blob, or, if a person was lucky, he had eyes and a wide-open mouth. Everything looked backwards and uniform in that mirror, and it fascinated me. The irony in my attraction to it is that just as when I looked into the mirror, when I looked at the playground around me that afternoon, I was blind to what was actually there. The sun, the breeze, and the delightful children all combined in my perception to look like something I thought I knew. It is only now, three and a half months later, that I realize I was not able to comprehend much of anything I saw that day. Our rooftop daycare is located about a half mile from the intersection of Wilson and Wilson in Uptown Chicago. It occupies the roof of the Uptown Mission and Homeless Shelter. The Shelter crouches on a wide, deceptively clean street where the shadows have eyes and the sharp stench of urine permeates the air. Last summer, our youth group came here as missionaries to try to "help" the homeless people. On this particular sunny afternoon, we were to baby-sit their children. However, since there were more babysitters than children, I wonder how effective our effort actually was. As I sat watching the kids run in and out, my mind flooded with memories of my own childhood. I noticed that despite the difference between the adults who'd grown up in upper-middle-class Topeka and those who were homeless in Chicago, there existed many similar characteristics between the children in both conditions.

Recruitment and Selection in Business :: Papers

Recruitment and Selection in Business Organisations are always needed to recruit new staff every so often. There are many reasons behind this: * If the business has grown, more staff are needed to carry out existing jobs and new posts. * If any existing staff have left by retirement, dismissal and other reasons, these vacancies need to be filled. * Internal promotion offers the existing employees more goals to set. If they take this up, a new member of staff must replace their previous position. In order to perform successfully and remain competitive, a business must have a good recruitment and selection team within their human resource function. Recruitment must be a success by ensuring that they attract the best candidate for to fill the job vacancy. Selection processes are carefully devised and carried out on the possible candidates to help the organisation choose the best person possible to do the job. The Recruitment and Selection Process ===================================== Job Analysis [IMAGE] Job Description [IMAGE] Person Specification [IMAGE] Recruitment [IMAGE] Selection [IMAGE] Appointment/ Interview [IMAGE] Induction Job Analysis ------------ A job analysis is carried out to try and make the position available attractive to the right candidate straight away. In order to attract the ideal candidate, the Human Resources Department must state exactly what they want and be very clear about it. A job analysis must include exact information about: * What the job will involve doing. * What qualities are required to do the job, qualifications and personal attributes. * Wages * Hours Job Description --------------- A job description s designed to outline basic information about the job itself and the role of the employee for that job.

A Paddle in the River - Original Writing Essay -- Papers

A Paddle in the River - Original Writing Admittedly I was not expecting a stroll along picturesque canyon scenery when the activity of gorge walking was announced, despite the region's hilly nature, but neither had the prospect of preparing for full blown assault down a river in its upper course occurred to me. Snowdonia is abundant with water of all descriptions, from the mists that drift across the mountain tops, to the waterfalls and rivers that forge their way towards the coast. It is safe to declare that not one part of this activity included walking; wading, staggering, stumbling, even plummeting maybe, but definitely not walking. From the moment the coach set off from base camp, and parked on a dusty cobbled road, I was awaiting the activity with anticipation. Then, to my shock, following the inquisitive cries from surrounding pupils, the instructor bluntly likened the activity to a, 'dip in a pond'. A wetsuit has always been an item of clothing designed for reassurance. Whether it be surfing in the Pacific, or even paddling off the coast of Scotland, a wetsuit is made to protect you from bitter waters. Strangely however, the suits flung on a trailer which we were told to wriggle ourselves into left me feeling helplessly exposed. The fluorescent orange shoulder patches were in tatters, and the zips on your back jammed and in some cases were non-existent. In tandem with the mild yet prominent sewerage stench, I was beginning to feel uncomfortable. After grabbing a helmet capable of fitting, and struggling to put on a life jacket, we began an ungainly stagger up to the start of our activity. The ascent proved a challenge, the ... ...sed my numb arm and wiped a bead of sweat from my brow, before loosening my collar. Suddenly my life jacket became a worthless chunk of yellow padding. A cheerful Mr Allen below, perching on a boulder, did little to boost my confidence. Hell's demons were playing cunning tricks on my mind: Is the plunge pool deeper enough? Are you certain you will not scrape your back on the side of the rock face? I was superman, as I teetered nervously off the edge and plunged down. All I could see was a blur of rich green leaves, jagged rocks, and finally Mr Allen's freckled face before I was consumed by the effervescent potion. As I plodded slowly back to the coach I had time to reflect. There was no doubt that the activity has been unusual and exhilarating and, after one sniff, I could safely say it had been a, "dip in the pond".

Italy Tax System

Faculty of Business and Management, Brno University of Technology INTERNATIONAL AND EUROPEAN BUSINNES LAW Tax system in Italy 2009/2010 Taxation in Italy The taxation system in Italy is administered by the Agenzia delle Entrate (Revenue Agency) which is the national legal authority for taxation. Taxation of an individual's income in Italy is progressive. In other words, the higher the income, the higher the rate of tax payable. There are reduced rates of tax and tax exemptions available to certain income earners. The liability for Italian income tax depends on where a person is domiciled. A domicile is usually the country we regard as the permanent home and where we live most of the year. A foreigner working in Italy for an Italian company who became resident in Italy and has no income tax liability abroad is considered to have a tax domicile in Italy. A person can be resident in more than one country at any time, but can be domiciled only in one country. The country of domicile is important regarding inheritance tax, as there’s no longer any inheritance tax in Italy. Generally, person is considered to be an Italian resident and liable to Italian tax if any of the following applies: †¢The person has permanent home in Italy; †¢He/She stays at least 183 days in Italy during any calendar year †¢Person carries out paid professional activities or employment in Italy, except when secondary to business activities conducted in another country; †¢The centre of person’s economic interest in in Italy If the person is registered as a resident in a comune, he/ she is liable to pay income tax in Italy. If a person moves to Italy to take up a job or start a business, he/she must register with the local tax authorities soon after the arrival. This is done at a local tax office. An individual is also liable for tax on his income as an employee and on income as a self-employed person. Tax will be payable on income earned in Italy and overseas by an individual who meets the test of a â€Å"permanent resident† of Italy. A foreign resident who is employed in Italy pays tax only on income earned in Italy. It is important to point out as regards taxable income from outside Italy, that a â€Å"tax credit† is granted for tax deducted outside Italy. In the case of income from a salary, the employer is obligated to deduct the amount of tax payable on a monthly basis. A self-employed person must prepay income tax that will be offset on filing an annual return. The advance payment is determined on the basis of the return made for the previous year. In the event of a new business, the advance will be calculated on the basis of estimates made by the owner of the business. The taxation system in Italy is divided into two categories: Direct taxes * IRPEF or IRE: Imposta sui Redditti delle Persone Fisiche ( Personal Income Tax) * IRPEG or IRES: Imposta sur Redditi delle Persone Giuridiche (Corportation Tax on the Income of limited liability and joint-stock companies – SRL or SpA) * IRAP: Imposte Regionale sulle Attivita Produttive (Regional Tax which applies to the value of goods and services) Italy Personal Income Tax rates in year 2009 * 23%0 – 15,000(EUR) * 27%15,001-28,000(EUR) * 38%28,001-55,000(EUR) * 41%55,001-75,000(EUR) 43%75,001 and over (EUR) Capital Gains Tax in Italy For individuals capital gains are generally added to the regular income. †¢The rate of tax payable on capital gains from shareholding is 12. 5% for non-qualifying shareholding of up to 25% in a company. †¢For the purpose of calculating a capital gain, the gain is decreased in line with the rate of increase in inflation, from the date of purchase to the da te of sale. In regard to capital gains in a corporation, identical relief is allowed at the rate of increase in the Index. †¢Companies pay 27. 5% tax on capital gains. In sale of participation, 95% is tax exempt, subject to certain conditions. Italy Reporting Dates and Payment The tax year in Italy ends on December 31st. Advance payments of tax are made on the following basis. †¢ An Individual – An individual whose only income is from a salary is not obligated to file an annual tax return. His employer deducts tax from the employee and transfers the payment immediately to the tax authorities on a monthly basis. †¢ A Self-Employed Individual is obliged to pay 100% of the tax forecast for a year, or an amount that is the equivalent of 98% of the tax paid in the previous year. The pre-payment is made in two installments. 40% of the total is paid by June 20th and the remaining 60% is paid on November 30. The date for filing an annual return for an individual is July 31. Fines are imposed for arrears in filing an annual return at the rate of 120% – 240% of the tax, depending on the length of time that the return is in arrears. †¢ A Limited Company – A limited company is obligated to submit Financial Statements within 30 days of the date of approval of the Statements. Up until the date of approval of the Statements, the Company is obligated to pay the amount of tax due for the previous year as well as 40% of the advance on account of the tax forecast for the current year. Italy Deduction of Tax at Source Italy Taxation of Employees As regards employed persons, the employer is obligated to deduct tax at source from an employee and to make additional contributions to social security. Italy Social Security †¢An employed person – th e employer's contribution is around 30% of the salary and the employee's contribution is around 10% of the salary. A self-employed person – the rate of payment is between 17%-25. 7% with an upper limit that changes from year to year. Indirect taxes * IVA (VAT) * Imposta di Registro (Registration Tax) * Imposte Ipotecarie e Catastali (Mortgage and Land Registration) * Imposta di Bollo (Revenue Stamps) * Accise o Imposte di Fabbricazione e consumo (Inland Duties) IVA (VAT) * Standard Rate 20% (since Oct 1997) Reduced Rate 10% Italy VAT Recovery Time: 18 months Italy VAT Registration Threshold Non-Resident: Nil Inheritance Tax ; Gift Tax There is no longer any tax on inherited property, regardless of its value and the relationship between the deceased and the heirs. On immovable property and real property rights, the catastral tax (imposta catastale) and land registry tax (imposta ipotecaria) must be paid at the rates of one percent and two percent, respectively, of the cadastral value of the property or the real property rights included in the inheritance. If one of the beneficiaries satisfies the conditions for the main or only residence (prima casa), the cadastral and land registry taxes due on an inheritance or a gift are a fixed amount of â‚ ¬168 each. In relation to gifts, the rules vary depending on the degree of kinship and the value of the gift. There are no taxes payable on gifts in favour of a spouse, descendants or other relatives up to the fourth degree. Gifts in favour of persons other than those mentioned above are subject to taxes on the transfer if the value of the share due to each beneficiary is greater. Other Taxes There are other taxes payable to central, regional, provincial or local governments. These are usually paid once a year. Bollo Auto (Car Tax), which includes the tax on your car radio and the stamp duty on your Italian driving licence * Bollo Moto (Motorbike Tax) * Bollo Motorino (Scooter Tax) * Canone RAI (TV Tax) * Tassa Rifiuti (Garbage Tax) * Imposta Comunale Sugli Immobili – ICI (Municipal Property Tax) Deductible Burdens and Tax Allowances Tax allowances include the so-called â€Å"no-tax area†, (a deduction of between â‚ ¬3,000 and â‚ ¬7,500 to avoid taxing those on low incomes), as well as allowances for dependant family members (dependant wife and/or children). Some deductible burdens (oneri deducibili) are expenses which can be used to reduce the total income. For example: some types of medical expenses, national insurance contributions, donations to religious institutions, donations to universities, research bodies and associations for the protection of assets of artistic interest, the cadastral income (income deriving from the value of any land owned) of the main residence are considered to be deductible burdens. Some deductible burdens are expenses which can be used to reduce the amount of the gross tax due. Again by way of example: medical expenses, passive interest on mortgages, education expenses, donations to Bodies or Foundations for research, for performing arts, for social purposes, donations to political parties. Each type of expense has its own rules for the deductions. For example: from rental property income a fixed amount of 15 percent of the income is deducted for expenses, while from business and self-employed income the expenses sustained for the carrying out of the activity are deducted. Some unearned incomes are taxed only on 40 percent of the amount. The majority of these burdens are not deductible from the income of non-residents. Other deductions in Italy Deductions must be made from the following payments to nonresidents according to this table: * Dividend27 (1. 375% to EU and EEA residents) * Royalties22. 5% * Interest12. 5 / 27% * Director's Remuneration20% Deduction at source in the case of a dividend, royalties and interest paid to foreign residents is subject to the Double Taxation Prevention Treaty. Double Taxation Treaties Double taxation treaties contain rules that determine in which country an individual is resident. Italian residents are taxed on their world-wide income, subject to certain treaty exceptions. Non-residents are normally taxed only on income arising in Italy. Citizens of most other countries are exempt from paying taxes in their home country when they spend a minimum period abroad, e. g. a year. Double taxation treaties are designed to ensure that income that has already been taxed in one treaty country isn’t taxed again in another treaty country. The treaty establishes a tax credit or exemption on certain kinds of income, either in the country of residence or the country where the income was earned. Where applicable, a double taxation treaty prevails over domestic law. Italy has double taxation treaties with over 60 countries, including all members of the EU, Australia, Canada, China, the Czech Republic, Cyprus, Estonia, Hungary, Iceland India, Israel, Japan, Latvia, Lithuania, Malaysia, Malta, Mexico, New Zealand, Norway, Pakistan, the Philippines, Poland, Romania, RSA, Russia, Singapore, the Slovak Republic, Sri Lanka, Switzerland, Turkey, and the US. Bibliography: SOCR. CZ. Pravidla pro volny pohyb sluzeb a svobodu usazovani v  EU- Italie. [online]. [cit. 2010-04-12]. URL:http://www. ocr. cz/images/prirucka/pdf/it. pdf, cit. 1 BUSINESSINFO:CZ. Italie: Financni a danovy sektor [online]. [cit. 2010 012]. URL:http://www. businessinfo. cz/cz/sti/italie-financni-a-danovy-sektor/5/1000683/ ANGLOINFO. COM. Personal Taxes – Income Tax, Capital Gains & Inheritance Tax – in Italy. [online]. [cit. 2010 012]. URL: http://rome. angloinfo. com/countries/italy/tax. asp CANAD INTERNATIONAL. GC:CA. Income and Other Taxes in Italy. [online]. [cit. 2010 012]. http://www. canadainternational. gc. ca/italy-italie/consular_services_consulaires/tax_italy-italie_taxes. aspx? lang=eng

Econ 7002 Tutorial 1

ECON 7002: Semester 1 2012 Tutorial Topic 1 Tutorial Topic 1 CHAPTER 1 Practise Economics: Question 2: In light of your answer to question 1, provide some explanations for the apparent differences in the relative share of government expenditure in the countries listed in the above table. Governments spend money on social security, health services, infrastructure such as roads, bridges etc, and transfer payments such as unemployment benefits and pensions.The disparity within the table is partially a reflection of the strength of the taxation system (without a strong tax system the government will lack the revenue to cover expenditure on the areas noted above); the need for government to replace private investment expenditure and the position of the government within the economy, that is a â€Å"planned† versus a â€Å"free† economy. In the case of Australia, although it is classified as a mixed economy the relatively high level of government expenditure is accounted for by the strong taxation system and broad base of social security payments.Conceptual Questions: Question 4: What are economic resources? Give some examples of each type of economic resource. Economic resources are also termed â€Å"Factors of Production† and can be divided into Physical and Human Resources that can then be broken down further into:  ¦  ¦  ¦ Land: forests, arable land, minerals and water Labour: physical and mental labour Capital; physical capital such as factories, machinery and infrastructure. Remember MONEY is NOT an economic resource as it does not produce anything.Entrepreneurship: the ability to put the various other resources together in an innovate manner- also a risk bearer  ¦ One of the most important points to remember is that all economic resources are scarce and therefore we need to make choices. Analytical Questions: Question 3: Graph the data in the table. Are there constant or increasing opportunity costs for the production of missiles? There are increasing opportunity costs in the production of missiles because the production of cars falls at a higher rate as larger quantities of missiles are produced. ECON 7002: Semester 1 2012 Tutorial Topic 1 40? Guided? Missiles? (thousands)? 35? 30? 25? 20? 15? 10? 5? 0? 0? 2? 4? 6? Cars? (millions)? P1? P2? P3? 8? 10? 12? Question 7: Suppose improvement occurs in the technology of producing guided missiles but not in producing cars. (a) Draw the new production possibilities curve on the diagram that you created in answering question 3. P1 is the original PPC and P2 represents an improvement in the technology of producing guided missiles but not in the production of cars.The production possibilities curve therefore rotates clockwise with the maximum possible production of cars (8 million) unchanged and an increase in the maximum possible number of missiles produced. (b) Now draw a curve that reflects technological improvement in the production of both products. P3 represents an improvement in the technology of producing both cars and guided missiles and therefore an increase in the possible production of both. Discussion Questions: Question 3: Comment on the following statement from a ewspaper: ‘Our secondary school serves a splendid hot meal for a dollar without costing the taxpayers anything, thanks in part to a government subsidy. ’ All government subsidies are ultimately borne by taxpayers. The cost will either result in an increase in taxes to pay for the subsidy or some other government expenditure must be forgone, or the government will spend newly created money, which will be inflationary and thus be paid for by taxpayers through higher prices for other goods and services. Thus, this statement is incorrect. 2