The aim of this paper is to discuss achievement in South Africa

The aim of this paper is to discuss achievement in South Africa since 1976 in terms of youth and revolutionary morality as well as youth and class. During the Soweto Uprising, the youth of South Africa has firmly established itself on the national political scene:‘[I]n 1976, South Africa’s youth took center stage and remained there throughout the unrest and strife of the 1980s and the political transformation of the 1990s. In fact, many observers see 1976 as the political watershed that culminated in the country’s first democratic elections in 1994. A direct line can be drawn between the Soweto uprising of 1976 and these elections’ (Slabbert et. al., 1994, p.9).  Ever since, the youth has played a major role in the public life of the country (Worden, 2000). By being preoccupied with burning political and social problems, the youth in South Africa takes control over their own future.Revolutionary identity, which was developed in 1976 and subsequent decades of struggle against apartheid, is still present in the young generation (Dlamini, 2005). However, youth in South Africa gradually accepts models of behavior typical for other developed nations. The development of youth subcultures is associated with the influence of new technologies and mass media as well as with increasing level of well-being of certain strata of the society (Dolby, 2001).Another reason for this development is that the decades of universal political activism are gone. As politics became routine matter and major social change was brought about by the deeds of young revolutionaries, the attention to politics has been gradually decreasing. At the moment, young people are more interested in solving problems of economic and social nature (Saul, 2005).Thus, other factors prove to be more important in the process of youth identity formation. Speaking about the process of youth identity formation in more detail, it is necessary to note another change that occurred in the recent period. For a long time, identity formation happened across racial lines, since blacks and whites developed subcultures of their own. Yet as the society becomes more just and integrated, there is a need to take into account all other factors influencing identity formation, such as class, gender, and ethnicity:‘The mutual political accommodation of the essentially human characteristics (identities) of the various categories of black South Africans may accordingly prove to be one of the crucial aspects determining the future of the country’ (Zegeye, 2002, ‘The end of black politics?’, para.5).   Proceeding with the discussion of challenges young people encounter, one of the major problems the youth faces nowadays is associated with lack of social power and deep class segmentation of the society:‘South African society is, even after the change brought about by the demise of apartheid in the 1990s, characterized by deep segmentation not only on t he basis of culture, race, historical background, language and religion, but also on the basis of economic and/or class status’ (Zegeye, 2002, para.7).  Many young people with string revolutionary identity and desire to contribute to social good are trapped in the vicious circle of poverty, isolation, and deprivation. It is of paramount importance for the government to unleash the creative potential of these young South Africans.On the practical level, this can be done by offering universal access to different types of education and crating more employment opportunities for the young. With unemployment on the rise, many young people cannot reap the benefits of vertical mobility and stay in the lower class for the rest of their life, despite their ability and willingness to work hard.Another major preoccupation for young people in South Africa is the HIV/AIDS. The spread of this disease produces a powerful impact on the patters of sexual conduct as well as sexual identity of young people (Peltzer, Pengpid & Mashego, 2006). HIV prevalence rate is especially high is young female citizens (Pettifor et. al., 2004). Apart from youth NGOs, church and religious organizations are believed to play a major role in addressing the issue of HIV/AIDS through encouraging healthy sexual behavior patterns in the representatives of 15 to 24 age group which are at the highest risk (Ruden, 2000).Numerous youth organizations address the issue. In fact, it is necessary to mention that during the 1990s youth is South Africa manifested astonishing skills in advocacy and self-organization. As early as in 1992, the National Youth Development Forum as the united platform and the voice for the youth was founded (SAYC, n/d., ‘Historical Background’).Summing up, it is possible to observe that revolutionary identity is still present in the youth, yet activism is directed as solving problems related to social justice, economic empowerment, and public health.ReferencesDla mini, S.N. (2005). Youth and Identity Politics in South Africa, 1990-94. Toronto: University of Toronto Press.Dolby, N.E. (2001). Constructing Race: Youth, Identity, and Popular Culture in South Africa. Albany, NY: State University of New York Press.Peltzer, K., Pengpid, S., & T.B.Mashego. (2006). Youth Sexuality in the Context of HIV/Aids in South Africa. New York: Nova Science Publishers.Saul, J.S. (2005). The Next Liberation Struggle: Capitalism, Socialism, and Democracy in South Africa. New York: Monthly Review Press.Slabbert, van Zyl F., Malan, C., Olivers, K., & R. Riordan. (1994). Youth in the new South Africa: Towards policy formation. Pretoria: HSRC Publishers.Worden, N. (2000). The Making of Modern South Africa: Conquest, Segregation and Apartheid, 3rd ed. Oxford: Blackwell Publishing.Pettifor, A.E., Measham , D.M., Rees, H.V., & N.S. Padian. (November 2004). ‘Sexual Power and HIV Risk: South Africa.’ Emerging Infectious Diseases, 10(11), 1996-2004.Ruden, S. ( May 17, 2000). ‘AIDS in South Africa: Why the churches matter.’ Christian Century, 117(16), 566S.

Abraham Lincoln and the Suspension of Habeas Corpus

Founding father Benjamin Franklin famously said â€Å"Those who would give up Essential Liberty, to purchase a little temporary Safety, deserve neither Liberty nor Safety and will lose both. † Civil Liberties are rights and freedoms that protect an individual from the state. Civil liberties set limits on the government so that its agents cannot abuse their power and interfere unduly with the lives of private citizens.In America, the founding fathers fought hard for civil liberties during the revolutionary war, and outlined all of them in the Bill of Rights. Abraham Lincoln is considered to be one of the greatest presidents in American history. Lincoln was the father of the civil war, and risked so much in order to insure slavery would be put to an end. While Lincoln is usually talked about in a positive light, he actually violated many civil liberties during the civil war.During the Civil War, Lincoln appropriated powers no previous President had wielded: he used his war power s to proclaim a blockade, suspended the writ of habeas corpus, spent money before Congress appropriated it, and imprisoned between 15,000 and 18,000 suspected Confederate sympathizers without trial. The biggest suspension of civil liberties in the history of the United States was Lincoln suspending the writ of habeas corpus. Habeas Corpus is a legal action, through which a person can seek relief from unlawful detention, or the relief of another person.The writ of habeas corpus protects persons from harming themselves, or from being harmed by the judicial system. Lincoln suspended habeas corpus in order to arrest war protesters under military authority; Lincoln did this because he believed state courts would not punish war protestors properly. While Lincoln overall was a great president, he clearly did abuse the power of the presidency during the Civil War. Lincoln suspended habeas corpus without the approval of congress and no one was even consulted to see if a violation of an impor tant civil liberty was worth suspending.While Lincoln suspended habeas corpus in order to stop protesters from creating a riot or even a counter coalition in the union, suspending civil liberties is never justified, even in times of war. The founding fathers of America fought hard and preached about inalienable rights that all people in America should have. In the constitution Article one Section nine clearly states: The privilege of the writ of habeas corpus shall not be suspended. Even though Lincoln was president, he should have never messed with the constitution, the most important document in America.

Diary extract from the poem blessing Essay

Today was the best day ever; the pipe through our village burst. I first spotted it on the way back from my two mile hike to the well, I had two buckets in my hands had spilt a little water on the way back when seeing a spurt of water coming from the pipe. I filled up the buckets and ran home, I told everyone in the village to bring buckets and cups and everything, by this time the gap had grown and there was a good amount of water coming from it. Everyone gather around bring mugs and tin cans to collect some clean water, we filled our metal bath tub with our buckets and everything we could, we have so much water now, the crops we have tried to grow have been watered and we have kept a good amount to water them more often, the drought had finally ended, there hasn’t been rain in a while, but I believe that this is the work of god, he’s finally come through for us, everyone had prayed and thanked him for this deed, the party still hasn’t finished, I am tired, I have been dancing and singing and drumming until the sun rose again, I was the village’s favourite person today because I spotted the leak that has praised us all, I wouldn’t trade the feeling I had for anything in the world, people chanted my name and cheered all night long I loved it, none of the water is being wasted anything waterproof is being filled with clean healthy water, I will not have to go on my hike for water for the next few days and I will not have to be thirsty we are going to church again tomorrow and I think that the whole village will be there just to thank him for this blessing. I can’t believe how lucky we were, this is truly a miracle, the water came when we needed it the most, when everyone was finding it harder and harder to drink the dirty water, but the question is how long will this water last? How long will it take for the rich people to realise they are paying for our water? And will they stop it? I believe that these questions will be answered in time, God may have let this miracle but I don’t think there is much he could do to change those idiots, they have everything, clean house, clean food and clean drinking water and we have nothing. Our homes are dirty so is our food and out drinking water they just get water whenever they want whereas we have to walk over 2 miles to get dirty water from a well. Everyone hates them if only we could swap places for a week, they would know what it’s like how hard it is for us just to survive, to stay alive but they have no idea I wish something could be done about this.

Dell, Inc Recalls Laptop Batteries Essay Example | Topics and Well Written Essays - 500 words

Dell, Inc Recalls Laptop Batteries - Essay Example From its establishment, Dell gains worldwide recognition of being one of the most successful information technology companies. The company holds a large market share in all their product lines. Last August, Dell recalls its lithium-ion batteries powering its laptops after pictures of its laptop exploding in a conference in Japan floods the internet. It should be noted that recall involves 4.1 laptop batteries and is the largest made in the consumer electronics industry. The recalled batteries include 2.1 million lithium-ion batteries installed in laptops sold in the United States and another 1.4 million sold overseas from April 2004 to July 2006. Dell does this in order to ward off potential fire hazards which can cause more damage to the customers and the company's brand image (Blakely 1-6). Currently, the cause of the explosion remains unknown. Experts are expressing their concerns over the new battery technologies which make gadgets susceptible to "thermal runaway." Thermal runaway refers to a condition where a faulty battery hits a certain level of temperature and continues to heat up by itself until it finally explodes.

Operation supply managerment Research Paper Example | Topics and Well Written Essays - 1000 words

Operation supply managerment - Research Paper Example They sell the said berries in bulk and bags. 2. Analysis Below is the process flow for wet and dry cranberries Assumptions: 70% of the berries are wet. The average wet berries arrival rate = 1050 bbls per hour [(18000/12)*70%] The average arrival rate of dry berries = 450 bbls per hour [(18000/12)*(30%] Receiving of cranberries- The berries are received at receiving plant No. 1. The average truck delivery load is 75bbls. Temporary Holding- 27 bins are being used for holding both dry and wet berries. 1-24 of them will be holding bins that will hold 250bbls of barriers each. 25-27 holds 400 bbls berries each. Total capacity: (250*24) + (400*3) 6000 + 1200 = 7200 bbls. Destoning – They have 3 destoning units, each having a capacity of 1500 bbls. Total Destoning Capacity: (1500 * 3) = 4500 bbls. Dechaffing - They have 3 dechaffing units, each having a capacity of 1500 bbls Dechaffing unit capacity: (1500 * 3) = 4500 bbls/hr Drying - They have 3 drying , each having capacity of 200 bbls Drying Unit capacity: (200 * 3) = 600 bbls. Milling – The berries are moved to separator building from RP1. 3 separator units are used, in which average capacity of each unit is 400 Total Milling capacity: (400 *3) = 1200 bbls Bulking - Berries are then loaded to the bulk trucks. There are 2 bulk stations and capacity of each station is 1000 bbls Total bulking capacity: (100*2) = 2000 Bagging - 8,000 bbls of berries per day are uniformly distributed over 12 hours starting 7am. Maximum capacity per hour: 8000 / 12 = 667 bbls It is assumed that processing will start at 7AM. The holding bins will continue to be filled at the rate of 1050 bbls for wet berries and 450 bbls for dry berries to the maximum capacities of holding bins. The holding bins that are capable to hold wet berries will be filled completely after 3.03 minutes (3200/1050) that will be at 10.03 AM. The trucks that carry wet berries will have to wait after that. At the same time the process will start from 11 am in this four hour time period (7 am to 11 am) the quantity of wet berries will be 4200 bbls (1050*4) and for dry berries it will be 1800 bbls (450*4). Holding bins are not capable to hold all bins so excess 1000 bbls will wait on arriving trucks. The process will start at 11 am for dry berries with 600 bbls/ hour that are higher than the rate of its arrival. The 1800 bbls of dry berries will decline at the rate of 150 bbls per hour. The process for wet berries will also start at 11 am with a rate of 600 bbls per hour that is less than its arrival rate. It will cause growing queue of trucks until 7 pm. It will cause 7800 bbls in system and 3200 in bins and rest will be in truck. The trucks continued to be unload until 2.40 am and process will be continued until 8 am. At the same time, to empty the next slot of berries, the remaining quantity of berries will be arrived. The total berries that will be processed are 600*12 = 7200 bbls. The total waiting hours for trucks will be as f ollow - Processing rate = 600 bbls/ hour Arrival rate = 1050 bbls/ hour Processing time for 3200 bbls of wet berries = 5.3 hours or 5.18 minutes It means next process will start at 3.24 pm. Total berries will be processed = 3200+ 2016 (3.36*600) =5216 Remaining berries will be on truck, it means trucks will have to wait for (12600-5216)*(15.24-10.03)/2/75 = 256. 5 truck hours [15.24 equal to 3.24 pm] Total number of trucks = 18.32 or 19

Safety management assignment Example | Topics and Well Written Essays - 1250 words

Safety management - Assignment Example In this case, ladder inspection checklist must be done; ladder is the safety tool used. Things that must be checked and counter checked include: the surface, level, structure, ground, working area, scaffolding, edges, hand grip, movement of equipment, manual handling, lighting, weather condition, footwear, and experience of the individual. The chance of likelihood of a falling and injury occurring must be considered. This method aids in determining which hazards must be dealt with first in the case of an injury. This is done by looking at the task ahead, the number of individuals, and the machinery to be used. Control measures must be implemented so as to increase safety and eliminate injury probability. The most effective method of controlling risk is by elimination, design substitution, redesign, and administration. The control measures must be carefully evaluated so as to avoid any potential harm (Roughton, James, and Crutchfield, 298). In every workplace, communication is an essential factor. Another essential factor is the credibility of staff as well as following of the OSHA and workplace guidelines. Safety functions management is essential in promoting the health and well being of individuals who work in risky environments. Under the first function of management, which is planning; a good manager must make valid plans. This means that the needs of the hazard workers must be considered, as well as the mission of the organization. Financial as well as the well being of the workers must be considered. This ensures that the needs of the department are met; funds are available, and time set aside to implement a specific plan all for the upholding of the organization goals. Under planning, safety rules and measures must be written down so as to enable better and safe working environment. Better management of safety comprises of organization function. The company must have a hierarchy of organization, where the CEO is active,

Health inequalities in Britain Essay Example | Topics and Well Written Essays - 2000 words - 1

Health inequalities in Britain - Essay Example Britain’s Office for National Statistics mentions that the country’s subject were more well-off in almost all aspects, but these trends in lifestyles are not constant and are not distributed equally. It is shown that through time Britain’s subjects are healthier than in any point in their history. But some statistics also show that the life expectancy, risks of pregnancy and other aspects of British lifestyles are slowly being improved over time but the dilemma of unequal distribution of health benefits is still a problem. Also as the middle and upper class subjects have improved their health lifestyles, the health conditions of the poor slowly decrease. Although the British government has meant to eradicate the problem of health inequalities, it is often not up to the task . In a report by the British Department of Health, people on the lower brackets of society have lower life expectancies in the late 1990’s and early 2000’s. It is estimated that the difference between the life expectancies of wealthy individuals are 7 to 8 years longer than lower class subjects. Also the ONS reported that development between privileged and underprivileged areas are significantly different. For example, while the less privileged has had higher employment rates in the recent years, the unequal distribution of wealth and other benefits has increased. Male professionals working on less laborious jobs have longer life expectancies than manual workers. In a survey made by the ONS, tit showed that the difference between the life expectancies of these two classes is 7 years apart in favour of professionals. It has been found that the gap between life expectancies grew to 2 years.

Business Essay Example | Topics and Well Written Essays - 750 words - 5

Business - Essay Example On the other hand, if the employees fail to meet the expectation and goals of the leader, they are threatened with punishment and demotion or even termination of employment. Some of the leaders that practiced this kind of leadership included McCarthy and de Gaulle. Transformational leadership On the contrary, transformational leaders use different methods in motivating their followers. They use a shared vision and charisma to inspire the followers to forego their personal interest for the interests of the organization. The leaders transform and create dedication, confidence and the creative ways of solving the problem. This kind of leadership has been effective especially when the organization is undergoing challenges and problems. A transformational leader is not only the manager of day-day operations but also takes work team to the next level of success and performance. The leaders set targets and incentives to push their employees to a higher level of performance, as they create opportunities for personal and professional growth of employees. Some of the leaders who practiced such kind of leadership include Moses and F Kennedy. The advantage of this kind of leadership is that it brings faster development of small businesses since the leaders try to shoot ambitious goal which are achieved later through team building and the vision of the leader. Crucibles of Leadership According to the author, a crucible refers to experience that transforms and toughens people to thus giving them a new sense of motivation, purpose and identity. As it is mentioned, crucibles are like tests or trials that corners individuals and forcing them to answer questions about their identity and what is vital to them. Even though experience is important, what matters the most is how and what we learn from the experience. Most of the greatest leaders are the greatest learners since they know their motivations and aspirations. Great leaders have the characteristics of having the capacity to adapt and engage others through shared integrity. According to Bennis & Thomas, adaptive capacity is the ability to learn, adjust and change. The base of adaptive capacity is creativity, resilience, willingness to learn, openness to new form of experience and strong observational skills. In order to determine the capacity to adapt, one has to ask whether they are constantly looking for ways to improve the performance and one has gained knowledge about the different aspects of the organization. When it comes to engaging others, an interactive leader commands and enlists the team members. They exhibit the attributes of having emotional intelligence and communicate the sense of purpose According to Masi (2000), transformational leaders have some impacts on the motivation of employees and the performance of the entire organization. It has an impact on the commitment and creation of sense of vision and creates some mutual interest of leaders and followers. In reference to the article of Kamalanabhan and Sunder, it is generally believed that most the managers take more risks than others. Several researches have indicated that managers are both risk-seekers and risk-avoiders. In this article, Managers are mostly insensitive in estimation of the probabilities of the outcomes; some of their decisions are mainly affected by the way they focus on the targeted performance; and they make a quick distinction between gambling and taking risks.

Research about Government Expenditure in a country and then compare it Essay

Research about Government Expenditure in a country and then compare it to another country - Essay Example This is managed by the central state and its ministries, regional and local authorities, separate public bodies and international organizations. The management of budget and finance is the responsibility of the Ministry of Finance and that of the Central Bank that exercises control on its use and allocation. This is done through a legislated agreement whereby all revenues are deposited to a Central Bank and could be withdrawn only through a legislature. This study will focus on the impact of budgeting processes in the developing countries Sample steps of budget preparations to show how government expenditure is planned and implemented will also be discussed The line budgeting system requires a listing of expenditures for the coming year. These are itemized according to objects of expenditures and quite often detailed as to where the budget item will be used for instance, how much money will be spent by the agency for personnel services, travel, maintenance, equipment and others. This system has been designed so that an agency will not overspend on their allocated budget for a specific item in a specified year. The advantage of the system is it is simple, easy to understand, expenses are controlled and expenditures are comparable with prior years. While this type of budget management is simple and easy, World Bank sees its limitations such that it should be reformed to cope with the advancement of a rapidly and technologically changing world. WB experts see that line budgeting offers no explanations where budget has been spent; neither will it provide information on the programs implemented. It is short-sighted, as it is programmed for short term, e.g. one year, and does not take into account long-term approach. Upon recognizing the limitations of line budget, another approach focused on performance basis was tried. This time, the activities of the agency is tied up with the budget. The basis of budget decisions depends on what

Currency Future Contracts Essay Example | Topics and Well Written Essays - 1000 words

Currency Future Contracts - Essay Example Some buyers and sellers of the instrument used it for speculation. The named instruments are not only used to hedge against unfavorable movements in the value of currency but also in other economic factors such as interest rate, exchange rates and natural calamities (CME group, n.d .). These contacts are reliant on some underlying assets thus are called the derivatives. First, swap is a derivative that involves an agreement between two or more traders to exchange the denomination of their cash flows. For instance, consider two investors from the US and the UK, who have invested in the local government securities. The two investors would agree that the US investor receives the cash flow of the UK investor, denominated in Sterling pound. The same would happen to the UK in investor. Secondly, an option is a contract that grants the buyer rights but not an obligation to participate in the contract, on maturity. On the other hand, the contract obliges the seller to participate when the co ntract matures. Thirdly, a forward is a contract between the counterparts to exchange currencies at a predetermined exchange rate. That is, the parties agree to exchange their currency at a given exchange rate agreed now, but during a future transaction, say after one year. Lastly, a future is a contract between parties to exchange currencies in the future, at a pre-determined rate. The nature of the contract is similar to that of forwards. The only difference is that futures are exchange traded whereas; the forwards are traded over the counter (CME group, n.d .). Have the current future prices fallen or risen? In the recent past, the currency future prices have demonstrated a downward trend. The reduction of the prices is said to have been caused by a high level of uncertainty about the future prices. Another reason for the fallen prices is the deteriorating US economy (CME group, n.d .). Types of exposures Most companies sign future contracts mainly to hedge against the unfavorabl e move of the exchange rates. A volatile exchange rate presents an environment that is too risky for businesses to operate. The risks are categorized into a transaction, operating and translation. A transactional exposure arises from the various trading activities that a company engages in. Globalization has made the world a small village where companies in the various parts of the world are well connected. The process of globalization has facilitated the sharing of resources between different companies. Businesses that operate in the international markets face greater risk of future price movements. This is because they borrow, lend and invest in those markets using foreign currencies. It is from the trading activities of a business that transactional risk arises. Secondly, operating risk is the adverse changes in a company’s revenue elements due to unfavorable movements in the currency prices. For instance, the prices of caterpillar tractors were at one time high in the int ernational market because the US$ gained more strength against other currencies. Other countries had to give up more of their currency in exchange for one dollar. This situation caused the tractors to be more expensive as compared to the competitor’s (Rheinla?nder & Sexton, 2011). During the period, the caterpillar company recorded lower sales due to the influence of the currency price fluctuations. Lastly,

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

Business enviornment - Essay Example The counter for the Planned Economy is the Mixed Economy. The Mixed Economy has provided an opportunity to the private stake-holders to invest and contribute in the economic development of the country. The balance of power and equilibrium is maintained between the private and public stake-holders. The economic policies formulated are implemented only after the incorporation of the recommendations of the private stake-holders. The production capacity of the private sector is non-conditional, and the private companies have the right to avail any business opportunity locally and internationally. The contribution of the private sector is therefore tremendous under the concept of mixed economy. The mixed economy offers freedom to private- sector produce and expands as per their plans; however this is strongly discouraged under the concept of planned economy. The overall economic performance of the country is assisted by the contribution of the public and private sector, and it is importan t for the government to take lead and monitor the business plans of these sectors. The private sector is basically interest-driven sector, and many significant and critical factors of the country's economy are ignored by the private-sector while defining their economic targets and production plans.

Formal letter for request sponsorhip Essay Example for Free

Formal letter for request sponsorhip Essay Good day! My name is Ang Teck Kui and I am a business student from ALC college, Klang is organizing a charity fundraising event for our final year project. I represent my team Raiser of Hope Carnival 2014 which is consists of 13 passionate business students from ALC College to write this letter to your esteemed organization to request for a sponsorship. We are given an opportunity by ALC College, Klang to organize this special event to help create awareness on social responsibility by companies and the public to the society. In addition, we as business students will be able to gain experience as business person through this project. The event that we have chosen is carnival and the details are as follows: Event Type: Charity Fund – Raising Carnival Event Venue: SMK Tengku Ampuan Jemaah No. 1, Jalan Pandamaran, 42000, Pelabuhan Klang, Selangor, Malaysia Event Date: 30th November 2014 (Sunday) You can refer to our Sponsorship Benefits on our proposal to find out about the sponsorship benefits packages according to the amount sponsored. We accept sponsorship in both monetary value and as well as products by your company. We hope to receive a favourable reply form your good organization regarding the sponsorship. For further inquiries, please do not hesitate to contact me Ang Teck Kui at 016-9967729 or email me at [emailprotected] . Your organization kind support and assistance to our cause is greatly appreciated by our team.

Comparison Of Persistence Framework Computer Science Essay

Comparison Of Persistence Framework Computer Science Essay Compare and contrast the following persistence frameworks: Java Persistence API (JPA), Hibernate and Java Database Connectivity. What improvements were made in EJB3.1 and JPA2? Include topics of scalability, security, connection pools, connection factories, entity management, transactional context, query languages, ORM, JCA, JNDI, the DAO-VO design pattern and specifically persistence layer(s) on a distributed n-tier enterprise platform in your discussion. Java Persistence API (JPA) JPA is an abstraction above JDBC that makes it possible to be independent of SQL. The main components of JPA are: ORM: Object relational mapping is a means to map objects to data stored in relational database [1]. JPA uses annotations and/or XML descriptor files to map POJO based java objects to relational database tables. CRUD: An entity manager manages lifecycle of JPA entities. It performs database related operations like create, retrieve, update and delete. JPQL: Java persistence query language allows writing CRUD queries using an object oriented query language. JTA: Java Transaction API provides transactions and locking mechanisms while accessing data concurrently. Callbacks and listeners: They hook business logic into the life cycle of a persistent object. Hibernate Hibernate is an Object relationship mapping framework. Hibernate helps in mapping POJO Java classes to SQL database tables. It has the power of significantly reducing development time. Hibernate uses annotations and/or XML (mapping) descriptor files to map the POJO Java objects in the application domain to relational database tables. Hibernate implements polymorphism and inheritance. Hibernate generated SQL maintains the portability of the application to all SQL databases. This HQL (SQL) allows create, retrieve, update and delete operations on POJO. This framework allows development of persistent Java classes which includes object oriented features like encapsulation, inheritance, polymorphism, and collections frameworks. Hibernate Query Language (HQL): This is an extremely powerful query language similar to SQL. HQL is an object oriented SQL. Like SQL using tables and columns, HQL uses classes and properties. This means HQL uses object models for relational operations. Hence, it is less verbose as compared to SQL. JDBC JDBC is a standard java API for accessing relational database used for persisting state. It connects to database executes SQL statements and gets result. JDBC can also be used in a distributed environment. JDBC makes connection with an underlying data source using Connection Interface. It uses following mechanisms for connections: DriverManager This class is the management layer of JDBC. DriverManager loads any JDBC 4.0 drivers when an application makes connection to a data source as a part of its initialization. Other JDBC drivers must be explicitly loaded. DataSource DataSource can be a legacy database, file system or some other source of data. It is preferred over DriveManager as it allows the underlying data source to be apparent to the application. The two important extensions of the DataSource interface are as follows: ConnectionPoolDataSource The connection pool names are configured in JNDI. They support caching and reusing of physical connections in a way improving application performance and scalability. XADataSource XAdataSource uses XAConnection objects internally. It establishes physical connection with the database using the given user name and password. The connection thus obtained can be used in distributed transaction. Session bean and JDBC: Java architecture implementing session beans along with JDBC, any persistence request is delegated to the JDBC tier by the session bean. Upon request, the session bean calls JDBC layer to obtain a reference to object of type javax.sql.DataSource  interface. The DataSource type object serves acts as a resource manager factory for  java.sql.Connection  objects (as outlined by JDBC specification) that implement connections to a database. Once a  Connection  object is retrieved, the following business logic and persistence code (reads, updates, looping resultset, transaction commit/rollback etc.) are JDBC code. JDBC drawbacks Java applications initially used the JDBC API to create/read/update/delete/ data into relational databases. The JDBC API makes direct use of SQL statements to perform data persistence activities (create, read, update, and delete). When JDBC code is implemented in Java classes, the business logic gets tightly coupled to the Java class. The JDBC embeddable java code relies on SQL, which is not uniform across databases. Thus the code is tightly coupled to one type of database and hence difficult to migrate. Transactional Support: By default, JDBC drivers work in auto-commit mode, where each database SQL (read, update) is an atomic transaction. It is very easy to disable auto-commit, execute SQL in batch mode (multiple queries/updates) and then commit or rollback the transaction. DAO-VO A typical DAO (Data Access object) provides an interface that describes its contract with external interfaces. This outlines a series of methods for data persistence (CRUD operations). Generally a DAO is defined with a base interface and its methods are implemented by entity classes. A VO (Value object) is a simple POJO to transfer the data across various tiers of Java architecture. JDO For every method Persistence Manager is obtained, a transaction is fetched, and operations are executed. By availing attach/detach and fetch-groups, persisted objects are made available outside the DAO layer in a seamless way. Hibernate and JPA JPA acts as an adapter over Hibernate. JPA provides the entire API to interact with Hibernate. In a way JPA acts as an abstraction between the java code and Hibernate. In such a architecture it is easy to replace Hibernate if need be. JCA Java EE Connector Architecture (JCA) is a Java-based technology solution for connecting application servers and enterprise information systems (EIS) as part of enterprise application integration (EAI) solutions. While JDBC is specifically used to connect Java EE applications to databases, JCA is a more generic architecture for connection to legacy systems. What improvements were made in EJB3.1 and JPA2 Improvements in EJB 3.1 With EJB 3.1, there is no need to define home/local interfaces. Now EJB can be defined simple with an annotation. Singleton beans were introduced with EJB 3.1. Singleton beans can be used for shared data at application level. Asynchronous EJB calls are now supported with @Asynchronous method-level annotation. Packaging and deployment can be directly done in a war file. Session beans with a local view can be accessed without a separate local business interface. EJB Timer Service enhancements are also included to support scheduling jobs; Stateful Session Bean timed objects and deployment-time timer creation. Embedded container: A new embeddable API is available for executing EJB components within a Java SE environment (for unit testing, batch processing, etc.). EJB Lite: This definition of a lightweight subset of functionalities can be provided within Java EE Profiles (such as the Java EE Web Profile). Portable JNDI name: The syntax for looking up EJB components is now specified. Example: A Stateless EJB @Stateless public class CustomerEJB { @PersistenceContext(unitName = customerPU) private EntityManager em; public Customer findCustById(Long id) { return em.find(Customer.class, id); } public Customer createCust( Customer cust) { em.persist(cust); return cust; } } Improvements in JPA 2.0 Collections of basic types. Collections of embeddable. A persistent ordering is now maintained using the @OrderColumn annotation. Orphan removal that allows removal of child object when parent object is removed. Pessimistic locking has also been introduced along with optimistic locking. Foreign key mapping were introduced with JPA 2.0 for unidirectional one-to-many relationships. Improved support for maps (java HashMaps). Criteria query API which allows queries to be constructed in an object-oriented manner. Improvements in JPQL syntax. JPA 2.0 allows nesting of embeddable objects into other embeddable objects and has entity relationships. JPA 2.0 Example: @Entity @NamedQuery(name = findAllCust, query= select c from Customer c) public class Customer implements Serializable { @Id @GeneratedValue private Long id; @Column(name = cust_name) private String custName; public Customer() { } //à ¢Ã¢â€š ¬Ã‚ ¦.Get and set methods @Override public String toString(){ StringBuilder sb = new StringBuilder(100); sb.append(id : );sb.append(id);sb.append( ; ); sb.append(custName : );sb.append(custName);sb.append( ; ); return sb.toString(); }

Play and Learning in the Early Years

Play and Learning in the Early Years In English preschools, play is an integral part of the curriculum, founded on the belief that children learn through self-initiated free play in an exploratory environment (Hurst, 1997; cited in Curtis, 1998). It was only in the early 1920s that play was linked directly to childrens development. The writings of such early educationists, as Froebel, the Macmillan sisters, Montessori, Steiner, and Susan and Nathan Isaacs, sowed the seeds for play being the basis for early childhood curricula. According to Froebel, play is the work of the child and a part of the educational process (ref). The Plowden Report (CACE, 1967) suggests that play is the principal means of learning in early childhood. In play, children gradually develop concepts of causal relationships, the power to discriminate, to make judgements, to analyze and synthesize, to imagine and formulate (The Plowden Report (CACE, 1967 (p.193). In our society, play serves countless important purposes. It is a means by which children develop their physical, intellectual, emotional and social skills. Much has been written about the definitions, functions and characteristics of play, for example Janet Moyles (1989) writes that Play is undoubtedly a means by which humans and animals explore a variety of experiences in different situations for diverse purposes. (Moyles 1989, p i). There are two conflicting opinions on the value of play, Early Years practitioners and some parents consider that play is the best way for young children to get a concrete basis for later school and life success. While other parents, practitioners and politicians believe that play is a waste of time. (quote). As a practitioner it is important to understand the true value of play and to advocate childrens right to play. This essay analyses the elements of an early years setting that support and encourage learning, comparing it with an alternative early years settings, while evaluating the importance of effective communication with babies and young children. It will also debate the importance of differentiation and inclusion in planning the early years curriculum. In addition the essay will include compare and contrast different settings to see how they relate to known theories of child development. Furthermore plans of play-based activities will be included to show support of the curriculum in the setting. Profile of setting. The school where I am currently in placement is situated within a woodland area surrounded by houses in Colchester, Essex. The school is currently providing education for 4-11 year olds and has approximately one hundred and sixty children on role. The school was originally formed in 1890, but was moved to its current site in the 1970s after a fire broke out. The school is a Church of England school and encourages the children to have a Christian view, with assembles and signs around the school. The feel of the school is a friendly, supportive, family originated environment, which is child focused. The type of child who attends the school is on average a child who will always do their best no matter what their background. The schools community is mixed race but has a high percentage of mainly white British families, the school has 38% free school meals, in August 09 had the highest jobseeker allowance attendance and has a high percentage of families on housing and benefits. The area t hat the school is situated is a renovation area that the Local Council are trying to regenerate. Within the two wards Essex County council and Colchester Borough Council the community have 2.3% rented housing and 10.5% housing. The Local Authority average is 11.85% which has almost double over the years. The school is above Local authority avenge and above national avenge which explains the percentage of free school meals. Lots of the house holds in the community have no formal education and there is a high percentage of children that are involved in social care. There are 4 children on the child protection register, 3 children which are looked after and 1 child on the child in need plan. The school has an equal amount of boys and girls in each class but there are one or two classes that have slightly more boys than girls which can inflict on learning styles and standards. The vision of the school is: We are a welcoming, happy and caring church school, where creativity is encouraged and everyone has confidence in their own abilities. We promote good social skills and participation in the Christian ethos of our school. We value others whatever their background or beliefs and respect our environment. We always aim high and do our best, cherish our friendships and respect everyones right to learn. We ensure that the key skills, vital for a successful future are taught to all of our children. We strive for a bright and wonderful future! (Ref) The school works with a number of organisations in the community. One is Child First, which is the collaborative name for the three Local Delivery Groups (LDG) of the schools in Colchester. The group first emerged out of the desire of Head Teachers in East Colchester, who wanted to improve the life chances for the children in their schools. With the arrival of the Extended Schools Agenda, it was a natural progression to extend the group to include all schools in Colchester. Also lying at the heart of the community is the church, which has a congregation of around 100 people. With differing ages, a variety of backgrounds and Christian experiences, the school finds itself strongly united to the church as a reverend from the parish visits the school regularly. Also the Ormiston Children and Families Trust works with the school to promote the wellbeing of children and young people through projects based around the Eastern Region. The Ormiston Centres work in partnership with Essex County Council, voluntary and statutory organisations, families and communities they are managing the seven Childrens Centres in Colchester. LO1 Compare setting with an alternative analyse the elements of a chosen early years setting that support and encourage learning, comparing it with alternative early year settings. What does the setting do to support and encourage learning? Current setting: The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception year. In our school all children join us at the beginning of the school year in which they are five. At present we have an intake of 28 children. Most have been to settings that exist in our community and many have attended the pre-school located on the school campus. At the school we recognise that every child is a competent learner who can be resilient, capable, confident and self assured. We recognise that children develop in individual ways, at varying rates. Childrens attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement, as well as celebration/ sharing assemblies and rewards, to encourage children to develop a positive attitude to learning. In the Foundation Stage we set realistic and challenging expectations that meet the needs of our children. We achieve this by planning to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds. We meet the needs of all our children through: Planning opportunities that build upon and extend childrens knowledge, experience and interests, and develop their self-esteem and confidence; Using a wide range of teaching strategies based on childrens learning needs; Providing a wide range of opportunities to motivate and support children and to help them to learn effectively; Providing a safe and supportive learning environment in which the contribution of all children is valued; Using resources which reflect diversity and are free from discrimination and stereotyping; Planning challenging activities for children whose ability and understanding are in advance of their language and communication skills; Monitoring childrens progress and taking action to provide support as necessary. At the school we recognize that the environment plays a key role in supporting and extending the childrens development. This begins by observing the children and assessing their interests, development and learning, before planning challenging but achievable activities and experiences to extend the childrens learning. We make regular assessments of childrens learning and we use this information to ensure that future planning reflects identified needs. Assessment in the EYFS takes several different forms. These provide information which is then combined to inform detailed pictures of whole individuals. The classrooms are organized to allow children to explore and learn securely and safely. There are areas where the children can be active, be quiet and rest. The school has excellent outdoor area provision. This has a positive effect on the childrens development. Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. It offers the children to explore use their senses and be physically active and exuberant. We plan activities and resources for the children to access outdoors that help the children to develop in all 6 areas of learning. At the school we recognize that children learn and develop in different ways and at different rates. We believe that all our children matter and we give them every opportunity to achieve their best. We do this by taking account of our childrens range of life experiences when planning for their learning. Active learning occurs when children are motivated and interested. Children need to have some independence and control over their learning. As children develop their confidence they learn to make decisions. It provides children with a sense of satisfactions as they take ownership of their learning. Children should be given opportunity to be creative through all areas of learning, not just through the arts. Adults can support childrens thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open questions. Children can access resources freely and are allowed to move them around the classroom to extend their learning. Different setting: The Montessoris principle insight was that children are not merely small adults they have distinct and different thought processes and desires. What we may call play is a young childs work. The role of the educator is to provide the child with the opportunity to fulfil their desire to learn, both academically and socially. To use the latest educational catch phrases, Montessori education is multi-modality, differentiated instruction. (Ref). The Montessori method is split into five areas. Practical Life, Sensorial, Mathematics, Language, and Cultural. The Practical Life area improves the childs coordination and motor control, developing the pincer grip which is a requirement of writing. The Sensorial area refines the childs senses of the world around them, again preparing for language, and also for maths, serializing length and other physical characteristics. The Mathematics area provides numerical concepts in concrete form, using beads, cards, and spindles. The Language area teaches letters, then their phonetic sounds, and then builds words. The Cultural area extends the childs understanding beyond the classroom, teaching science, geography, botany, zoology and history. The teachers at a Montessori school observe their children in great detail asking the questions, what does this child understand? What is the next concept this child needs to learn? Obviously, a Montessori classroom will not look like a normal classroom. Rarely, if ever, will you find the whole class sitting with their books out looking at the teacher show them how to fill in a worksheet. Instead you will see children, some in groups, some by themselves, working on different concepts, and the teacher sitting with a small group of children, usually on the floor around a mat. Some people talk about the lack of structure in a Montessori Classroom. They hear the word freedom and think chaos or free for all. They seem to think that if all children are not doing the exact same thing at the exact same time that they cant possibly be working or that they will be working only on the things that they want and their education will be lopsided. Children will be given a work plan or a contract and will need to complete an array of educational activities just like in a more traditional classroom. The main difference being that the activities will be at each childs maximum plane of development, will be presented and practiced in a way that the child understands, and the child will have the freedom to choose which he/she does first. LO2 Communication Evaluate the importance of effective communication with babies and young children. Communication is a complex and important skill that is fundamental to human relationships, because humans appear primed to communicate from birth and we often underestimate the skills that must be developed if babies and children are to become sociable and effective communicators. The play experiences children need in order to become skilful communicators are those that encourage them to want to communicate with others and include not only verbal but also non-verbal responses such as movement of their whole body. LO3 Differentiation Differentiation is the recognition of and commitment to plan for student differences. A differentiated classroom provides different avenues to acquire content, to process or make sense of information and ideas, and to develop products. Differentiation can be referred to as an educational philosophy that requires teachers to modify their learning, teaching and assessment whilst adjusting the curriculum to the needs of children with SEN rather than expecting pupils to fit the existing curriculum (Cole 2008 cited in Rogers, 2007). The history of differentiation in education can be linked to two influential psychologists. Vygotsky proposed that learning can be mediated through the intervention of others. This recognises that by having knowledge of what a child already knows should inform the next stage of learning and what interventions are necessary to enable successful learning. Gardner (1993) proposed a theory of multiple intelligences in which people have different intelligences and learn in many different ways. Gardner conceived that schools should therefore offer individual-centred education (Florian et al, 2006 cited in Humphreys and Lewis 2008b) in which learning is tailored to the childs individual needs. Lo4 2 different early year curricula. The idea behind Forest Schools is that it is a long term sustainable approach to outdoor play and learning. Its about providing children with holistic development; it looks at every area in terms of their physical development, intellectual development and cognitive skills, also looking at their linguistic and language, both verbal and non-verbal. Forest Schools also looks at their emotional, social development and spiritual development. Whats interesting about the culture in some Scandinavian countries is being in and out doors are a part of how the family and culture works. But in Britain children are getting more and more isolated from the natural world. Forest Schools is very much about giving children the opportunity to learn in and from nature. Forest Schools is also about free play, its about self directed learning but its also about allowing the children to develop freedom and choice in order to be able to become competent and effective adults. In Every Chid Matters it states that every child should make an equal contribution. (Ref). The only way that children can do this is if they have sound self-esteem and sound emotional well-being and sound social skills and function in as many social situations as they choose. Forest Schools is about allowing children given their developmental dependant age the ability to be able to achieve social comfort. Forest Schools is an inspirational process that allows children to access the outdoor space in order to grow and develop into successful, happy rounded individuals. There is a misconception that Forest Schools is for Early Years; some of the most successful projects have been with older young people, adults with mental health problems and children in secondary education. (Ref). The .about allowing children and young people to grow with a sense of value of who they are and giving a positive contribution. Its all about using nature as the teacher as opposed to being adult lead. LO5 Activity Plans and Evaluation. Plan (see appendix .), Rationale behind choice of activity and Learning Objective. This activity was chosen as the reception class were looking at the Handa Surprise book and focusing on healthy foods. The day the activity was carried out a new student was present with his mother which added extra pressure for all the professionals. The learning environment offered opportunities for the children to experience tasting different fruits as the kitchen area was adjacent to the table in which the activity was carried out. It setting also had a large copy of the story so all the children were able to see the story (for Communication, Language and Literacy) and had the provisions to create the masks (Creative Development). I thought the topic would lend itself to the next days topic of healthy lunchboxes, which the whole school were focusing on. I chose to focus on any existing knowledge the children may have of different fruits and try and extend their understanding of way fruits are good for us. This leads into Early Learning Goal () of ..'(QCA, 2000). My main learning objective, therefore, was to introduce the children to new fruits and tastes, using language and listening to each other to find out what each child thought, in an accessible and enjoyable environment, so to encourage respect for each others views and turn taking. What happened? The week before carrying out the activity, i prepared the resources needed in school and discussed the other activities that my fellow practitioners would carry out. This involved printing, cutting and laminating the necessary pictures and masks. Also finding all the different fruits that were in the story. One fruit in particular i was unable to find but i improvised with a fruit drink that was made from the fruit so at least the children were able to taste the favour. I carried out this activity with a mixed ability group of 9 children. I began by asking the children to wash their hands as they were going to be eating fruit. When all the children were back in their seats, i gave each of them a bowl and a cup. I asked the children if they could remember the fruits in the story of Hands Surprise which was read earlier. The children seemed to have a positive attitude about being able to remember. With a small copy of the book i asked the children which was the first fruit that the monkey took out of Handas basket. When answered in cut the banana in pieces and gave each child a piece and asked questions such as what does the banana taste like? How does it feel? Do you like the banana? The children gave mostly good descriptions of the fruit and used appropriate vocabulary such as creamy, slippery and lovely. I carried out the same routine of cutting the fruit into sections and passing a section to each child and asking them to describe what it tasted l ike and how it felt and whether they enjoyed it. With the Guava fruit which was the fruit i could not purchase i informed the children of the situation and showed them the picture of the fruit on the carton of juice. I gave each child a taste and asked their option, the overall option was that the fruit tasted delicious but one child said that they didnt like it. The most interesting discussion came when i asked the children what they thought the passion fruit would look like inside, one child said that it might look like an orange, the same child that said the banana was creamy (extension). Overall most of the children enjoyed the fruit tasting apart from one (standard) child who kept giving negative reactions to the fruit saying that he doesnt eat fruit at home. I was happy that a least he tried some which i gave great encouragement to. While the fruit was being eaten i passed around picture cards of the fruit and asked each child in turn to pronounce the name of the fruit after me, most children had no problems with the pronunciations but one child struggled with avocado. I encouraged each child to have a little taste of each fruit and if they didnt like it then they didnt have to eat it and well done for trying was always encouraged. The extension child suggested that trying different fruits was good for us, as fruit was good for us. Which then lead a child that was refusing to try a certain fruit, tried it? At one point the dismissive child asked if we were finished and could go and play. Once all the children had tried all the fruit and we had discussed them and i asked the final question which was everyone favourite and their least favourite, the overall result being orange best, avocado worst. I explained that the children could go put their bowls in the sinks and wash their hands and then go and play. Evaluation. I believe this activity resulted in all the children achieving the main learning objective of introducing the children to new fruits and tastes, using language and listening to each other to find out what each child thought and to encourage respect for each others views and turn taking. The idea that the childrens peer could influence the decision of another child .. An effective learning environment does not leave children entirely to their own devices, but builds on what they can already do and challenges them to try new things. The role of the practitioner is vital in this process and sits within the social constructivist approach to learning. This theory was popularised by Vygotsky (1978, in Smith, 1999), who identified the zone of proximal development, (ZPD) as being a reason why childrens learning can be helped by others. Smith (1999) explained: The ZPD is the distance between the childs developmental level and his or her potential level of development under the guidance of adults or more competent peers (Smith, 1999: 429). As this was a hands on activity, the children were taking an active part in their own learning progress. It was Piaget (1966, in Smith, 1999) who first postulated that the child is a lone scientist, processing information and constructing meaning through encounters with their world. Most of the children focused their attention to the fruits they enjoyed using positive language and engaging in the ability to use words to describe what something tasted like or felt. One child tried to extend the activity to see who the fruit sounded when bounced on the table saying the orange sounded like a ball, this then encouraged the children to continue testing the sounds of fruit by knocking on them. The (extension) child asked if there was nothing in the fruit would it sound the same? The relative success of this activity highlighted that children of this age learn best through concrete experiences. When working with children of this age group it is preferable to adopt teaching strategies which allow for plenty of practical activities and exploration. The fact that one child lost interest in the activity, implies that I might need to develop this activity in some way to keep the attention of the less able or enthusiastic children. This was particularly notice when asking some children to use descriptive words to describe the fruit, as some children just repeated the word that their peer before them used. The language of one child was not as developed as the other children in the group, and this excluded them from full participation. On reflection, a different teaching strategy could have been employed to involve them more fully into the activity. It could be that they were more of a kinaesthetic learner than the others, as he keep looking at the children playing, so maybe using an activity that involved movement may have kept his attention. Also the activity was extended longer than anticipated as i had the cut each individual fruit into segments. If this activity was done again in the future maybe cutting the fruit into segments before the activity took place would be a more successful approach. As a result of this evaluation, i would have changed my plan to include more opportunities for the children to be involved in the activity in a more physical way, perhaps by using safety acceptable knives the children could help me cut the fruit. This may help some of the children with their fine motor skills as well. Also another way of engaging less able children might include asking them to participate in the preparation of the resources, maybe by asking them to bring their favourite fruit from the story in so they feel they have a more personal involvement. Finally, the only thing I would change would be to ask the children to put on aprons, as it got very messy, including me, as i too got very messy. Conclusion In conclusion recently there has begun to be a realization in the UK that play is important. There has been a surge of initiatives funded by government , such as Arts Council projects on creativity in schools and communities, the publication of Excellence and Enjoyment by the National Primary Strategy (DfES, 2003). This is putting a major emphasis on the importance of embedding the Foundation Stage and the Birth to Three Matters Framework in the work of local authorities across the maintained, voluntary and private sectors. Increasingly, research findings indicate the importance of the first years of education. Childrens ability to use spoken and written language fluently and with confidence and for a range of purposes enables them to access at an early age what education has to offer. The adults working in early years settings and classrooms have both the opportunity and responsibility to affect the future learning of their pupils in a far reaching and powerful way. Play is, it seems, about the universe and everything. It often has to function in a hostile environment, but when it is encouraged, supported and extended, it makes a major contribution to, and sophisticated impact on the development of individuals and humanity as a whole.

John F. Kennedy and Abraham Lincoln Essay -- Compare Contrast Compari

John F. Kennedy and Abraham Lincoln Abraham Lincoln was the 16th President of the United States of America. He served as President when the country was under war. Abe Lincoln was born in 1806 and grew up in the countryside as a pioneer. His mother died at a young age and he had a sister. His father married a widow that had three children and Abe Lincoln liked her very much. Every day he attended school and worked very hard on his father's farm. John F. Kennedy was born in 1917 and died in 1963. John grew up in Massachusetts in a very wealthy and politically powerful family. His father was ambassador for Great Britain and his mother was the daughter to John F. Fitzgerald, who was a congressman and major of Boston. John Kennedy was a Harvard Graduate. He was the one in the family expected to accomplish great things. JFK has 3 children, John Jr., Caroline and Patrick. John Jr. died in a plane crash, while on his way to his brother Robert's daughter Cory's wedding. Patrick died when he was 6 weeks old while JFK was in office. Caroline is the only persona live in this family. JFK's brother Robert ran for President after him but was assassinated in 1968. He was the Attorney General before this. His other brother, Ted is now the U.S. Senator for Massachusetts and also his older brother Joe was killed in World War II, flying a plane. JFK was enlisted in the Navy during World War II and was awarded for being brave. AFter the war, he got a seat in Congress in a Boston district. When he was Senator, he won a Pulitzer Prize for his book Profiles in Courage. Kennedy was elected in 1960. While he was in office, he suffered back pain from injuries from the war. Kennedy was then assassinated in 1963. One of Lincoln's first opponents was Douglas, they were running for U.S. Senate. Douglas was a two-term Senator with a great background and Lincoln was self-educated and only had one term in Congress. The odds were stacked against Lincoln's "vast moral evil" of slavery, he started to make more Republicans like him, and they thought he would be great for the Presidency in 1860. Besides Lincoln who was running was J.C. Breckinridge (Southern Democrat). John Bell (Constitutional Union) and Stephen Douglas (Northern Democrat). Lincoln won the Presidency with 180 electoral votes and 1,865,593 popular votes. Lincoln was part of the republican party. At first, that part... ...ion's stand start to arise. Looking over the evidence the Warren Report is based upon leads to that, the Commission took great liberties in smoothing over contradictions in the information and failed to follow up on evidence suggesting that Oswald had confederates. As evidence came in, the Commission went with what it believe. OPINION I can only imagine how America felt in November 1963. John F. Kennedy created this era of optimism and hope. After he died his dreams he had set for our country went along with him. America was left with sorrow and despair. No one alive then had ever imagined that would happen, not to them, not to their country. I also feel that the CIA killed JFK , just from reading Earl Warren's report, and the JFK Records Act, because some evidence is still being held back from the public and no one really knows what happen from Parkland Hospital to the autopsy room at Bethesda Naval Hospital.Was Kennedy's nody played with? I believe so. Plus i also think that there was more than one shot fired at Kennedy after watching Abraham Zapruder flim because its almost impossible that one bullet went through Kennedy and still wounded John Connally in a few places.

Technology in A Brave New World Essay -- Brave New World

Technology in A Brave New World Technology is defined as using the entire body of science, methods, and materials to achieve an end. Technology, or techne, is so preoccupied with weather it can, it never considers if it should. In "Of Techne and Episteme," a article on technology and humanities, the author Eddy warns us that a society without epistemological thinking would lead to a society of "skilled barbarians." This is the topic of the novel Brave New World in which Aldous Huxley portrays a future world where babies are manufactured on an assembly line and put into a social class while they are still embryos in a test tube. As children they are engineered to be content with their rank in this world where love, viviparous reproduction, and knowledge of anything beyond your job serves no purpose. A look at Brave New World supports Eddy's beliefs on the importance of humanities in society because of unethical genetic experimentation and the character's lack of individuality.  ...

Income and Analytic Skills

Principles of Macroeconomics, 9e – TB1 (Case/Fair/Oster) Chapter 6 Measuring National Output and National Income 6. 1 Gross Domestic Product 1 Multiple Choice 1) The total market value of all final goods and services produced within a given period by factors of production located within a country is A) gross domestic product. B) gross national product. C) net national product. D) net national income. Answer: A Diff: 1 Topic: Gross Domestic Product Skill: Definition 2) Gross domestic product measures A) the total spending of everyone in the economy. B) the value of all output in the economy. C) he total income of everyone in the economy. D) all of the above Answer: D Diff: 2 Topic: Gross Domestic Product Skill: Definition 3) Which of the following is an example of a final good or service? A) wheat a bakery purchases to make bread B) coffee beans Starbucks purchases to make coffee C) lumber purchased by a construction company to used in building houses D) a computer purchased by Federal Express to track shipments Answer: D Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 4) Which of the following is a good or service counted in GDP? A) tires Ford buys to put on a car B) used tire you buy for your personal car C) a new tire you buy for your personal car D) used tires bought by a used car dealer to put on a car on his lot Answer: C Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 5) Which of the following is an example of an intermediate good? A) the dough you buy to fix yourself a pizza for dinner B) the chocolate you buy to make yourself some cookies C) the pizza sauce you purchase to make pizzas to sell for a fund-raiser for an organization you belong to D) lumber you buy to build a house for your dog Answer: C Diff: 2 Topic: Gross Domestic ProductSkill: Conceptual AACSB: Reflective Thinking 6) Double counting can be avoided by A) including the value of intermediate goods in the current y ear. B) not counting the value of intermediate goods in GDP. C) including the value of intermediate goods in the GNP but not in the GDP. D) including the value of intermediate goods in the production year but not in the selling year of those goods. Answer: B Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 7) Which of the following would NOT be counted in 2007's GDP? A) the value of a 2005 boat you purchase from a boat dealer in 2007 B) he 2007 salary of a used motorcycle salesperson C) the commissions earned by a real estate agent in selling condominiums built prior to 2007 D) the value of a refrigerator manufactured in 2007 but not sold in 2007 Answer: A Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 8) Which of the following would be counted in 2003's GDP? A) the value of a loan you take in 2003 B) the value of a TV that was produced in 2002 but not sold until 2003 C) the bonus check a stockbroker gets from his /her company in 2003 D) the value of a bond sold by the federal government Answer:C Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 9) Which of the following is NOT included in 2008's GDP? A) the value of a motorcycle produced in the United States and exported to Japan B) the profit earned in 2008 from selling a stock that you purchased in 2005 C) the value of a motor that is used in the production of a lawn mower D) the commission earned by a headhunter when she locates a job for a client Answer: B Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 10) Gross national product is the total market value ofA) all final and intermediate goods and service produced by resources owned by a country in a given year. B) all final and intermediate goods and services produced in a country, regardless of who owns the resources. C) all final goods and services produced in a country in a given year, regardless of who owns the resou rces. D) all final goods and services produced by resources owned by a country, regardless of where production takes place. Answer: D Diff: 1 Topic: Gross Domestic Product Skill: Definition 11) If no foreign companies produce in a country, but many of the country's companies produce abroad, then A) he country's GNP will tend to exceed its GDP. B) the country's GDP will tend to exceed its GNP. C) the country's GNP and GDP will tend to be equal. D) the country's GDP will tend to be equal to its domestic income. Answer: A Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 12) Which of the following is included in both the U. S. GDP and GNP? A) The value of all cars produced by Ford in Mexico. B) The value of all cars produced by General Motors in the U. S. C) The value of all cars produced by Toyota in the U. S. D) The value of cars produced by Nissan in Japan and the U. S. Answer:B Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflectiv e Thinking 13) Which of the following is NOT counted in the GNP of the United States? A) The wage of a U. S. citizen who works in a foreign country for a foreign firm. B) The interest earned by a U. S. bank on loans to a business firm located in Brazil. C) The profit earned by a restaurant located in the United States but owned by a Mexican company. D) The value of services that are produced by state and local governments in the United States. Answer: C Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 14)The value of what KFC produces in Japan is included in the U. S. ________ and in the Japanese ________. A) GDP; GDP B) GNP; GNP C) GNP; GDP D) GDP; GNP Answer: C Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 15) Profits earned in the United States by foreign-owned companies are included in A) the U. S. GDP but not GNP. B) neither the U. S. GDP nor GNP. C) the U. S. GNP but not GDP. D) both the U. S. GDP and GNP. Answer: A Diff: 1 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 16) The GDP of the U. S. in 2002 was around $10 trillion. This means A) hat the value of output in the U. S. in 2002 was around $10 trillion. B) that total income in the U. S. in 2002 was around $10 trillion. C) that total spending on final goods and services in the U. S. in 2002 was around $10 trillion. D) all of the above Answer: D Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 17) The GDP includes A) the value of all intermediate goods and services. B) the value of all final goods and services. C) the value of both intermediate and final goods and services. D) the value of all transactions. Answer: B Diff: 2 Topic: Gross Domestic Product Skill: ConceptualAACSB: Reflective Thinking 18) Income Mexican citizens earn in the U. S. counts in A) U. S. GNP. B) Mexican GNP. C) Mexican GDP. D) both U. S. and Mexican GDP. Answer: B Diff: 2 Topic: Gross Domestic Pr oduct Skill: Conceptual AACSB: Reflective Thinking 2 True/False 1) GDP measures the total income of everyone and the total spending by everyone in the economy. Answer: FALSE Diff: 1 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 2) Total income in the economy can sometimes be greater than total spending. Answer: FALSE Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking ) The income of U. S. citizens working abroad counts in U. S. GDP. Answer: FALSE Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 4) Stock market transactions are part of GNP. Answer: FALSE Diff: 2 Topic: Gross Domestic Product Skill: Conceptual AACSB: Reflective Thinking 5) Value added is the difference between the value of good as they leave a stage of production and cost of the goods as they entered that stage of production. Answer: TRUE Diff: 2 Topic: Gross Domestic Product Skill: Definition 6. 2 Calculating GDP 1 Multiple Choice 1) The equation for GDP using the expenditure approach isA) GDP = C + I + G + EX – IM. B) GDP = C + I + G + (IM – EX). C) GDP = C + I + G + EX + IM. D) GDP = C + I + G – EX – IM. Answer: A Diff: 1 Topic: Calculating GDP Skill: Definition 2) The single largest expenditure component in GDP is A) government spending. B) investment. C) consumption. D) net exports. Answer: C Diff: 1 Topic: Calculating GDP Skill: Fact Refer to the information provided in Table 6. 1 below to answer the questions that follow. Table 6. 1 [pic] 3) Refer to Table 6. 1. Personal consumption expenditures in billions of dollars are A) 1,000. B) 1,300. C) 1,500. D) 2,000. Answer: D Diff: 2Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 4) Refer to Table 6. 1. The value for gross private domestic investment in billions of dollars is A) 300. B) 375. C) 425. D) 450. Answer: C Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 5) Refer to Table 6. 1. The value for net exports in billions of dollars is A) 150. B) 250. C) 650. D) 800. Answer: A Diff: 1 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 6) Refer to Table 6. 1. The value of gross domestic product in billions of dollars is A) 3,000. B) 3,075. C) 3,125. D) 3,750. Answer:B Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 7) Refer to Table 6. 1. The value of government spending in billions of dollars is A) 100. B) 200. C) 300. D) 500. Answer: D Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills Refer to the information provided in Table 6. 2 below to answer the questions that follow. Table 6. 2 [pic] 8) Refer to Table 6. 2. Personal consumption expenditures in billions of dollars are A) 900. B) 1,100. C) 1,400. D) 1,600. Answer: C Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 9) Refer to Table 6. 2.The value for gross private domestic investment in billions of dollars is A) 740. B) 810. C) 850. D) 890. Answer: D Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 10) Refer to Table 6. 2. The value for net exports in billions of dollars is A) -200. B) -150. C) 50. D) 250. Answer: B Diff: 1 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 11) Refer to Table 6. 2. The value for gross domestic product in billions of dollars is A) 2,900. B) 3,140. C) 3,440. D) 3,650. Answer: B Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 12) Refer to Table 6. 2.The value of government spending in billions of dollars is A) 200. B) 600. C) 800. D) 1,000. Answer: D Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 13) A company produced 8 dishwasher machines in 2005. The company sold 6 in 2005 and added 2 to its inventories. The market value of the dishwasher machines in 2005 was $200 per unit. What is the value of this company's output that will be included in the 2005 GDP? A) $400. B) $1,400. C) $1,600. D) $2,000. Answer : C Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 14) A farmer buys a new tractor from John Deere to use on her cotton farm.This tractor is included in GDP as A) part of gross private domestic investment. B) a durable consumption good. C) a service. D) a nondurable consumption good. Answer: A Diff: 2 Topic: Calculating GDP Skill: Conceptual AACSB: Reflective Thinking 15) The change in business inventories is measured as A) final sales minus GDP. B) final sales plus GDP. C) GDP minus final sales. D) the ratio of final sales to GDP. Answer: C Diff: 2 Topic: Calculating GDP Skill: Conceptual AACSB: Reflective Thinking 16) In 2007 final sales equal $200 billion, and the change in business inventories is $50 billion. GDP in 2007 A) s $250 billion. B) is $200 billion. C) is $150 billion. D) is $40 billion. Answer: A Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 17) In 2006 final sales equal $350 billion and the change in business inventories is -$60 billion. GDP in 2006 A) is $290 billion. B) is $295 billion. C) is $410 billion. D) cannot be determined from this information. Answer: A Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 18) In 2008 the change in business inventories is -$70 billion and GDP is $200 billion. Final sales in 2008 A) are $130 billion. B) are $200 billion.C) are $270 billion. D) are $340 billion. Answer: C Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 19) In 2007, GDP was exactly equal to final sales. This implies that A) there was accumulation of inventories that year. B) there was a decline in inventories that year. C) there was no change in inventories that year. D) GDP did not grow that year compared to the year before. Answer: C Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 20) If the change in business inventories is zero, then final sales are A) zero. B) less than GDP. C) greater than GDP. D) qual to GDP. Answer: D Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 21) If in a year there is a positive inventory investment, then final sales A) exceed GDP. B) are less than GDP. C) equal GDP. D) are zero. Answer: B Diff: 1 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 22) Net investment equals A) GDP minus final sales. B) gross investment minus final sales. C) gross investment minus depreciation. D) depreciation plus GDP. Answer: C Diff: 1 Topic: Calculating GDP Skill: Definition 23) If net investment is zero, then A) gross investment is greater than depreciation.B) gross investment is less than depreciation. C) gross investment equals depreciation. D) depreciation is zero. Answer: C Diff: 1 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 24) Suppose that net investment in 2008 was $20 billion and depreciation was $4 billion. Gross investment in 2008 was A) $16 billion. B) $20 billion. C) $24 billion. D) $28 billion. Answer: C Diff: 1 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 25) The total value of all capital goods newly produced in a given period is A) the change in business inventories. B) depreciation. C) net investment. D) ross investment. Answer: D Diff: 1 Topic: Calculating GDP Skill: Definition 26) The change in capital stock in a period is equal to A) the ratio of the amount of the capital at the beginning of the period to the amount of depreciation. B) the amount of the capital stock at the beginning of the period plus gross investment minus depreciation. C) the amount of the capital at the beginning of the period plus gross investment. D) the amount of the capital at the beginning of the period minus net investment. Answer: B Diff: 2 Topic: Calculating GDP Skill: Definition 27) Net investment is A) gross investment minus depreciation.B) gross investment plus depreciation. C) depreciation minus gross investment. D) GNP minus final sales. Answer: A Diff: 1 Topic: Calculating GDP Skill: Definition 28) D epreciation is A) the decrease in the overall price level. B) the additional capital stock in a year. C) the amount of used up machinery in a year. D) the amount of decline in business inventories. Answer: C Diff: 1 Topic: Calculating GDP Skill: Definition 29) If net investment in 2007 is $350 billion and gross investment in 2007 is $500 billion, depreciation in 2007 is A) $0. 7 billion. B) $150 billion. C) $175 billion. D) $250 billion.Answer: B Diff: 1 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 30) If net investment in 2008 is $500 billion and gross investment in 2008 is $900 billion, depreciation in 2008 is A) -$500 billion. B) $0. C) $400 billion. D) $1,400 billion. Answer: C Diff: 1 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 31) If gross investment in 2008 is $750 billion and depreciation in 2008 is $850 billion, net investment in 2008 is A) -$50 billion. B) -$100 billion. C) -$800 billion. D) -$1,600 billion. Answer: B Diff: 1 Topic: Calcu lating GDP Skill: Analytic AACSB: Analytic Skills 32)If gross investment in 2008 is $200 billion and depreciation in 2008 is $1,000 billion, net investment in 2008 is A) -$900 billion. B) -$800 billion. C) $1,000 billion. D) $1,200 billion. Answer: B Diff: 1 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 33) Exports equal A) imports – net exports. B) net exports + imports. C) net exports – imports. D) imports + (exports + imports). Answer: B Diff: 1 Topic: Calculating GDP Skill: Definition 34) When calculating GDP, exports are ________ and imports are ________. A) added; added B) added; subtracted C) subtracted; added D) subtracted; subtracted Answer: BDiff: 1 Topic: Calculating GDP Skill: Conceptual AACSB: Reflective Thinking 35) If the value of net exports is negative, then A) exports exceed imports. B) imports exceed exports. C) exports equal imports. D) imports are zero. Answer: B Diff: 1 Topic: Calculating GDP Skill: Conceptual AACSB: Reflective Thi nking 36) The largest income component of GDP is A) proprietors' income. B) rental income. C) compensation of employees. D) corporate profit. Answer: C Diff: 2 Topic: Calculating GDP Skill: Fact 37) What should be subtracted from GDP to calculate national income? A) depreciation B) indirect taxes C) personal income taxes.D) net factor payments to the rest of the world Answer: A Diff: 2 Topic: Calculating GDP Skill: Conceptual AACSB: Reflective Thinking 38) Proprietors' income is A) the income of unincorporated businesses. B) the income of all businesses? incorporated and unincorporated. C) the income of sole proprietorships. D) the income of partnerships. Answer: A Diff: 2 Topic: Calculating GDP Skill: Definition 39) Net interest is the interest on loans paid by A) businesses, households, and the government. B) businesses and households. C) businesses and the government. D) businesses. Answer: D Diff: 3 Topic: Calculating GDP Skill:Definition 40) Interest paid by households and by t he government is A) counted in national income, but not in GDP. B) not counted in GDP because it is not assumed to flow from the production of goods and services. C) not counted in GDP but is counted in GNP because it is paid by U. S. citizens to people living in the United States. D) included in both GDP and GNP because it represents an expenditure by one group and a receipt of income by another group. Answer: B Diff: 3 Topic: Calculating GDP Skill: Conceptual AACSB: Reflective Thinking 41) What type of tax affects the amount of money you pay for a product? A) direct taxB) income tax C) indirect tax D) all of the above Answer: C Diff: 2 Topic: Calculating GDP Skill: Conceptual 42) Depreciation is A) subtracted from national income to get GDP. B) added to national income to get GDP. C) subtracted from GNP to get NNP. D) added to GNP to get NNP. Answer: C Diff: 2 Topic: Calculating GDP Skill: Conceptual AACSB: Reflective Thinking Refer to the information provided in Table 6. 3 below to answer the questions that follow. Table 6. 3 [pic] 43) Refer to Table 6. 3. The value for national income in billions of dollars is A) 585. B) 600. C) 635. D) 850. Answer: C Diff: 2 Topic:Calculating GDP Skill: Analytic AACSB: Analytic Skills 44) Refer to Table 6. 3. The value for gross domestic product in billions of dollars is A) 485. B) 680. C) 685. D) 710. Answer: D Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 45) Refer to Table 6. 3. The value of net factor payments to the rest of the world is A) 5. B) 15. C) 25. D) 35. Answer: A Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 46) Refer to Table 6. 3. The value of disposable income A) is 505. B) is 560. C) is 605. D) cannot be calculated given the information in Table 6. 3. Answer: D Diff: 2Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 47) If receipts of factor income from the rest of the world exceed payments of factor income to the rest of the world, then A) GD P is greater than GNP. B) GDP equals GNP. C) GNP equals NNP. D) GNP is greater than GDP. Answer: D Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills Refer to the information provided in Table 6. 4 below to answer the questions that follow. Table 6. 4 [pic] 48) Refer to Table 6. 4. The value for GDP in billions of dollars is A) 910. B) 920. C) 950. D) 1,050. Answer: C Diff: 2 Topic: Calculating GDPSkill: Analytic AACSB: Analytic Skills 49) Refer to Table 6. 4. The value for GNP in billions of dollars is A) 900. B) 930. C) 980. D) 1,010. Answer: B Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 50) Refer to Table 6. 4. The value for NNP in billions of dollars is A) 890. B) 910. C) 940. D) 970. Answer: A Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 51) Refer to Table 6. 4. The value for national income in billions of dollars is A) 890. B) 910. C) 940. D) 970. Answer: A Diff: 2 Topic: Calculating GDP Skill: Analytic AACS B: Analytic Skills 2) Refer to Table 6. 4. The value for personal income in billions of dollars is A) 870. B) 890. C) 950. D) 960. Answer: A Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 53) Refer to Table 6. 4. The value for disposable personal income in billions of dollars is A) 750. B) 770. C) 820. D) 990. Answer: A Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 54) If GNP is $600 billion, receipts of factor income from the rest of the world are $50 billion, and payments of factor income to the rest of the world are $30 billion, then GDP is A) $520 billion. B) 580 billion. C) $620 billion. D) $680 billion. Answer: B Diff: 3 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 55) If GNP is $200 billion, receipts of factor income from the rest of the world are $10 billion, and payments of factor income to the rest of the world are $30 billion, then GDP is A) $160 billion. B) $210 billion. C) $220 billion. D) $240 billion. Ans wer: C Diff: 3 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 56) If GDP is $500 billion and depreciation is $40 billion, then net national product A) is $460 billion. B) is $500 billion. C) is $540 billion. D) annot be determined from this information. Answer: D Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 57) If GDP is $300 billion, depreciation is $30 billion, and net factor income from the rest of the world is -$40 billion, then net national product is A) $230 billion. B) $270 billion. C) $290 billion. D) $310 billion. Answer: D Diff: 3 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 58) If GNP is $800 billion and depreciation is $90 billion, then net national product is A) $710 billion. B) $845 billion. C) $890 billion. D) $980 billion. Answer: A Diff: 1 Topic:Calculating GDP Skill: Analytic AACSB: Analytic Skills 59) If GNP is $200 billion and depreciation is $20 billion, then net national product is A) $100 billion. B) $18 0 billion. C) $210 billion. D) $220 billion. Answer: B Diff: 1 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 60) If depreciation equals zero and retained earnings equal $5 billion, then A) GNP is less than net national product by $5 billion. B) GNP equals net national product. C) Net national product is less than GNP by $5 billion. D) GNP is greater than GDP by $5 billion. Answer: B Diff: 1 Topic: Calculating GDP Skill:Analytic AACSB: Analytic Skills 61) Net national product is A) GDP plus depreciation. B) GDP minus depreciation. C) GNP minus depreciation. D) GNP plus depreciation. Answer: C Diff: 1 Topic: Calculating GDP Skill: Definition 62) The total income of households is A) net national product. B) personal income. C) national income. D) production income. Answer: B Diff: 1 Topic: Calculating GDP Skill: Definition 63) Personal income is national income minus A) depreciation. B) net factor income to the rest of the world. C) the amount of national income not goi ng to households. D) imports. Answer: C Diff: 2 Topic: Calculating GDPSkill: Fact 64) If national income is $600 billion, personal income is $400 billion, personal taxes are $120 billion, then disposable income equals A) $480 billion. B) $320 billion. C) $280 billion. D) $80 billion. Answer: C Diff: 2 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 65) Which of the following is subtracted from national income to get to personal income? A) retained earnings B) personal interest income C) depreciation D) personal Taxes Answer: A Diff: 2 Topic: Calculating GDP Skill: Conceptual AACSB: Reflective Thinking 66) Personal income A) is always less than national income. B) s always greater than national income. C) may be greater than or less than national income. D) will always equal national income. Answer: C Diff: 2 Topic: Calculating GDP Skill: Conceptual AACSB: Reflective Thinking 67) If personal income is $925 billion and personal income taxes are $70 billion, the value of disposable personal income is A) $835 billion. B) $855 billion. C) $890 billion. D) $995 billion. Answer: B Diff: 1 Topic: Calculating GDP Skill: Analytic AACSB: Analytic Skills 68) If personal saving is -$10 billion and disposable personal income is $370 billion, then personal consumption spending A) is $360 billion.

Medical Ethics Abortion Essay

Most moral issues in medicine and healthc atomic number 18 will aid lively debate, provided no idea seems to inflame tempers much than the question of stillbirth. The disjuncture between pro- demeanor and pro- cream stinkpot be an uncompromising stance of deep held beliefs and principles. On the angiotensin-converting enzyme hand, there is the call option that the fetus is a forgiving organism with the same duty to living as some(prenominal) other human being, and spontaneous terminateion is therefore nada less(prenominal)(prenominal) than murder. On the other hand, it is argued that a muliebrityhood has a obligation to bring what happens inwardly her testify body, and is therefore furtherified in close making to produce her fetus accede onward if she so wishes.Even a liberal positioning is problematic these tend to deal out the pick up that it is permissible for an stillbirth to take rump in advance a certain storey in the foet hires develo ping, tho non beyond that bearn point. Such an ar sharpnessrary opinion does seem difficult to quantify how coffin nail whateverone determine the criteria that would navigate a decision that arrives termination acceptable today still morally reprehensible tomorrow? It is sometimes argued that the fetus reaches personhood well before birth.By the tenth week, for example, it already has a face, fortification and legs, fingers and toes it has internal organs, and brain diddleivity is detectable.1 entirely does this undermine a charrs right to self determination trick it still be sane for her to choose abortion, authorizen its level of development? We shall research this question non from the perspective of whether the foetus is human, scarce from the premise that the char charhoods rights all over her body atomic number 18 more important than the spiritednessspan of the person or persona person in her womb.2A Womans ripe(p) to self-defenseJudith Jarvis Thoms on presents the following hypothesis3 a cleaning womanhood becomes pregnant and accordingly learns that she has a cardiac condition that will ca custom her conclusion if the maternity go forwards. Let us c erstssion the foetus personhood, with a right to animation. manifestly the mystify too has a right to career, so how rouse we decide whos right to life is greater? A way of answering this question could be to say that an abortion is an act of assault with the sole intention to pour d feature. Whereas to do nonhing would non be an attempt by anyone to murder the fetch, rather to just allow her die.The passivity of the latter could be seen as morally preferable than directly violent oddment an needy person. Thomson argues that It sewernot seriously be verbalize thatshe must sit passively by and wait for her closing.4 in that location are 2 people involved, two are innocent, tho one is endangering the life of the other. Thomson retrieves that in this scen ario a woman is entitle to defend herself against the menace posed by the unborn tyke, all the same if ultimately this will cause its decease.I feel Thomson is correct in her appraisal. If an unprejudiced judgement was sought by an lesson-by-case as to whose life has greater worth the foetus or the woman, they might not feel able to chooseboth lives could be seen to withdraw equal value. just now there is aught objective around the womans topographic pointher life is endangered. If a person threatens my life pull d experience if they are not conscious of their actionsI have a right to putting to death them, if that is the entirely course of action I chamberpot take to repel the attack.The scenario becomes less clear when we get h rare of if a woman hold ups the same right to defend herself if the prolongation of her pregnancy causes her serious health problems that are not terminal. Again, I would assess the situation in terms of an attack. Do I have a right to kill an assailant if he attempts to wound me? The answer, I deliberate, is symbiotic upon degreethe injury that would be inflicted. It seems reasonable that the degree of retaliation should be proportional to the severity of the attack.Similarly, a woman has the right to terminate her pregnancy if its police force of continuation instigates a degree of illness that is arch enough to warrant that decision. The problem consequently is quantifying much(prenominal) comparatives. It might seem reasonable to nominate the woman involved as the person best qualified to hold that decision, but shouldnt such judgments arise from an objective source? After all, should I be able to take the law into my own hands and choose any(prenominal) reprisal I thought necessary against my aggressor?A Womans salutary to OwnershipA woman holds possession of her own body therefore she whitethorn abort her foetus if that is what she chooses it is in a very real sense her ownto dispose of as she wishes .5 prof Thomson analogises it is not that the woman and foetus are same(p) two tenants occupying a small signaling that has been mis takenly rented to both of themthe fuss owns the house.6 scarcely not all claims of ownership hold an automatic right to dispose of their keeping. tail Harris gives an example7 suppose I own a life-saving drug, and have nothing planned for its use other than placing it on my shelf. If I decent a person who was dependent on that drug otherwise they will die, I would not be morally entitled to withhold the drugit would be defame of me to figure out that right.What Harris is expressing is that a woman may have the right to do what she wishes to her own body, but it would be wrong of her to exercise that right. The question past is does the value of ownership of your body take precedence over the value of the foetus? Property is sometimes commandeered during war, and this action is usually justified because case security is thought to take antec edency over an individuals right to ownership.8 Another compelling, and I think decisive, affirmation comes from Mary Anne Warren. She states that ownership does not give me a right to kill an innocent person on my property, furthermore, it is also culpable to banish a person from my property if by doing so they will undoubtedly perish.9If one does not accept that a foetus is a human being, hence the woman may have it packd from her body, similarly to having a kidney stone taken out. still if the foetus is believed to be a person, therefore I do not think any personal line of credit of ownership ass hold up against the soundness of the given examples.A Foetuses Right to its Mothers embodyCan a womans right to choose abortion take priority over the foetuses right to life? professor Thomson argues that a right to life does not guaranteehaving either a right to be given the use of or a right to be allowed lived use of another persons bodyeven if one need it for life.10 T homson goes on to give an example11, that if she was terminally ill, and the lone(prenominal) thing that would save her life was the touch of Henry Fondas calm down hand on her fevered brow, she would have no right to expect him to choke to her side and assist her in this way. No doubt, Thomson adds that it would be frightfully nice of him, but she holds no right against him that he should do so.An obvious criticism is to argue that a woman has a superfluous righteousness to her foetus, simply because she is its scrama right that Henry Fonda does not owe, so the analogy, is rendered useless. that Thomson postulates that we do not have any such special responsibility for a person unless we have assumed it, explicitly or implicitly.12 Thomson therefore argues that if a pregnancy is unwanted, and the woman holds no emotional wedge to the foetus, there is no attachment and so no responsibility. A likely contend to Thomsons idea is to suggest that the special responsibility is bonded through genes rather then emotion. If a babe is born and the mother abandons it, her culpability is held through their mother and bollix up relationship rather then what the mother thinks of her baby.Another argument that can give claim by the foetus to its mothers body is one of contract.13 It could be said that by voluntarily zesty in sexual intercourse a womaneven if using contraceptive methodrisks the chance of pregnancy. By considering the possible consequences of her actions, she must be seen as trustworthy for the organism of the foetus, because no method of contraceptive method is known to be infallible. Since the woman is accountable for bringing the foetus into the world (albeit in her womb) she assumes an obligation to continue to provide fodder for its survival.Michael Tooley offers an example that he believes analogises this argument14 there is a pleasurable act that I practice. solely by engaging in it, it can have the unfortunate risk of destroying so ulfulnesss food supply. This will not cause the person any problem, as long as I continue to make such provisions, even though it causes me immense trouble and expense. Tooley says that he arranges things so that the probability of the pleasurable act having such an effect is as small as possible (contraception). nevertheless he says that if things do go wrong, he is still responsible for the person needing food, and therefore obligated to readiness the food needed. Tooley believes that once we engage in an activity that can emfly bring into being a boor, then we assume responsibility for its needs, even if bringing that child into existence was accidental and precautions were taken to prevent that outcome.prof Thomson offers her own powerful analogy in contrast to the above viewIf the agency is stuffy, and I therefore open a window to air it, and a brigand climbs in, it would be wet to say, Ah, now he can stay, shes given him a right to the use of her housefor she is part responsible for his presence there, having voluntarily do what enabled him to get in, in full experience that there are such things as burglars, and that burglars burgle. It would be still more absurd to say this if I had had bars installed outback(a) my windows, precisely to prevent burglars from getting in, and a burglar got in only because of a defect in the bars.15 stillbirth, Due to cockerAs already stated, most views against abortion base their position from the value they come on on the foetuses life. Even so, in the case where pregnancy had occurred through rape, most opponents of abortion would believe that there would be decent exculpation for termination. Obviously, there is something paradoxical or so thisif the foetus is valuable because it is human, it is obviously no less human because its mother had been raped.So how can some opponents of abortion hold such contradictory ideas? Janet Radcliffe Richards explains that when a woman is forced to continue pregnan cy until childbirth, the child is being utilize as an instrumentate of punishment to the mother, and that talk of the sanctity of life is being used to disguise the fact.16 The only thing that a woman that wants to abort for reasons of accidental pregnancy has make contrastingly, is to of busy willingly to sexand that is what she is being punish for.17Richards offers an interesting approach to the apparent revulsion stated, although I dont find its supposition altogether convincing. I think the double-standards described, portray an individual that holds only a relative opinion to the value of life that is held by the foetus. That is, the foetus is human, with rights, but not as human and not as much rights as an adult human being. And this is how I feel critics of abortion consider priority to women in rape cases.A Fathers RightTo what degree, if any, does the amazes opinion count on whether his unborn child should die at the hands of the mother? After all, the foetus is ve ry much a part of himsharing his genetic make-up. It is noted by John Harris18 that a man is not entitled to wear a woman for the consumption of impregnating herthat is rapeso then it follows that he must not violate her by forcing his wishes for a pregnancy to continue until birth. The counter argument is that by agreeing to sex, a woman has tacitly agreed to lease the mans child.Ultimately the womans opinion must take priority over the mansbecause she has to carry the foetus, but, once a foetus is formed, one can have a degree of sympathy for the mans situation. If copulation had taken place for the purpose of impregnation, then why should the man drive a feeling of loss just because his partner changes her mind? Where contraception is used, his argument may be weakenedthey did not intend parenthood. But if both were planning for a baby, is it fare that once that child exists, the mother can take it away from its father, even though he has done no wrong?A Right to demolitionI f a pregnancy is complete during its early stages, the foetus will undoubtedly die. But if an abortion takes place later in pregnancy, and by some miracle survives, the mother has no right to secure the death of the unborn child.19 If the baby was still unwanted, the woman may be utterly devastated by the thought of a child, a bit of herself, put out for adoption and neer seen or heard of again20 but she can only demand her dissolution from it she may not order its execution.I guess there would be some opponents to this assertion but it is interesting to understand why. If a person accepts the permissibility of abortion, how is it so different to kill a child that survives its try termination? Presumably the foetus has acquired rights that it didnt hold inside the womb, or possibly the woman loses her rights during that transition. It seems strange that location should fudge the foetuses perspective so drastically after(prenominal) all, it is the same being. It could be argued that it is independence that qualifies the foetus for its right to live. When it no longer needs its mother for survival, and is not reliant upon her in any way, she loses the right to decide its fate.Professor Thomsons explanation is somewhat different she too agrees that there is no defense for a woman to order the death of a foetus that lives following an abortion, but her reasoning is not dependent upon any acquisition or loss of rights. Thomson argues that a termination is just the right for a woman to detach the foetus from her body. This is not an act of murder (even though its death is inevitable during its infancy) but an entitlement to liberation, whatever its outcome.21Professor Thomson presents an account that would be reasonable if the act of abortion was purely an attempt of separation. But in fact the procedure used is an attempt, not only to detach and remove the foetus, but to kill it.22 If the abortionist fails in this task, then Thomson allows the baby a right t o live. But as the method of termination is designed for the foetus to die, I believe it renders Thomsons point unsound.ConclusionProfessor Thomson concedes that It would be indecent in the woman to involve an abortion, and indecent in a get to perform it, if she is in her seventh month, and wants the abortion just to avoid the nuisance of postponing a trip abroad.23 So, even staunch defendants of libber ethics feel compelled to consider the foetuses interests once its development reaches a mature stage. It could be argued that the foetus has become a baby, and abortion is therefore tantamount to infanticide.I believe that anyone can exercise their right to self-defense if their life is threatened, and a woman can use her prerogative against the unborn baby at any stage of its development without recrimination. However, I feel that a womans right to expel her foetus for any other reason has only relative justification. Relative because a womans rights to abort become less valid as the foetus develops.There is, in my opinion, a necessary correlativity between foetal development and a womans right to termination. A woman may exercise her choice without compromise during early pregnancy, because the foetus is nothing more then potential, but justification becomes less palatable as potential becomes actualised. Can a woman in truth hold the same rights to choose what happens within her own body when the foetus is 20 five weeks old, as she did when it was ten weeks old?As previously mentioned, arbitrarily choosing a point in the foetuses life and shout before this point the thing is not a person, after this point it is a person, does appear contrived. But its comparison with before this point a woman can choose, after this point she cant does seem vindicated against less able views. The purpose of this essay was to assess a case for abortion that was not dependent on the foetuses right to life, but quite to appreciate a womans right to choose. I dont beli eve that either position can be considered without respecting the rights of the other. Therefore, in my opinion a woman holds considerable rights but they are only relative to the foetuses level of development.BIBLIOGRAPHYDwyer, Susan, The difficulty of Abortion. capital of the United Kingdom WadsworthPublishing Company, 1997Glover, Jonathan, Causing Death and Saving Lives. London Penguin Books, 1997Harris, John, The Value of Life. London Routledge, 1985Info on Abortion Abortion, Wikipedia, the Free Encyclopaedia, http//en.wikipedia.org/wiki/AbortionOther_means_of_ abortionRichards, Janet, The unbelieving Feminist. Harmondsworth Pelican, 1982Sherwin, Susan, No Longer Patient. Philadelphia Temple University Press, 1992Thomson, Judith, A Defence of Abortion, Philosophy and globe Affairs, Vol. 1, No. 1, 1971 pp. 47-66Tooley, Michael, Abortion and Infanticide. London Oxford University Press, 1983Warren, link up Anne, On the Moral and Legal lieu of Abortion, The Monist, 1973