Essay on Censorship and Banned Books - 1191 Words

Censorship and Banned Books Books are dangerous. They make you thinkÂ…feelÂ…wonderÂ…. They make you ask questions (Weiss p.2). At the present time, at least seventy-five books are being banned. This is hurting our culture more than it is helping. This has to be stopped; books cannot be taken off of the shelves at the rate that they are today. The books that are being taken off of the shelves are, for the most part, considered classics. The act of book banning puts limitations on what authors can say, and what readers can read (Dorshemer p.1). The banning of books in America is a violation of our first amendment rights. Amendment 1 of the United States Constitution states as follows: Congress shall make no law respecting an†¦show more content†¦Because of the nature of stealth censorship, it is difficult to document and impossible to quantify. These quiet book bannings affect every aspect of the book world. Librarians, who buy at least half of hardcover literary trade books published for children and young adults, have ever-tightening budgets and face a constricted job market. Under pressure from administrators not to land their schools in the midst of controversy, many librarians have become increasingly cautious about the kind of books they order (Weiss). The function of books is to initiate thought in the readers mind. If books are continually being banned and censored, what thoughts are people going to have? The answer is none. This would turn our population into a bunch of people who cant think for themselves. This situation is very similar to that of Ray Bradburys Fahre nheit 451. In this engaging story, no controversial books are allowed into circulation because they make people think, and that is considered to be a bad thing. Is this idea that far fetched, though? Our world could turn into this world if organizations are allowed to ban books that they believe to be offensive or revolting. The act of banning books isShow MoreRelatedThe Pros And Cons Of Censorship In Libraries708 Words   |  3 PagesCensorship in some libraries is a big issue amongst people across the world. Censorships definition is the suppression or prohibition of any part of a book, film, news, etc that are thought to be considered as a politically unacceptable, or cause a threat to society. Many people believe that censorship is against our constitution. Some people believe although, that censorship was created to protect students and other people from the harm ful information that may be inside some of the books. One ofRead MoreBanning Books in Schools Essay983 Words   |  4 PagesThe practice of the censorship of books in schools has been prevalent due to the explicit content of them. Parents have been complaining to schools about books that count as required reading because they disapprove with the points made in the book. If a book consists of offensive or sexually explicit material, then parents would challenge the schools about them in order to prevent their children from reading them. Censorship in general has been an intensely debated issue because it is consideredRead MoreThe Importance Of Censorship In Libraries728 Words   |  3 PagesCensorship is a huge thing within todays society, Censorship in libraries is when a school board, a parent, or just anyone challenges a book that is explicit with sexual language, homosexuality, and or religion. The meaning of censorship is to ban a book, its not necessarily up to the library, b ut more so to the community and the school board. Anyone can challenge a book to be censored, even if it’s not explicit, if you personally take offense to a book you can challenge it to be a censored orRead MoreCensorship For Middle School Students Essay1111 Words   |  5 PagesCensorship by definition is the suppression of speech or removal of communicative material which may be considered objectionable or repulsive. Censorship is nothing new and its effects are constantly felt throughout society. Many societies use censorship to protect the established moral and social order. Book censorship in western cultures can be traced to the earliest years of Christianity, when the church began to suppress opposing views as unorthodox. In ancient times, before the printing pressRead More The Controversy Around Banning Books Essay852 Words   |  4 Pages The subject of censorship is a very controversial one, especially the banning of books. Many people believe they must protect th emselves and others from the quot;evilsquot; of many classic books and works of art because they can be deemed quot;indecentquot; in one way or another. Many believe that this is absurd and censorship in its current form is a violation of our First Amendment right to free speech. Personally, I align myself with the latter, however I do feel there are occasions whereRead MoreThe Controversy Around Banning Books889 Words   |  4 PagesThe subject of censorship is a very controversial one, especially the banning of books. Many people believe they must protect themselves and others from the evils of many classic books and works of art because they can be deemed indecent in one way or another. Many believe that this is absurd and censorship in its current form is a violation of our First Amendment right to free speech. Personally, I align myself with the latter, however I do feel there are occasions where censorship is justifiableRead MoreIts Time to STOP Banning Books Essay1383 Words   |  6 Pagesto make it easier for people to talk about sex in a more mature manner. Banning books that contain sexual content, vulgarity, and violence give children and young adults a reason to snicker about these topics when discussed in class because we are taught that these topics are not appropriate to talk about publicly. There are many factors that play a major role in how an individual perceives certain topics in books. If taught at an earlier age that these topics are suitable for mature discussionRead MoreCensorship Of Classic Books1325 Words   |  6 PagesTitle: Research Paper Censorship of Classic Novels in Canada and the United States Ashley Sprague 7607211 College Reading and Writing Skills/ COMM1085 Dawn Grimmer Many novelists in today’s society have the growing responsibility of censoring their work, ultimately loosing their freedom of expression. Canada is no different from other countries who have begun the long list of â€Å"banned and challenged classic novels.† Most of the Canadian population can remember studying Harper Lee’s ToRead MoreEssay on Is Censorship Unconstitutional?919 Words   |  4 Pages Censoring knowledge is unconstitutional. Censorship had been going on since the beginning of the written word. This means that is not hard to say that it has been used as a manipulation tactic since the first man, or woman, placed their coal to a piece of dried goat skin. So does this make it wrong? To understand censorship, you have to start at the beginning. Censorship, no matter the definition, is when people who have power, wish to limit the knowledge of what we are receiving, orRead MoreCensorship in Literature and Why We Need to Get Rid of It815 Words   |  3 Pagesall books that have been banned for profanity, references to the occult and witchcraft, references to drugs and alcohol, and many other reasons. Censorship could have started as early as 339 BCE in Rome, when Socrates, a renowned Greek Philosopher, was sentenced to drink poison for his corruption of youth and his acknowledgement of unorthodox divinities (Newth 1). This was what modern censorship evolved from, the punishments becoming less and less severe from the poison drinking. Censorship is the

How Far Henri Fayols Principle of Management Is Relevant...

Background One of the first persons to sit down and try to work out what managers do (and what they should do) was a Frenchman called Henri Fayol. Fayol was born in Istanbul in 1841 in a French middle class family. After his graduation in 1860, he began working as an engineer at a large mining company in France (S.A. commentart-Fourchambault). He eventually became the director, at a time when the mining company employed more than 1,000 people in. Through the years, Fayol began to develop what he considered to be the 14 most important principles of management. Essentially, these explained how managers should organize and interact with staff. In 1916, two years before he stepped down as director, he published his 14 Principles of†¦show more content†¦3. Discipline: Fayol considered discipline, as respect for agreements which are directed at achieving obedience, application, energy and the outward marks of respect. Authority is of two types: one that stems from the official position and the other that results from personal knowledge, character and competence. Again Fayol has given us a scintillating expression: He says: Discipline is what managers make it. If managers are disciplined in their own work, the entire organisation becomes disciplined. If the manager is slack and slovenly in his work, people also become indifferent towards their work. Fayol thought essential to have supervisors who are competent, impartial and social. 4. Unity of Command: The workers should receive orders only from one source. Emphasizing on the importance of unity of command, Fayol wrote, Should it be violated, authority is undermined. Discipline is in jeopardy, order disturbed and stability threatened. This rule seems fundamental to me and so I have given it the rank of a principle. According to him, A body with two heads is in the social as in the animal sphere as monster and has difficulty in surviving. 5. Unity of Direction: By Unity of direction Fayol meant one unit and one plan for group of activities having the same objective. Fayol wrote, unity of direction (one unit,Show MoreRelatedTheories of Organizational Behavior10512 Words   |  43 Pagesorganizations get busy organizing each other, how then are we to think of ‘belonging’? And how can we stop tradition from being the Other of modernization? Are there forms of affiliation and belonging that are not based on exclusion, exploitation, precedent and privilege? Organization Theory These are the issues that Organization theory answers. As we all know, Organizational theory, encompasses the systematic study and careful application of knowledge about how people act within organizations. It encompassesRead MoreMGT1FOM Key Management Theorists26579 Words   |  107 PagesMGT1FOM Key Management Theorists The theorists covered in this MGT1FOM Key Management Theorist study reference guide have each made significant contributions to management theory. It is recommended that MGT1FOM students have a working understanding of the contributions of each of these theorists. Unless noted otherwise, the source of the content for each theorist is adapted from: Wren, DA Bedeian, AG 2009, The Evolution of Management Thought, 6th edn., John Wiley Sons, Hoboken, NJ. ContentsRead MoreHistory of Management Thought Revision17812 Words   |  72 PagesPart Two The Scientific Management Era The purpose of Part Two is to begin with the work of Frederick W. Taylor and trace developments in management thought in Great Britain, Europe, Japan, and the U.S.A. up to about 1929. Taylor is the focal point, but we will see his followers as well as developments in personnel management and the behavioral sciences. Henri Fayol and Max Weber will be discussed, although their main influence came later, and we will conclude with an overview of the influenceRead MoreManagement Theory14588 Words   |  59 PagesChapter two The Evolution of Management Theory Learning Objectives 1. Describe how the need to increase organizational efï ¬ ciency and effectiveness has guided the evolution of management theory. 2. Explain the principle of job specialization and division of labour, and tell why the study of person–task relationships is central to the pursuit of increased efï ¬ ciency. 3. Identify the principles of administration and organization that underlie effective organizations. 4. Trace the changes that have occurredRead MoreApproaches to Organisation and Management19498 Words   |  78 Pages2 APPROACHES  TO  ORGANISATION  AND MANAGEMENT Organisational  behaviour  is  a  discursive  subject  and  much has  been  written  about  it.  The  study  of  organisations  and management  has  therefore  to  proceed  on  a  broad  front.  It  is the  comparative  study  of  the  different  approaches  that  will  yield benefits  to  the  manager.  The  study  of  organisations,  their  structure and  management  is  important  for  the  manager.  Identification  of major  trends  in  management  and  organisational  behaviour,  and the  work  of  leading  writersRead MorePrinciples of Management: MCQ31501 Words   |  127 PagesMGT503 PRINCIPLES OF MANAGEMENT MCQS 2 Chapter 2 Management Yesterday and Today True/False Questions HISTORICAL BACKGROUND OF MANAGEMENT 1. According to Adam Smith, division of labor was an important concept. (True; easy; p. 28) 2. The division of labor is also referred to by the term job specification. (False; easy; p. 28) 3. In the Industrial Revolution, machine power began substituting for human power. (True; easy; p. 29) 4. The Industrial RevolutionRead MoreOrganizational Behaviour Analysis28615 Words   |  115 PagesModel Making Sense of Organisations: Metaphorical knowledge. Traditional Management: Mechanism, Rationality and Bureaucracy. Modified Bureaucracy: The Human Relations Movement and Job Design. Organisational Culture: Real and imagined. Why Work?: The motivation to get out of bed in the morning. The Politics of Organising: Goals? Whose Goals? Power and Conflict in Organisations: Pathology or Normality? Leadership and Management: The gentle art of being in charge? Negotiation and Influence: What doesRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesManagement Course: MBA−10 General Management California College for Health Sciences MBA Program McGraw-Hill/Irwin abc McGraw−Hill Primis ISBN: 0−390−58539−4 Text: Effective Behavior in Organizations, Seventh Edition Cohen Harvard Business Review Finance Articles The Power of Management Capital Feigenbaum−Feigenbaum International Management, Sixth Edition Hodgetts−Luthans−Doh Contemporary Management, Fourth Edition Jones−George Driving Shareholder Value Morin−Jarrell LeadershipRead MoreLibrary Management204752 Words   |  820 PagesCenter Management Recent Titles in Library and Information Science Text Series Library and Information Center Management, Sixth Edition Robert D. Stueart and Barbara B. Moran United States Government Information: Policies and Sources Peter Hernon, Harold C. Relyea, Robert E. Dugan, and Joan F. Cheverie Library Information Systems: From Library Automation to Distributed Information Access Solutions Thomas R. Kochtanek and Joseph R. Matthews The Complete Guide to Acquisitions Management FrancesRead MoreContemporary Issues in Management Accounting211377 Words   |  846 PagesContemporary Issues in Management Accounting This page intentionally left blank Contemporary Issues in Management Accounting Edited by ALNOOR BHIMANI 1 Great Clarendon Street, Oxford ox2 6dp Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico

Down syndrome and Spina Bifida cause, effects an Essay Example For Students

Down syndrome and Spina Bifida cause, effects an Essay d treatment Many individuals are born with defects due to genetic factors. Some such defects occur because the child inherits a defective gene, or genes from the parents. Others are caused through mutations- spontaneous changes that occur to a gene or chromosome. Environmental factors affecting the foetus during the uterine development may also cause defects. If, during pregnancy, a woman smokes, consumes alcohol or other drugs, or suffers dietary deficiencies, the developing foetus may be adversely affected. About one in every seven hundred births is Down syndrome baby. Down syndrome is now more frequently referred to as trisomy- 21, as new individuals with the disorder have three of the chromosome numbers twenty-one. Characteristics of a baby with Downs Syndrome include a small, round head with a large tongue and a broad skull; a short stature and stubby fingers; malformation of the heart, ears, hands and feet; and mental retardation. Sexual maturity is rarely attained. The risk of having a child with Down syndrome increases sharply if a woman is reaching the end of her child-bearing period. For women aged over 45 or over the risk is around one in fifty, whereas for women in their middle reproductive years- around 20-35 years- the risk is only about one in a hundred. Down syndrome can be detected in cells taken from the amniotic fluid of a pregnant woman, in a procedure called amniocentesis. Women having children late in life are strongly advised to have such a test. If the condition is detected early in the pregnancy, the parents have the option of a therapeutic abortion, whereas such practices are legal. About two in every thousand babies born in Australia have a neural tube defect and about half of these have spina bifida. Spina bifida occurs when the vertebrae of the spinal column fail to form a complete bony arch around the spinal cord. In about fifty percent of cases it is the lower back region of the spine that is affected. In serious cases, the coverings of the spinal cord and the wall of the spinal cavity itself may protrude, resulting in the opening of the neural canal to the exterior. Surgery to repair this is condition often results in paralysis of the lower limbs and associated lack of control of bowel and bladder functions. In less severe cases the spinal deformity may be small, and when it is repaired the child is able to walk and function normally. The incidence of spina bifida varies considerably between countries. Researchers have been led to believe that there is a strong environmental influence in spina bifida. In recent years a link has been established between inadequate intake of folic acid before and during pregnancy and the incidence of neural tube defects like spina bifida. A genetic link to spina bifida is also likely. All women who have a history of neural defects or spina bifida in the family are at an increased risk of themselves producing a baby with a neural tube defect. However, over ninety five percent of neural tube defects occur in families where there has never been an infected child. In some cases, the factor with the greater effect can be identified; whether it be environmental factors or heredity, but never the factor that is most important. Many of the characteristics displayed by humans are due to the interaction of both heredity and environment. The height to which an individual grows for example, is a case where heredity plays a role in the determination of the end result. If a person has tall parents, it is more likely that he or she too, will also be tall. In addition, growth is affected by environmental factors like nutrition. The question of that of the two factors- heredity or environment is the more important has no simple answer. .

Financial Management of Theory and Practice - MyAssignmenthelp.com

Question: Discuss about the Financial Management of Theory and Practice. Answer: Analysis of the Income Statement In order to evaluate the common size income statement of Microsoft for last three years in order to report on change in net income due to change in expenses there is need to carry out the trend analysis. Trend analyses are of two types, horizontal trend analysis and vertical trend analysis. Below are vertical and horizontal trend analyses (Horngren, 2012): INCOME STATEMENT Particulars 2015-06 2016-06 2017-06 USD in millions except per share data Revenue $ 93,580.00 $ 85,320.00 $ 89,950.00 Cost of revenue $ 33,038.00 $ 32,780.00 $ 34,261.00 Gross profit $ 60,542.00 $ 52,540.00 $ 55,689.00 Operating expenses Research and development $ 12,046.00 $ 11,988.00 $ 13,037.00 Sales, General and administrative $ 20,324.00 $ 19,260.00 $ 20,020.00 Restructuring, merger and acquisition Other operating expenses $ 10,011.00 $ 1,110.00 $ 306.00 Total operating expenses $ 42,381.00 $ 32,358.00 $ 33,363.00 Operating income $ 18,161.00 $ 20,182.00 $ 22,326.00 Interest Expense $ 781.00 $ 1,243.00 $ 2,222.00 Other income (expense) $ 1,127.00 $ 812.00 $ 3,045.00 Income before taxes $ 18,507.00 $ 19,751.00 $ 23,149.00 Provision for income taxes $ 6,314.00 $ 2,953.00 $ 1,945.00 Net income $ 12,193.00 $ 16,798.00 $ 21,204.00 (Annual Report, 2016 and 2017) INCOME STATEMENT (Vertical Analysis) Particulars 2015-06 2016-06 2017-06 USD in millions except per share data Revenue 100.00% 100.00% 100.00% Cost of revenue 35.30% 38.42% 38.09% Gross profit 64.70% 61.58% 61.91% Operating expenses Research and development 12.87% 14.05% 14.49% Sales, General and administrative 21.72% 22.57% 22.26% Restructuring, merger and acquisition 0.00% 0.00% 0.00% Other operating expenses 10.70% 1.30% 0.34% Total operating expenses 45.29% 37.93% 37.09% Operating income 19.41% 23.65% 24.82% Interest Expense 0.83% 1.46% 2.47% Other income (expense) 1.20% 0.95% 3.39% Income before taxes 19.78% 23.15% 25.74% Provision for income taxes 6.75% 3.46% 2.16% Net income 13.03% 19.69% 23.57% INCOME STATEMENT Horizontal Analysis) Particulars 2015-06 2016-06 2017-06 USD in millions except per share data Revenue 100.00% 91.17% 96.12% Cost of revenue 100.00% 99.22% 103.70% Gross profit 100.00% 86.78% 91.98% Operating expenses Research and development 100.00% 99.52% 108.23% Sales, General and administrative 100.00% 94.76% 98.50% Restructuring, merger and acquisition Other operating expenses 100.00% 11.09% 3.06% Total operating expenses 100.00% 76.35% 78.72% Operating income 100.00% 111.13% 122.93% Interest Expense 100.00% 159.15% 284.51% Other income (expense) 100.00% 72.05% 270.19% Income before taxes 100.00% 106.72% 125.08% Provision for income taxes 100.00% 46.77% 30.80% Net income 100.00% 137.77% 173.90% (Annual Report, 2016 and 2017) Observations for the income Statement Analysis It has been noted that there has been constant increase in cost of good gold as it was 35.30 % of the net sales in year 2015 and increased to 38.42% to net sales in year 2016. So it can be said that increase in percentage of cost of goods sold as against the sales has decreased the net income of the company. Selling and general expenses together termed as operating expenses has decreased a lot in year 2016 as compared to year 2015. In year 2015 operating expenses was 45.29% that was reduced to 37.93 % in year 2016 and 37.09% in year 2017. So it can be said that the decrease in operating expenses has lead to some increase in net income of the company. Depreciation refers to notional expense as it does not lead to cash flow of resources but it impacts the net income of company. There has been increase in depreciation amount year by year that leads to decrease in net income of the company. Taxes are the expenses that are paid to the government and it decreases the net income of the company. In year 2016 and 2017 there has been decrease in tax expenses as compared to year 2015 which leads to increase in net income of the Microsoft in both the years. There has been constant decrease in net income of the company (Brigham Ehrhardt, 2007) Analysis of the Balance Sheet Same horizontal and vertical trend analysis of the balance sheet has been carried down below and various observations are made. BALANCE SHEET Particulars 2015-06 2016-06 2017-06 USD in millions except per share data Assets Current assets Cash Cash and cash equivalents $ 5,595.00 $ 6,510.00 $ 7,663.00 Short-term investments $ 90,931.00 $ 106,730.00 $ 125,318.00 Total cash $ 96,526.00 $ 113,240.00 $ 132,981.00 Receivables $ 17,908.00 $ 18,277.00 $ 19,792.00 Inventories $ 2,902.00 $ 2,251.00 $ 2,181.00 Deferred income taxes $ 1,915.00 Other current assets $ 5,461.00 $ 5,892.00 $ 4,897.00 Total current assets $ 124,712.00 $ 139,660.00 $ 159,851.00 Non-current assets Property, plant and equipment Gross property, plant and equipment $ 32,337.00 $ 38,156.00 $ 47,913.00 Accumulated Depreciation -$ 17,606.00 -$ 19,800.00 -$ 24,179.00 Net property, plant and equipment $ 14,731.00 $ 18,356.00 $ 23,734.00 Equity and other investments $ 12,053.00 $ 10,431.00 $ 6,023.00 Goodwill $ 16,939.00 $ 17,872.00 $ 35,122.00 Intangible assets $ 4,835.00 $ 3,733.00 $ 10,106.00 Other long-term assets $ 2,953.00 $ 3,642.00 $ 6,250.00 Total non-current assets $ 51,511.00 $ 54,034.00 $ 81,235.00 Total assets $ 176,223.00 $ 193,694.00 $ 241,086.00 Liabilities and stockholders' equity Liabilities Current liabilities Short-term debt $ 7,484.00 $ 12,904.00 $ 10,121.00 Accounts payable $ 6,591.00 $ 6,898.00 $ 7,390.00 Taxes payable $ 606.00 $ 580.00 $ 718.00 Accrued liabilities $ 5,096.00 $ 5,264.00 $ 5,819.00 Deferred revenues $ 23,223.00 $ 27,468.00 $ 34,102.00 Other current liabilities $ 6,858.00 $ 6,243.00 $ 6,377.00 Total current liabilities $ 49,858.00 $ 59,357.00 $ 64,527.00 Non-current liabilities Long-term debt $ 27,808.00 $ 40,783.00 $ 76,073.00 Deferred taxes liabilities $ 2,835.00 $ 1,476.00 $ 531.00 Deferred revenues $ 2,095.00 $ 6,441.00 $ 10,377.00 Other long-term liabilities $ 13,544.00 $ 13,640.00 $ 17,184.00 Total non-current liabilities $ 46,282.00 $ 62,340.00 $ 104,165.00 Total liabilities $ 96,140.00 $ 121,697.00 $ 168,692.00 Stockholders' equity Common stock $ 68,465.00 $ 68,178.00 $ 69,315.00 Retained earnings $ 9,096.00 $ 2,282.00 $ 2,648.00 Accumulated other comprehensive income $ 2,522.00 $ 1,537.00 $ 431.00 Total stockholders' equity $ 80,083.00 $ 71,997.00 $ 72,394.00 Total liabilities and stockholders' equity $ 176,223.00 $ 193,694.00 $ 241,086.00 BALANCE SHEET (Vertical Analysis) Particulars 2015-06 2016-06 2017-06 USD in millions except per share data Assets Current assets Cash Cash and cash equivalents 3.17% 3.36% 3.18% Short-term investments 51.60% 55.10% 51.98% Total cash 54.77% 58.46% 55.16% Receivables 10.16% 9.44% 8.21% Inventories 1.65% 1.16% 0.90% Deferred income taxes 1.09% 0.00% 0.00% Other current assets 3.10% 3.04% 2.03% Total current assets 70.77% 72.10% 66.30% Non-current assets Property, plant and equipment Gross property, plant and equipment 18.35% 19.70% 19.87% Accumulated Depreciation -9.99% -10.22% -10.03% Net property, plant and equipment 8.36% 9.48% 9.84% Equity and other investments 6.84% 5.39% 2.50% Goodwill 9.61% 9.23% 14.57% Intangible assets 2.74% 1.93% 4.19% Other long-term assets 1.68% 1.88% 2.59% Total non-current assets 29.23% 27.90% 33.70% Total assets 100.00% 100.00% 100.00% Liabilities and stockholders' equity Liabilities Current liabilities Short-term debt 4.25% 6.66% 4.20% Accounts payable 3.74% 3.56% 3.07% Taxes payable 0.34% 0.30% 0.30% Accrued liabilities 2.89% 2.72% 2.41% Deferred revenues 13.18% 14.18% 14.15% Other current liabilities 3.89% 3.22% 2.65% Total current liabilities 28.29% 30.64% 26.77% Non-current liabilities Long-term debt 15.78% 21.06% 31.55% Deferred taxes liabilities 1.61% 0.76% 0.22% Deferred revenues 1.19% 3.33% 4.30% Other long-term liabilities 7.69% 7.04% 7.13% Total non-current liabilities 26.26% 32.18% 43.21% Total liabilities 54.56% 62.83% 69.97% Stockholders' equity Common stock 38.85% 35.20% 28.75% Retained earnings 5.16% 1.18% 1.10% Accumulated other comprehensive income 1.43% 0.79% 0.18% Total stockholders' equity 45.44% 37.17% 30.03% Total liabilities and stockholders' equity 100.00% 100.00% 100.00% (Annual Report, 2016 and 2017) BALANCE SHEET (Horizontal Analysis) Particulars 2015-06 2016-06 2017-06 USD in millions except per share data Assets Current assets Cash Cash and cash equivalents 100.00% 116.35% 136.96% Short-term investments 100.00% 117.37% 137.82% Total cash 100.00% 117.32% 137.77% Receivables 100.00% 102.06% 110.52% Inventories 100.00% 77.57% 75.16% Deferred income taxes 100.00% 0.00% 0.00% Other current assets 100.00% 107.89% 89.67% Total current assets 100.00% 111.99% 128.18% Non-current assets Property, plant and equipment Gross property, plant and equipment 100.00% 117.99% 148.17% Accumulated Depreciation 100.00% 112.46% 137.33% Net property, plant and equipment 100.00% 124.61% 161.12% Equity and other investments 100.00% 86.54% 49.97% Goodwill 100.00% 105.51% 207.34% Intangible assets 100.00% 77.21% 209.02% Other long-term assets 100.00% 123.33% 211.65% Total non-current assets 100.00% 104.90% 157.70% Total assets 100.00% 109.91% 136.81% Liabilities and stockholders' equity Liabilities Current liabilities Short-term debt 100.00% 172.42% 135.24% Accounts payable 100.00% 104.66% 112.12% Taxes payable 100.00% 95.71% 118.48% Accrued liabilities 100.00% 103.30% 114.19% Deferred revenues 100.00% 118.28% 146.85% Other current liabilities 100.00% 91.03% 92.99% Total current liabilities 100.00% 119.05% 129.42% Non-current liabilities Long-term debt 100.00% 146.66% 273.57% Deferred taxes liabilities 100.00% 52.06% 18.73% Deferred revenues 100.00% 307.45% 495.32% Other long-term liabilities 100.00% 100.71% 126.88% Total non-current liabilities 100.00% 134.70% 225.07% Total liabilities 100.00% 126.58% 175.46% Stockholders' equity Common stock 100.00% 99.58% 101.24% Retained earnings 100.00% 25.09% 29.11% Accumulated other comprehensive income 100.00% 60.94% 17.09% Total stockholders' equity 100.00% 89.90% 90.40% Total liabilities and stockholders' equity 100.00% 109.91% 136.81% (Annual Report, 2016 and 2017) Observation made on the balance sheet changes: The cash and cash equivalents ranges 3% to 4% of the total assets in all the last three years The inventory ranges 0.90% to 2.00% of the total assets in all the last three years The account receivable ranges 8.00 % to 11.00 % of the total assets in all the last three years The long term debt ranges 25.00 % to 45.00 % of the total Liabilities and Shareholder Equity in all the last three years. It can be better seen in vertical analysis of balance sheet The equity ranges 28.00 % to 40.00 % of the total Liabilities and Shareholder Equity in all the last three years The retained earnings range 1.00 % to 5.00 % of the total Liabilities and Shareholder Equity in all the last three years (Besley Brigham, 2014) References Annual Report. 2016. Microsoft Corporation. Retrieved 5 December 2017, from https://www.microsoft.com/en-us/Investor/annual-reports.aspx Annual Report. 2017. Microsoft Corporation. Retrieved 5 December 2017, from https://www.microsoft.com/en-us/Investor/annual-reports.aspx Besley, S. Brigham, E. 2014. Principles of Finance. Cengage Learning. Brigham, E. Ehrhardt, M. 2007. Financial Management: Theory Practice. Cengage Learning. Horngren, C. 2012. Financial Accounting. Pearson Higher Education AU.

Developing and learning new information

Microeconomics competition and monopoly

Microeconomics competition and monopoly Introduction There are four market types namely; monopoly, monopolistic competition, pure competition and oligopolistic markets (Peterson 1977). Pure monopolies and pure competition firms represent the two extremes of competition which is not easy to find in practice. The following is a review of an example of an organisation in Maryland operating in a pure competition market and one in a pure monopoly market.Advertising We will write a custom research paper sample on Microeconomics: competition and monopoly specifically for you for only $16.05 $11/page Learn More Example of a firm operating in a pure competition market Pure competitors such as retail operations however have no control of the market and thus no control over prices (OSullivan, Sheffrin, and Perez 2009). A firm in such a market could sell any quantities of its products without influencing the market prices. It is quite difficult to get markets that are purely competitive where buyers have full knowledge, there are no barriers of entry and exit, buyers can easily switch from one seller to the other, and where there are a large number of buyers and sellers. However, retailers of agricultural commodities could provide a good example of a pure competition market. Some traders have sought to differentiate their farm produce thus reducing price competition in this market. For instance, since consumers are becoming more health; conscious, traders of farm produce are venturing into natural foods in place of GMOs whereas packaging is also gaining prominence as a differentiation tool. Market for agricultural products is set to change resulting to a decline in price competition. Traders are seeking other forms of competitive fronts such as packaging and focus of healthy products. Therefore, the market is set to convert into monopolistic competition where differentiation is critical. Suppliers should therefore brace themselves for non of a pure monopoly Monopolies are organisations operating in a market where a firm has full control of the market. Such markets are characterized by a large single supplier of a product with no close substitutes. Monopolies such as oil producing companies face no competition and can influence market prices by regulating quantity supplied. In practice, it is very difficult to get a pure monopoly since there are very few, if any, products that do not have close substitutes. Berlin Municipal Electric Company is however a good example of a monopoly firm. It is the sole operator in electric supply industry of Berlin Municipal.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The main factors contributing towards this monopoly is mainly the huge initial investment outlay required to invest in the electric sector and the government restrictions. The Municipal electric companies are therefore maintained so as to reduce electric ity costs and thus they do not compete with other private producers. They purchase energy in bulk and offer to consumers at cost with no profit motive. Their existence is therefore protected by the government. The market might change with the increased popularity of alternative sources of power and proliferation of private power producers. To ensure that power is still affordable to the citizens, the government should offer subsidies to suppliers of clean energy. Municipal power suppliers should also be allowed to compete with private suppliers so as to ensure power is supplied in an efficient manner. Conclusion Pure competition and pure monopolies might not be sustainable in future. Traders in pure competitive markets will seek to differentiate their products whereas new entrants will cause monopoly powers to cease for pure monopolies. Reference OSullivan, A., Sheffrin, S., and Perez, S., (2009). Microeconomics principles, applications and tools, seventh edition. Prentice Hall Pete rson, W., (1977). Introduction to economics. New Jersey: Prentice Hall

Retail marketing of apple lnc Dissertation Example | Topics and Well Written Essays - 9000 words

Retail marketing of apple lnc - Dissertation Example †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 2.1. Company Profile †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 10 2.1.1. Market-Share Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 11 Chapter- 3 - LITERATURE REVIEW †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 3.1. Company-Owned retail marketing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 3.1.1. Marketing mix and Company’s own retailing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 14 3.2. Retail marketing / Own-store marketing strategy of Apple Inc†¦Ã¢â‚¬ ¦. 16 3.2.1. Rationale †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 3.2.2. What was pr edicted about Apple-stores? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 18 3.2.3. Apple’s experience of unique success with Retail-mark†¦. 19 3.2.4. Apple’s retail-store design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 21 3.2.5. Delivering Values to the customers †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 24 Chapter- 4 - THEORETICAL FRAMEWORK †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 26 AND RESEARCH METHODOLOGY 4.1. Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 26 4.2. Explanatory Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 26 4.3. Research Process †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 27 4.3.1. Observation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 27 4.3.2. Data Gathering †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 28 4.3.3. ... 30 5.2.1. Apple’s retail marketing for Customer-Focus†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 31 5.2.2. Apple’s retail marketing for Brand-loyalty †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 32 5.2.3. Apple’s Retail stores for relationship marketing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 34 5.2.4. Retail marketing for Competitive advantages†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 34 5.3. Synthesis and Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 35 5.4 . Five Forces Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 37 5.5. Major findings of the research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 38 Chapter- 6 - CONCLUSION AND RECOMMENDATION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 41 6.1. Evaluative Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 41 6.2. Recommendation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 42 6.3. Suggestion for future research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 42 REFERENCES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 43 Chapter 1 INTRODUCTION Apple Inc, established by Steve Jobs, Ronald Wayne and Steve Wozniak in early 1970s, has become one of the most influential and successful companies in today’s computer and mobile technology. Apple’s history goes back to one-off hobby machines that a very talented electronic wiz made for himself and that has become the core of the most successful companies of all times (O'Grady 2008, p. 1). Though its past 30 years of market ing strategies were full of highs and lows as normally anticipated of a highly technology and innovative company, Apple’s business and marketing success remained far positive despite the challenges it faced. It has been gradually growing to be a Fortune 500 and a multi-billionaire company being able to impact the social, cultural and economic spheres of

Potential employees use of google and Facebook to assess applicants Assignment

Potential employees use of google and Facebook to assess applicants - Assignment Example ’t give to potential employees private lives outside work, principals for employment professionals, Face book policies, legal implications of the use of Google and face book to scrutinize applicants just to mention a few. These areas of scrutiny lead to a number of findings which are discussed in the discussion area in relation to literature. The paper also presents a number of recommendations in relation to the findings of the research. Technology which has remained indispensable to most organizations today is undoubtedly changing and advancing their internal operations. The work of human resource departments specifically has been made easier with the advent of technology especially social networks, because they can easily evaluate the integrity and moral life of the applicant outside the professional field. Most firms would wish their employees to uphold high level of integrity within and without job settings because everywhere they are they represent the organizations image. (Zeidner,2007) This paper will try to evaluate the legal and professional implications of applying the utilitarian approach of ethics which is purely meant to ensure employers full satisfaction with a least harm to the affected i.e. customers, employees, shareholders, community and the environment. The investigation will offer more information on the legal implications of invading applicant’s privacy and also the need for the applicants to enhance their privacy settings besides minding what they post to the public. The key question that this paper will address is on whether employers should invade the applicant’s privacy during recruiting process. In order to complete this research work successfully, there are different aspects of methodology which were used. One of them was the sampling of participants who included employers, employees and job seekers in the proportion of 5, 7, and 8 respectively. They were emailed structured questionnaire which was later received and the

Networking Essay Example | Topics and Well Written Essays - 2000 words - 2

Networking - Essay Example HTTP is usually implemented as one of the application, for both x-stream server software and the client. This HTTP protocol, to govern the way messages are transported between the x-stream server and the client, relies on other protocols. (Hall, 2000) The transport protocol, which manages individual conversation between the x-stream servers and client, is the Transmission Control Protocol (TCP). It divides the messages of HTTP into smaller pieces, which are called segments. These segments are sent by the x-stream servers to the destination clients. TCP also controls the rate and size at which the x-stream server exchanges messages with the clients. (Hall, 2000) The Internet Protocol is a common internetwork protocol, which is used in x-stream. It takes the formatted segments from the TCP, to encapsulate them into packets, assigns the correct addresses and chooses best path to get to the destination host. (Forouzan & Fegan, 2006) Physical data transmission on the media and data link management is the two primary functions, which are described by the network access protocols. Packets are taken from IP and are formatted by data-link management protocols to be transferred over the media (Gaffin, 2007).The way signals are transmitted over the media and the way they are implemented by clients governed by the protocols and standards for the physical media. The appropriate standards for the media being used are implemented by the transceivers on the network interface cards. This model explains the processes of segmenting, encoding, and formatting and encapsulates data for transmission via a network. A data stream, which is sent to a destination, from a source, can be segregated into pieces and enclosed in messages travelling to other destinations from other hosts. At any given time, billions of such pieces of information travel over a network. Getting to the

Book Report On Not Without My Daughter English Literature Essay

Book Report On Not Without My Daughter English Literature Essay The main character of the book is Betty Mahmoody. She is a loving mother and is remarried with Moody. If they are going to Iran for a holiday, he refused to allow them to leave. She never thought Moody would take her there against her will, because he had sworn by the Koran that they will return to the USA after two weeks and she believed him. Betty is a strong woman who keeps having faith that she and her daughter will escape Iran and can go back to the USA some day. Moody Mahmoody: Moody is Bettys husband and he is born in Iran. In the beginning of the book he is a good husband and father, but when they are in Iran, he changed into a very bad person when he started to beat his wife and daughter. He wont let his wife and child go back to the USA and lied about it. Betty Mahmoody, a Michigan divorcee with two young sons, met and fell in love with a very nice, intellectual, Westernized doctor from Iran. He had studied and qualified in America. They were happy and eventually married, though she did not enjoy visits from his countrymen, who treated her as inferior. They had a little girl, Mahtob. After much persuasion, Betty agreed to visit Moodys family in Iran when Mahtob was four. Once there, Moody changes, becoming more domineering, Islamic and Iranian, expecting Betty to adopt the customs of his homeland. She and Mahtob become virtual prisoners wherever they live. Betty has to wear chador, completely covering herself. Some family member always spies, telling Moody her every move. She fears Moody and his family, realizing that he intends them all to stay in Iran. Little Mahtob must go to school, a dreadful place. But Betty receives help and kindness from one of the teachers who allows her to stay and help out. During these breaks from Moody, she risks all, seeking help from various strangers whom the teacher suggests. Betty grasps at anything. Even rumors that people-smugglers kill, rape and rob, then abandon their charges, do not deter her. The Swiss Embassy people have warned her; they are unable to help either. Someone gives her a lead, she connects with a woman, then a man who may help. He will not take children. Again, she must wait in fear, her hatred of Moody and what he is doing growing stronger. Finally she connects with Amahl. Betty trusts him implicitly, taking great comfort from their secret meetings. Time passes, Mahtob returns to school. For over a year they have been away from home and their loved ones. Betty is brought to pain and despair as her father is dying and she cannot go to him. Moody eventually agrees to let her go but not Mahtob. Betty refuses. He insists, his agenda being that she sell everything and bring back the money. He forces her to apply for an Iranian passport and books flights. Betty attends Islamic classes and ceremonies, trying to understand the culture she is captive in, earning trust from Moody, though he keeps the papers and passports locked in his briefcase. But the someone helping is working hard on her behalf. Through links with tribal leaders, he hopes to get Betty and Mahtob out via Pakistan. They must hurry, the flight to America looms. A tremendous snowfall in the mountains stops them a dreadful setback. Moody is more abusive and violent, the two are prisoners. Her passport awaits at the airport. Only two days remain. A chance to escape happens Moody is called to the hospital. Amahl hides them in a Tehran flat and they move the following night. There is a long drive to Tabriz, then up into the mountains, where Kurdish rebels and border patrols mean danger. They must cross into Turkey in a Red Cross Ambulance, to the city of Van in Eastern Turkey, passing from one smuggling team to another. Thus begins their journey, trusting many strangers, receiving kindness as they drive, walk, ride horseback and stumble through the rocks and snow, seeking freedom. It is an arduous flight, hampered by checkpoints, high mountains and viciously cold weather, but finally they reach Van. After 32 hours on a bus, they arrive in Ankara one full week since the journey began. Finding a hotel, they wait for morning and the final step the American Embassy. The passports are not in order, no visas or border stamps. The hotel clerk wants to report them to the police. Betty begs him to contact the Embassy at three a.m. A Marine on duty refuses to help, urging them to see the police. Betty persuades the clerk to call her mother, who contacts the State Department in Washington. When they reach the Embassy, matters are in hand, they are safe at last, on a plane home that same day! Sadly, Bettys father dies six months later. She knows nothing about her Iranian friends; contact is too dangerous for them. Borrowing money, she reimburses Amahl who helped her to freedom. He cannot escape. Mahtob has settled and does well at school. Both fear that Moody will try to snatch his daughter back. The State Department agreed that Betty should tell her story as a warning to others. There are many women and children trapped in Iran, as they were. Her powerful friends in America and Iran give her some hope of safety. She and Mahtob live under assumed names, somewhere in the U.S.A. [1] Personal evaluation. I have read this book with great pleasure. Its a sad story with a happy ending. I cant imagine that this story is true-happened. Its very exciting, because when you read the book you have no idea if they can escape or if they will die in Iran. Its unbelievable how a father can put his wife and child in such a position, how a father can beat his wife and how a family can have such a great influence on a grown-up man. The women in Iran are inferior to their husband: they have to cover their arms, legs and forehead, they must listen to their husbands and are treated like slaves. So the culture in Iran is different from our culture, it makes you aware of the problems in the world and the emancipation of women. [1] = http://www.shvoong.com/books/73262-daughter/

How Does One Define Good Advice? :: Defintion Essays

How Does One Define Good Advice? I believe that a good advice is a truthful, general, specific and helpful idea given by someone that we know and trust. This idea usually transmits confidence and security in a time we need to make an important decision. Also, I would say that a good advice is an opinion given by someone that is prepared in a specific field. Usually they are called advisors or counselors, and they try to help people to guide their decisions, with a truthful, precise and accurate opinion that could even refer to their own past experiences. These decisions sometimes could change their lives. I think that when we receive an advice, we are the ones to determine if it is the right choice to follow it. Also, I think that sometimes human beings need to make their own mistakes, and obtain their own experience in specific situations of life, this doesn't mean that people shouldn't follow an advice, but to be able to decide on their own. "People need to learn somehow". Of course, there are many cases when we feel that by sharing our thoughts, feelings and experiences with someone that would listen and try to understand, we would feel more secure and confident in our actions. An example, I would refer to Roby Isaacs - Advices': "The next week my counselor could see major changes in my behavior". I believe she felt a higher grade of security by sharing her experience with a counselor. However, not everyone feels the same way, because even if an advisee gets an advice from someone with experience doesn't mean that the advisor has had followed his own advice in the past. For example, I would refer to Cale Sudwall - Advices': "Then my friend said, ya I should have listened to myself too, I put it off and I did shitty". In the other hand, a good advice could be expressed as a sugestion or in some cases as a warning too. Futhermore, even if the advisee knows that the advice is good, he has the right to decide to follow it or not. Also, I believe that sometimes is hard to accept a good advice even if it's coming from someone we trust, and I think there is when the advisee needs time to make a decision.

Liberalism Notes Essay

* Mainstream western philosophy. Other philosophies define themselves in relation to liberalism. * Evolution over time, though constant stress on individual freedom. Intellectual antecedents are 16th century religious reformations, 17th century scientific revolution and 18th century Enlightenment. !8th/19th century industrialisation created new class interests with commitment to reform programme – so term ‘liberalism’ dates from early 19th century. * Liberalism a reaction to 19th century absolutist regimes – hence inextricably bound up with national self-determination. Movements for national freedom/unity associated with demands for civil/political rights and for constitutional checks on government. Contrast with Britain, where parliamentary sovereignty established in 17th century – hence liberal domestic programme focused on other objectives such as parliamentary reform, religious toleration and free trade. * 19th century continental liberalism primarily a political creed – and even in Britain the centrality of free markets to liberalism has been exaggerated. Victorian liberalism stood for political reform at home and support for constitutional/national movements abroad. Inspired more by religion (radical nonconformism) than by economics. Indeed from 19th century British liberalism repudiated laisser-faire and accepted need for state intervention (‘New Liberalism’) – especially in social welfare. * Decline of Liberal Party in 20th century, but ascendancy of liberal ideas. Dominant orthodoxy until late 1970s was derived from New Liberalism – Keynes and Beveridge marked culmination of New Liberal thinking. Challenge to consensus came principally from an older free market version of liberalism – i.e. neo-liberalism. Battle of ideas post 1945 less between left and right than between old and new liberalism. * Today ‘liberal’ has different meanings in different places – UK Liberals/Liberal Democrats long seen as centre/left of centre; in EU liberalism normally associated with the right; in USA a term of abuse for radical-progressive (crypto-socialist) ideas; label also associated with free market advocates (Hayek, Friedman, New Right). And almost all mainstream ideologies can be regarded as variants of liberalism. * Liberal values/ideas of vital historical importance – central to development of British political tradition UNDERLYING ASSUMPTIONS AND VALUES OF LIBERALISM * Hall (1986) describes liberals as ‘open-minded, tolerant, rational, freedom-loving people, sceptical of the claims of tradition and established authority, but strongly committed to the values of liberty, competition and individual freedom’. 19th century liberalism ‘stood for individualism in politics, civil and political rights, parliamentary government, moderate reform, limited state intervention, and a private enterprise economy’. Widespread agreement over key liberal ideas/values – though not over their later development and interpretation. * Key assumption is individualism. Individuals (rather than nations/races/classes) are the starting point. Society an aggregate of individuals; social behaviour explained in terms of some basic assumptions about human psychology. Some liberal thinkers saw society as an artificial creation – prior state of nature where neither society nor government existed. Implication that society and government were purposefully created by individuals in pursuit of their own self-interest. So no social interests beyond the interests of individuals who make up society. * Individuals pursue their own self-interest rationally. No-one else (especially rulers) can determine the individual’s own interest. Optimistic assumption that the general pursuit of rational self-interest will produce not only individual satisfaction but also social progress and the happiness of the greatest number. * Freedom the key value – individuals must be free to pursue their own self-interest (Mill). Originally this had a negative interpretation – i.e. importance of freedom from external constraint. In early history of liberalism this entailed firm limits on power of government to interfere with individual liberty. An important application was principle of toleration – applied especially to religious belief – championed by Locke (1689) – Mill (1859) went on to demand full freedom of thought and expression. Later some liberals stressed freedom to enjoy certain benefits (positive liberty) thus entailing extensive state intervention to enlarge freedom (Green (1881) and Hobhouse (1911) and Berlin (1975)). Conflict between positive and negative views of freedom (and divergent implications) a major theme in the development of liberalism in 20th century. * Influence of egalitarian assumptions. So stress on equality before the law, and equal civil and political rights (though little agreement on what these should be in practice). Some liberals thus justify state provision of education et al – to create greater equality of opportunity. But this commitment generally accompanied by acceptance of considerable inequality of income and wealth – so in practice equality sacrificed to liberty? * Freedom entails the freedom to be unequal? But liberals deny that individual liberty is inconsistent with social justice. Self-seeking individualism, yes – but equation of might and right, no. Squaring of circle – attempt to make justice consistent with pursuit of rational self-interest (Rawls, 1971). Implies optimistic view of human nature – and thus scope for reconciling individual and collective goals. Hence liberalism differs here from traditional conservatism (more pessimistic about human nature) and socialism (deny reconciliation can be readily achieved) SUMMARY OF THE HISTORICAL WHIG-LIBERAL TRADITION * 17th century – Puritanism and Parliamentarism * Late 17th/18th century – The Whig Tradition: ‘Glorious Revolution’ (Locke), constitutional monarchy, government by consent, division of powers, religious toleration (Charles James Fox), oligarchy, mercantilism. * Late 18th/early 19th century – Radicalism: revolution (Paine), rationalism, rights of man. * Classical liberalism (Smith) – Individualism (Malthus), free markets (Ricardo), utilitarianism (Bentham), representative democracy ( James Mill). * Mid 19th/later 19th century – Victorian Liberalism: Manchester liberalism (Cobden), nonconformism (Bright), free trade (Gladstone), nationalism (Mill), municipal gospel (Joseph Chamberlain). * Late 19th century/early 20th century – New Liberalism (T.H.Green): social reform (Hobhouse), state intervention (Hobson), liberal imperialism (Edward Grey), national efficiency (Asquith), constitutional reform (Lloyd George). * 1920s to 1970s – Decline of Liberal Party but progressive liberal consensus (Keynes, Beveridge). * Late 20th century/early 21st century – Liberal revival? (Steel): European Union (Ashdown), devolution (Kennedy). THE WHIG TRADITION * Whig party in 17th century – opposed royal absolutism and championed religious dissent; support for rights of parliament and for limits on royal power. Influence of Locke (1632-1704) – belief in natural rights to life, liberty and property; government should rest on consent of governed, whose rebellion was justified if their rights were infringed. Need for constitutional limits on government, and division between legislative and executive powers – ideas enshrined (imperfectly) in British Constitution post 1688 Glorious Revolution, and later helped to inspire French and American Revolutions. * Contradictions in Whiggism. Defence of material interests – aristocrats and merchant/banking allies sought to preserve own power, property, privileges from threat of crown. No concern for massive 18th century wealth/income inequalities. And no wish to spread power beyond the propertied, so constitution they developed/defended was oligarchic/conservative. Fortunes made out of war, slave trade, India. Enclosure of land at expense of rural poor; ruthless enforcement of game laws. * Radical interpretation of Whiggism also – no taxation without representation (slogan of parl. opposition to the Stuarts) also became cry of American colonies. 1776 Declaration of Independence based on Whig principles; French revolution welcomed by most Whigs – Whig leader Charles James Fox defended its principles/championed civil liberties in England (until death in 1806). * Out of office, 1783-1830, so able to proclaim continued attachment to ‘peace, retrenchment and reform’ – unsuccessful parl. Reform bills, 1797 and 1810. Some credit claimed for abolition of slave trade, while traditional Whig demand for religious toleration reaffirmed in support for Catholic emancipation. * Defection of ‘Old Whigs’ and accommodation within Foxite remnant of party of new radical generation, committed to reform, helped to preserve/reestablish a politically progressive Whig tradition that ultimately merged into liberalism. 1832 Reform Act the culmination of the Whig tradition – yet underlines its essentially conservative nature – very modest franchise extension (some of the propertied middle classes). Yet new urban centres gained at the expense of the shires; manufacturing/commerce at the expense of land. Whig aristocrats ultimately lost influence to urban-based business and professional middle classes (the muscle behind Victorian liberalism), though Whigs remained an important, if diminishing, element within the Liberal coalition until the late 19th century. (An antidote to those who view liberalism almost exclusively in terms of free markets – neglects the Whig foundations). * The Whig-Liberal tradition is essentially a political tradition, concerned with constitutional issues/civil liberties/parl. sovereignty/ government by consent/freedom of conscience and religious observance/no taxation without representation. Whiggism served economic interests but never really an economic doctrine – not about free trade/markets. Foreign trade policy in 17th/18th centuries mercantilist – aimed to secure (through colonisation, Navigation Acts and war) the largest possible British share of world trade. RADICALS * Radical reformers – at different times, interwoven with or opposed to Whig tradition – influence on both liberalism and socialism. Radicalism a broad term, with different connotations for different periods, yet huge influence on British liberalism and 19th century Liberal party. * Paine (1737-1809) never absorbed into the Whig (later Liberal) establishment – argued that once sovereignty had been transferred from the monarch to the people, there was no logical case for restricting the franchise – his ideas the logical outcome of Whig slogans. Paine a liberal? (uncompromising individualism, sympathies with manfacturers, hostility to government). Or a socialist? (Blueprint for the Welfare State, support for graduated income tax, inspiration for Chartists). More impact in USA/France than in Britain – seen as dangerous due to uncompromising republicanism, total opposition to hereditary principle, rejection of Christianity. * ‘Philosopher radicals’ (or utilitarians) such as Bentham were in touch with progressive Whigs; Whitbread and Brougham constituted the progressive wing of the parl. party. Cobbett’s radical populism harked back to pre-industrial age; Bright (Quaker manufacturer) belonged to new generation of post 1832 MPs – himself displaced by new breed of radicals who took over the Liberal party in latter part of 19th century. * Radical pressure reinforced Whig commitment to parliamentary reform in 1832, and later. Association with religious dissent in 2nd half of 19th century imbued it with strong moral character – fuelled demands for non-denominational state education and C of E disestablishment. Also strongly associated with the ‘municipal gospel’ in local government. Fusion of Whigs and radicals with former Peelites created Liberal Party, 1859. Whigs continued to dominate Liberal Cabinets, but radicals dominated increasingly important grass roots level, especially after 1859 formation of the National Liberal Federation. * ‘Yet it was a relatively restrained, religiously inspired, and peculiarly British strand of radicalism which eventually prevailed rather than the fiercely rationalist, republican radicalism of Paine.’ CLASSICAL ECONOMICS AND UTILITARIANISM * Intellectual (rather than moral) influence on Victorian liberalism of classical economists and utilitarians. Smith (1732-90), Malthus (1766-1834) and Ricardo (1772-1823) established importance of markets in the allocation/distribution of resources. And Bentham’s (1748-1832) utility principle was applied to a wide range of institutions/practices – fiercely rationalist analysis (‘What use is it?’). ‘The greatest happiness of the greatest number’ was ‘the only right and proper end of government’. * Both stemmed from the 18th century Enlightenment; both shared the individualist/rationalist assumptions underpinning liberalism; each tended to share the implications of the other’s approach. Mill had a foot in both camps. * But modern neo-liberals argue it is only Smith and Hume (18th century Scottish Enlightenment) who represent the true spirit of liberalism. Bentham et al are blamed for ideas which ‘provided a warrant for much later illiberal interventionist policy’ (Gray, 1986). The ‘greatest happiness’ principle is seen as a breach of free market economics, since the principle of representative democracy (advocated by Mill who converted Bentham) might involve electoral pressures for interference with free market forces; moreover, neo-liberals are opposed to Bentham’s advocacy of bureaucracy, and thus the appointment of qualified, salaried public officials. The contradictory implications of Benthamite thinking are seen in the utilitarian-influenced Poor Law Amendment Act (1834) – the able-bodied poor must enter a workhouse where their condition would be ‘less eligible’ than that of the lowest independent labourer (free market incentives); at the same time theAct required a comprehensive network of administrative areas and officials, and a large degree of central control and inspection (bureaucracy). * Hence modern neo-liberals are critical of Bentham’s ‘constructivist rationalism’ (Hayek, 1975); Gray (1986) claims that it ‘had an inherent tendency to spawn policies of interventionist social engineering’. Their refusal to recognise Bentham as a liberal involves an artificial conception of liberalism which has little in common with the Whig/Liberal tradition. * The major classical economists contributed significantly to Victorian liberalism, but their ideas were extensively vulgarised. Even Smith allowed for significant exceptions to his ‘invisible hand’. Popularisers such as Harriet Martineau, Edward Baines and Samuel Smiles reduced the principles of classical economics to laissez-faire (for governments) and self-help (for individuals). Public policy, moreover, was never consistently governed by laissez-faire – look at the various Factory Acts, Public Health Acts and Acts to regulate the railways and banks passed in the early Victorian period. VICTORIAN LIBERALISM * Although the term ‘liberal’ was applied from the early 19th century, the Liberal Party emerged only in the 1850s from a party realignment of Whigs, radicals and Peelite Conservatives. Gladstone (1809-98), originally a Con. follower of Peel, the embodiment of Victorian liberalism. Domination of Liberal party, and shaped in his own image; he became more radical and populist with age. Also inspired by Christian moral fervour – struck chord among nonconformists. So Gladstonian liberalism a moral crusade (Vincent, 1966). * Several strands. Parliamentary reform – derived from Whig tradition; advocacy of Bright, then Gladstone turned it into a populist cause. Proposals for modest franchise extension developed into radical demands for full manhood suffrage. Nonconformist strand – while the 1860s parliamentary party was still overwhelmingly Anglican, the Liberals were becoming ‘the party of the nonconformist conscience’ (Vincent, 1966).Nonconformist pressures spawned the National Education League (to campaign for a national, free and secular system of education), which provided the model for the National Liberal Federation (1877) which established a national organisation for he Liberal party, and tipped it decisively towards radical nonconformism. By the 1880s the PLP (and the party in the country) was predominantly nonconformist. * Support for liberal and nationalist movements in Europe, especially Italian unification, helped create Palmerston’s 1859 government and kept it intact; Gladstone campaigned against the Bulgarian atrocities, bringing him out of premature retirement and into close collaboration with the nonconformists. The religious fervour behind his mission to pacify Ireland both split the party and strengthened the moral element in liberalism. * ‘Manchester liberalism’ also quite influential in the party after 1859. Free trade was established as a liberal principle. Gladstone, as Chancellor, built on earlier work of Cobden and Bright (Anti Corn Law League, 1846 – repeal of Corn Laws reflected transfer of power from landed to manufacturing interests) by abolishing a range of duties; Cobden negotiated Anglo-French trade treaty of 1860. But free trade did not entail laissez-faire in domestic policy – Cobden’s opposition to Factory Acts increasingly out of tune with the times. * Increased state intervention entailed by liberal practice – major reforms in education, the army, the law and civil service, 1868-74. Third Reform Act, 1884 – triumph of radical demands over Whig caution. Chamberlain’s ‘Unauthorised Programme’ (1885) and the ‘Newcastle Programme’ (1891) marked decisive shift towards radicalism. * Pace of change too fast for some – Herbert Spencer (1820-1903) combined laissez-faire economics with evolutionary survival of the fittest; opposition to most forms of state intervention being introduced by Liberals at national and local level; but out of step. By contrast, Mill (1806-73) key transitional figure in evolution of liberalism. ‘The sole end for which mankind are warranted, individually or collectively, in interfering with the liberty of any of their number is self-protection’ (1859) – effectively a plea for minimal state intervention (Mill denounced censorship and argued for full liberty of thought and expression). Yet his commitment to individuality (and advocacy of democracy) caused him to fear the ‘tyranny of the majority’ and ‘the despotism of custom’, seen as a greater threat to individuality than deliberate actions by governments. So a ‘watershed thinker’ in the development of liberalism from indivi dualism to collectivism (Gray, 1986). LIBERALISM, CAPITALISM AND DEMOCRACY * Liberalism closely associated with rise of industrial capitalism – preeminently the creed of the owners of industrial/financial capital. Its political objectives focused on the enfranchisement of the new middle classes and the transfer of political power to the major manufacturing urban centres. No coincidence that Liberal party finally emerged in the 1850s when Britain’s industrial and commercial dominance was unchallenged, and the working classes were ununionised and unenfranchised. Even further back, protestant dissent (and especially puritanism) embodied ideas favourable to the spirit of capitalist accumulation. * But British liberalism cannot be simply derived from capitalism. The leading Whig MPs, who were still prominent in 19th century Liberal governments, were large landowners; many rank and file Liberals were not manufacturers but small shopkeepers and tradesmen; many of the working class were attached to the Liberal cause (even before the vote). In practice liberalism a coalition of class interests. Many of its causes – temperance, religious disestablishment, home rule – were scarcely connected with the interests of capitalism. Leading liberal thinkers – Mill, Hobhouse, Keynes, Beveridge – gave capitalism only qualified support. * Establishment of capitalist economy accompanied by the gradual establishment of a liberal democratic system – no coincidence. Indeed, Marxist view is that rep. democracy offers best shell for capitalism – so hardly surprising that party of the bourgeoisie was at forefront of parliamentary reform movement, though stopping short of support for full rep. democracy. Gray (1986, and a neo-liberal) accounts for this by arguing that unlimited democracy ‘cannot be liberal government since it respects no domain of independence or liberty as being immune to invasion by governmental authority’. * But representative democracy in early 19th century was largely untried, so not surprising liberals were apprehensive about what was a radical minority cause. Yet Paine advocated full manhood suffrage, and Mill argued for extension to women of full political rights. Once the logic of reform was accepted and liberals became committed to the theory and practice of rep. democracy their conversion was wholehearted, and seen by many (such as Chamberlain) as a justification for abandoning earlier limitations to government intervention. Herbert Samuel (1902) argued a reformed state could be entrusted with social reform – ‘Now democracy has been substituted for aristocracy as the root principle of the constitution †¦.the State today is held worthy to be the instrument of the community in many affairs for which the State of yesterday was clearly incompetent.’. Acceptance of democracy a critical step towards New Liberalism. Inexorable logic by which liberals progressed from parliamentary reform to representative democracy, to state intervention – and the apparent abandonment of some of the principles associated with earlier liberalism. THE NEW LIBERALISM * Flourished in late 19th/early 20th centuries – involved state economic/social reform which repudiated laissez-faire liberalism. Controversial development – natural extension and refinement of the old principles OR culmination of ‘anti-liberal elements’ present in the liberal tradition from the 1840s in the work of Mill. (Socialist critics dismiss NL as a forlorn attempt to revive an outmoded ideology –Arblaster, 1984). * Origins of NL? Influence of Hegelian idealism? Party project to win working class support and head off rising Labour challenge? Need to modernise British economy/society and thus to compete more effectively? Or simply a rationalisation of the substantial growth in government intervention that had already occurred? * Key NL thinkers were Green, Hobson and Hobhouse. Green (1836-82) an Oxford philosopher and Hegelian; Hobson an economist who believed under-consumption to be the cause of unemployment; Hobhouse (1864-1929) a philosopher/sociologist. Common aim to redefine old liberal values in line with new political practice. So freedom, according to Green, meant a positive power or capacity – and must be enjoyed by all. Hobson referred to ‘the provision of equal opportunities for self-development’ – so state intervention might be needed to remove obstacles. (But ‘each enlargement of the authority and functions of the State must justify itself as an enlargement of personal liberty, interfering with individuals only in order to set free new and larger opportunities’). Hobhouse justified interference with the market to secure ‘the right to work’ and ‘the right to a living wage’, given the powerlessness of individual workers to secure such rights. * Liberal politicians were more cautious than the NL ideologues, though were increasingly interventionist, both at national and at local level. Locally, enthusiasm for civic improvements amounted to a ‘municipal gospel’ – city government seen as a test-bed for policies which could be applied nationally. Chamberlain (1836-1914) a radical Liberal mayor of Birmingham before moving to national politics (later split with Gladstone and allied with the Conservatives) – campaign for the ‘Unauthorised Programme’ (1895) based on LG experience – hospitals, schools, museums, libraries, galleries, baths, parks, etc. Explicit rejection of laissez-faire, which was equivalent to acceptance of ‘selfish wealth’ alongside poverty; accepted charge that proposed reforms were in practice socialism. Radical, reforming approach of 1895 UA echoed in 1891 Newcastle programme. At national level, little opportunity to implement the NL programme before the Liberal landslide victory of 1906. * 1906-14 Liberal Government – key figures were Asquith and Lloyd George. Welfare reforms included provision of school meals and OAPs, and LG’s introduction of national health and unemployment insurance (1911). LG’s 1909 budget involved some modest income/wealth redistribution through the land tax and progressive income tax. And Churchill’s labour exchanges showed willingness to intervene in the labour market. * Key stimulus was rising challenge of labour; historians disagree over electoral appeal of state welfare – advocated by leaders of organised working class, but not necessarily popular with working class voters, and frightened many middle class voters. Rosebery (briefly PM post Gladstone) thought Newcastle programme cost the party votes, though his Liberal Imperialism appealed to a chauvinistic working class, while his more modest economic/social reform programme promoted ‘National Efficiency’ and appealed to progressive businessmen set on competing successfully with the rising economies of Germany, USA and Japan. DECLINE OF THE LIBERAL PARTY – AND TRIUMPH OF LIBERALISM? * NL failed to prevent decline of Liberal party. WW1 undermined Liberal internationalism. Pressures towards collectivism/coercion associated with modern warfare created huge strains for Liberal individualism – especially on symbolic issue of conscription. And after WW1 many Liberal causes (religious nonconformism, temperance, free trade) seemed less relevant. * Yet ‘the disintegration of the Liberal party signifies the triumph of liberalism .. if liberalism is now partly invisible, this is because so many of its assumptions and ideals have infiltrated political practice and current awareness.’ (Eccleshall, 1986). Culmination of liberal thought seen in Beveridge’s social welfare proposals and in Keynesian economic theory – provided basis of the post WW2 ideological consensus. 1942 Beveridge Report based on insurance principle, and was in keeping with spirit of LG’s 1911 insurance scheme – though much more comprehensive. Keynes’ economic theory provided for macro government intervention but allowed markets to operate freely at the micro level. Both B and K favoured private ownership of the means of production. ‘It was precisely this kind of state intervention to promote employment and welfare provision which was favoured by earlier NLs like Green and Hobhouse. * Other liberal ideas long absorbed into British culture. 1960s changes in the law – on divorce, homosexuality and abortion; some relaxation of censorship – all compatible with Mill’s 1859 proclamation of principles of individual liberty. Later laws on equal pay, equal opportunities, and race and sex discrimination in 1970s fully consistent with liberal ideology. Thus a ‘progressive liberal orthodoxy’ was established, with support from all parties. * Apparent triumph of economic/social ideas of NL complicated by revival (from 1970s onwards) of the older free market liberalism associated with classical economics. Hence modern use of term ‘liberal’ requires a qualifying prefix. Hence progressive (or social) liberals advocate penal reform, civil liberties, protection of rights of minorities, freedom of expression, and open government – unashamed economic interventionists. Neo-liberals (Hayek, Friedman) favour free market ideas – on the right of the political spectrum, with key influence on the New Right and on Thatcherite conservatism. THE IDEAS OF MODERN LIBERALS AND LIBERAL DEMOCRATS * Modest revival in Liberal party fortunes began in 1960s; accelerated in mid 1970s; given impetus by alliance with SDP in 1983 and 1987; merger to form LDs. Now involved in coalition in Scotland and Wales, have large role in English LG, and 52 MPs after 2001 General Election. Accompanied by revival in associated political ideas. * Policies of Liberals/LDs involve continuation of NL tradition – welfare capitalism, with strong stress upon individual rights. Distinctive Liberal policies included early advocacy of UK membership of EU, devolution, incomes policies, partnership in industry, electoral and other constitutional reform, and a focus on the community (linked with Liberal successes in LG). * Postwar Liberal party did little to extend/develop liberalism – no startling new ideas or major thinkers. Neither electoral successes nor failures owed much to liberal ideology. Key decisions for leadership have been tactical, not ideological – whether to accept Heath’s coalition offer in 1974, whether to support the Labour government after 1977, how to handle the SDP breakaway from Labour in 1981, and how soon to promote a merger with the SDP. In fact, more intellectual ferment among the SDP, and their post -merger remnants. Dividing line between NL and Fabian socialism has always been thin? Hobhouse talked of ‘liberal socialism’ in 1911; Hobson joined Labour after WW1. Thinner still following revisionist tendencies on the Labour Right in the 1950s, and the SDP breakaway in 1981. Hence the Liberal/SDP Alliance (and later merger) can be seen as the practical expression of an ideological convergence that was already well under way (Behrens, 1989). B ut ultimately it was the Liberals that swallowed the SDP, and not the other way round – so the modern LDs are the clear lineal descendants of the old Liberal party. * Paradoxically, as fortunes of the Liberals/LDs have risen, LD ideas have become less distinctive. For most of post WW2 period Liberals adopted an intermediate position between Con and Lab. Briefly, in early 1980s, Liberals (and allies) seemed to offer a distinctive middle way between Thatcherism and left wing socialism. Since then Lab has reoccupied the centre ground previously vacated, leaving the LDs with little ideological space and few distinctive ideas or policies – on the management of the economy, constitutional reform, Europe, defence and foreign policy the differences between the LDs and Lab are ARGUABLY more of degree than kind. * Under Ashdown’s leadership, coalition with Labour seemed logical, even likely, given Blair’s keenness to heal the divisions on the centre-left which had left the Cons dominant for most of the 20th century. Coalitions in LG and in the devolved bodies provide continuing impetus – but sheer scale of Lab’s victories in 1997 and 2001 (and resistance within both parties) have weakened the project. LDs have pursued a more independent and critical line under Kennedy, without yet returning to earlier policy of equidistance between Lab and Con. * Attempts made to articulate a distinctive LD philosophy in these unpromising political circumstances – by Wallace (1997), Russell (1999) and Ballard (2000). Yet terminology employed – cooperation, working with others, partnership politics, community – shared by New Labour and progressive Conservatives. Higher profile of LDs has drawn attention to considerable diversity of views in the party – ‘free market liberals, social liberals, conservatives with a social conscience and dissatisfied ex-Labour voters, greens, anarchists †¦.’ (Ballard, 2000). Shows tolerance and inclusiveness? But not ideological coherence. The real problem is that there is now little distinctive ideological ground for the LDs to occupy, but this underlines the widespread acceptance of liberal ideas across mainstream British political parties.

Greek And Tragedies Example

Greek And Tragedies Example Greek And Tragedies – Coursework Example The Relevance of Tragedies Today Tragedies retain their relevance in contemporary times, because the themes of human suffering, and mortality, remain a part of everyday life. The Relevance of Tragedies Today. The Greek tragedies, dating back to the sixth century B.C., are some of the earliest literary works in human history. While the Olympian Gods, the royal heroes, and masks, are far removed from the realities of contemporary life, we remain attracted to tragedies. Tragedies retain their relevance today because the main characteristics of the Greek tragedy - human suffering, and mortality, continue to be a part of human existence. Tragedies evoke an empathetic response in contemporary society, as the conflicts which constitute the plot of ancient Greek drama continue to be a part of our lives. Love, separation, ordeals and self-sacrifice are as relevant today as in the past. The intricacies of family relationships, and suffering, are very much the basis of existence. Tragedies sp eak strongly to human emotions, and we can empathize with the hero’s attempt to achieve some goal, the human frailty which contributes to his downfall and the bonds of love and hate which define the plot. The theme of human mortality, which runs through Greek tragedy, continues to underlie our lives today. In spite of our attempt to emphasize the existential philosophy of self-determination, and choice, we cannot help but suspect that we are in the grip of fates which we cannot evade. Finally, we have to confront the reality of our mortality and death. The modern-day hero can struggle to overcome obstacles, placed in his way by destiny or choice, but finally he is defeated by the doom of his own mortality. Humanity is drawn to tragedies, as they reflect man’s eternal quest to rise above his inherent frailty to reach out to the heights – of Olympus or of achievement. We continue to identify with the striving for perfection, and the reality of suffering, in ever yday life. As long as suffering, emotions and death remain a part of our lives, tragedies will continue to exert their fascination over our psyche. (Word Count: 315 words).

How (and When) to Complete the Square 5 Simple Steps

How (and When) to Complete the Square 5 Simple Steps SAT / ACT Prep Online Guides and Tips It’s pretty much a guarantee that you’ll see quadratic equations on the SAT and ACT. But they can be tricky to tackle, especially since there are multiple methods you can use to solve them. In this article, we’re going to walk through using one specific method- completing the square- to solve a quadratic equation. In fact, we’ll give you step-by-step instructions for how to complete the square using the completing the square formula. By the end, you should have a better understanding of how and when to use this mathematical strategy! Ready to learn more? Then let’s jump in! Engineers use quadratic equations to design roller coasters! What Is a Quadratic Equation? In order to understand how to complete the square, you first have to know how to identify a quadratic equation. That’s because completing the square only applies to quadratic equations! In math, a quadratic equation is any equation that has the following formula: $ax^2 + bx + c = 0$ In this equation, $x$ represents an unknown number and $a$ cannot be 0. (If $a$ is 0, then the equation is linear, not quadratic!) Quadratic equations have all sorts of real-world applications becausethey're used to calculate parabolas, or arcs. Construction projects like bridges use the quadratic equation to calculate the arc of the structure, and even roller coasters use quadratics to design adrenaline-pumping tracks. Quadratics even fuel popular video games like Angry Birds, where the arc of each bird is calculated using the quadratic formula! So now that you know why quadratic equations are important, let’s look at one of the most common methods of solving them: completing the square. What Is Completing The Square and When Do You Use It? There are actually four ways to solve a quadratic equation: taking the square root, factoring, completing the square, and the quadratic formula. Unfortunately, taking the square root and factoring only work in certain situations. For example, let’s look at the following quadratic equation: $x^2 + 6x = -2$ Solving a quadratic equation by taking the square root involves taking the square root of each side of the equation. Because this equation contains a non-squared $\bi x$ (in $\bo6\bi x$), that technique won’t work. Factoring, on the other hand, involves breaking the quadratic equation into two linear equations that are both equal to zero. Unfortunately, trying to factor this equation doesn’t result in two linear equations! Both the quadratic formula and completing the square will let you solve any quadratic equation. (In this post, we’re specifically focusing on completing the square.) When you complete the square, you change the equation so that the left side of the equation is a perfect square trinomial. That’s just a fancy way of saying that completing the square is a technique that transforms your quadratic equation from an equation that can’t be factored into one that can. Completing the square applies to even the trickiest quadratic equations, which you’ll see as we work through the example below. Your Step-By-Step Guide for How to Complete the Square Now that we’ve determined that our formula can only be solved by completing the square, let’s look at our example formula again: $x^2 + 6x = -2$ Step 1: Figure Out What’s Missing When you look at the equation above, you can see that it doesn’t quite fit the quadratic equation format ($ax^2 + bx + c = 0$). The number that should go in the $c$ spot, which is also known as the constant, is missing. So from a logical perspective, the equation actually looks like this: $x^2 + 6x +$ __?__ $= -2$ In order to solve this equation, we first need to figure out what number goes into the blank to make the left side of the equation a perfect square. (This missing number is called the constant.) By doing that, we’ll be able to factor the equation like normal. Step 2: Use the Completing the Square Formula But at this point, we have no idea what number needs to go in that blank. In order to figure that out, we need to apply the completing the square formula, which is: $x^2 + 2ax + a^2$ In this case, the $a$ in this equation is the constant, or the number that needs to go in the blank in our quadratic formula above. Step 3: Apply the Completing the Square Formula to Find the Constant As long as the coefficient, or number, in front of the $\bi x^\bo2$ is 1, you can quickly and easily use the completing the square formula to solve for $\bi a$. To do this, you take the middle number, also known as the linear coefficient, and set it equal to $2ax$. Here’s what that would look like for our sample formula: $6x = 2ax$ This equation is basically asking what number (this is $\bi a$) multiplied by 2 will give us 6. Now that you know your equation, solving for $a$ is simple: divide each side of the equation by $2x$! So let’s see what that looks like: $$6x = 2ax$$ Divide each side by $\bo2x$: $${6x}/{2x} = {2ax}/{2x}$$ Result: $3 = a$ Look at that! We now know that $\bi a =\bo3$! But we’re not quite done with the completing the square formula yet. In order to determine what the missing constant is, we need to plug our solution for $a$ back into the completing the square formula ($x^2 + 2ax + a^2$). Whatever the result is for $\bi a^\bo2$ is the constant that we’ll plug back into our first equation ($x^2+ 6x +$ __?__ $= -2$). So let’s take a look: $x^2+ 2ax + a^2$ where $a = 3$ Add $\bi a$ into the equation: $x^2 + 2(3)x + 3^2$ Put in simplest terms: $x^2 + 6x + 9$ So now we know that our constant is 9. Now it's time to plug in some numbers! Step 4: Plug the Constant Into the Original Formula Now that you know the constant, it’s time to put it into the blank in our original formula. Once you do that, the equation will look like this: Original formula: $x^2 + 6x +$ __?__ $= -2$ Formula with constant:$x^2 + 6x + 9 = -2 + 9$ Put in simplest terms: $x^2+ 6x + 9 = 7$ You might be wondering why we’re adding 9 to the right side of the equation. Well, remember: in math, you can never do something to one side of an equation without doing it to the other side, too. So because we’re adding 9 to our equation to make it a perfect square, we also have to add 9 to the right side of the equation to keep things balanced. If you forget to add the new constant to the right side of the equation, you won’t get the right answer! Step 5: Factor the Equation We’ve already done a lot of work, and there’s still a little more to go. Now it’s time for us to solve the quadratic equation by figuring out what x could be. But now that we’ve turned the left side of our equation into a perfect square, all we have to do is factor like normal. Completed quadratic formula: $x^2 + 6x + 9 = 7$ Factor left side of the equation: $(x + 3)^2 = 7$ Take the square root: $√{(x + 3)^2}= √7$ Subtract 3: $x =  ±Ã¢Ë†Å¡7 - 3$ Final solutions: $x =√{7} - 3$ and $x =√{-7} - 3$ What If There’s a Coefficient in Front of $x^2$? The step-by-step guide we gave you above only works if there’s no coefficient, or number, in front of $x^2$. If there is a coefficient, you have to eliminate it. Once you do that, you can solve the quadratic equation through the method we outlined above. So how do you remove the coefficient? Actually, it’s not as hard as it sounds. To show you how, let’s look at a new quadratic equation: $2x^2- 12x = -8$ How to Factor Out the 2 n order to remove the 2, you’ll need to divide both sides of the equation by 2. It’s really that simple! So let’s take a look at how that works: Original formula: $2x^2- 12x = -8$Divide everything by 2: $x^2- 6x = -4$ By doing this, you’ve made the coefficient in front of the $x^2$ into 1, so now you can solve the equation by completing the square like we did above. Additional Completing the Square Resources We know that completing the square can be tricky, which is why we’ve compiled a list of resources to help you if you’re still having trouble with how to complete the square. More Sample Problems As you already know, practice makes perfect. That’s why it’s important to work as many quadratic equations as you need to in order to feel comfortable solving these types of problems. Luckily for you, completing the square can be used to solve any quadratic equation, so as long as the practice questions are quadratics, you can use them! One great resource for this is Lamar University’s quadratic equation page, which has a variety of sample problems as well as answers. Another good resource for quadratic equation practice is Math Is Fun’s webpage. If you scroll to the bottom, they have quadratic equation practice questions broken up into categories by difficulty. Completing the Square Tutorial Videos If you’re a visual learner, you might find it easier to watch someone solve quadratic equations instead. Khan Academy has an excellent video series on solving quadratic equations, including one video dedicated to showing you how to complete the square. YouTube also has some great resources, including this video on completing the square and this video that shows you how to tackle more advanced quadratic equations. Completing the Square Calculator If you want to check your work, there are some completing the square calculators available online. It can be a good way to make sure you’re working problems correctly if you don’t have an answer guide. But be forewarned: relying on a tool like this won’t help you retain the information! Make sure you’re putting in the hard work to learn how to complete the square so you aren’t blindsided by these types of questions on test day. Now What? Working with quadratic equations is just one element of algebra you’ll need to master before taking the SAT and ACT. A good place to start is mastering systems of equations, which will help you brush up on your fundamental algebra skills, too. One of the most helpful math study tools is a chart of useful mathematical equations. Luckily for you, we have a master list of the 31 formulas you must know to conquer the ACT. If you think you need a more comprehensive study tool, test prep books are one way to go. Here’s a list of our favorite SAT Math prep books that will help set you on the path to success.