Buy A House Essay Analysis Essay Example

Buy A House Essay Analysis Paper Purchasing a new home is a major financial decision people make when they are able to. Their ability to make this decision is largely determined by how well the economy is performing. Marginal costs and marginal benefits The strength of an economy can greatly affect the marginal costs of home ownership. This is done by allowing the home buyers to see the amount of home they are able to obtain at various points in the economy. When interest rates are lower, consumers are able to get more house for the same amount of money, as opposed to when they re higher. Marginal benefits are also affected by the strength of the economy since it allows consumers to easily see what they could get by purchasing a home, as opposed to renting. Tax deduction removal If the annual tax deduction on mortgage interest was removed, it could have a great affect on those that finance their homes. Since the amount they are credited with on their taxes can be up to several thousand dollars, it can mean many people are going to be without the potential savings safety net they could have once they file the following year. Buy A House Essay Sample We will write a custom essay sample on Buy A House Essay Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Buy A House Essay Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Buy A House Essay Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Despite eventually being able to own the home outright, some buyers may not see a difference with renting since there Is no benefit Involved. Changes in government spending and taxes When the government Introduces or takes away special programs, It makes a difference to those purchasing homes. A good example of that was the recent $8000 tax credit for making a home purchase. This was Introduced to help save the mortgage industry by giving more people the opportunity of homeownership with a government Issued credit. It served as a balance to the stricter loan requirements banks were going by as well. A New House-Marginal Costs and Marginal Benefits A New House-Marginal Costs and Marginal Benefits A New House-Marginal Costs and Marginal Benefits

Presentation

How to make Applesauce I. Introduction A. Many people like to eat different types of food for breakfast. Some like the more traditional eggs and ham, pancakes and good old oatmeal. I on the other hand, love to eat applesauce for breakfast. Not only does it taste good but it is quick to make and just as quick to clean up. Once you learn how to make applesauce, you can go to school with a good breakfast in your stomach. B. The purpose of this is to teach you how to make applesauce because it is quick, easy and extremely good for you (Has a rich source of pectin, which has cancer fighting properties as well as regulate digestion.) C. Before you begin making your apple sauce you will need the following: 5 Regular size apples (Any apple can be used, but be warned, each has its own unique taste.) ,  ¼ tbsp of cinnamon, 2 tbsp of brown sugar,  ¼ c. of apple cider. The equipment that will be needed is one masher, one knife, one saucepan w/ cover, a measuring tool to measure the cups, a tablespoon and a mixing device. II. Making the apple sauce A. Peel the apples and core the apples. Then slice into small pieces; either eights or quarters. 1. If you prefer, you don’t have to peel the apples. Leaving the skin on is actually better for you since it adds more nutrition to the end result. B. Put the apples as well as the  ¼ c. of apple cider into a saucepan. Set the stove to a low or medium temperature. Cover the saucepan. 1. If you want to add water or apple juice instead of apple cider, that is also fine. C. After 20 minutes in the saucepan, remove the cover and begin to mash the apples. 1. This shouldn’t take very long since the apples should practically fall apart into the sauce. D. For the finishing touch, add the 2 tbsp of brown sugar and the  ¼ tbsp of cinnamon. Then mix again until they have been combined with the sauce. 1. NOTE: You must mix or the applesauce will not ... Presentation Free Essays on Applesauce Speech/Presentation How to make Applesauce I. Introduction A. Many people like to eat different types of food for breakfast. Some like the more traditional eggs and ham, pancakes and good old oatmeal. I on the other hand, love to eat applesauce for breakfast. Not only does it taste good but it is quick to make and just as quick to clean up. Once you learn how to make applesauce, you can go to school with a good breakfast in your stomach. B. The purpose of this is to teach you how to make applesauce because it is quick, easy and extremely good for you (Has a rich source of pectin, which has cancer fighting properties as well as regulate digestion.) C. Before you begin making your apple sauce you will need the following: 5 Regular size apples (Any apple can be used, but be warned, each has its own unique taste.) ,  ¼ tbsp of cinnamon, 2 tbsp of brown sugar,  ¼ c. of apple cider. The equipment that will be needed is one masher, one knife, one saucepan w/ cover, a measuring tool to measure the cups, a tablespoon and a mixing device. II. Making the apple sauce A. Peel the apples and core the apples. Then slice into small pieces; either eights or quarters. 1. If you prefer, you don’t have to peel the apples. Leaving the skin on is actually better for you since it adds more nutrition to the end result. B. Put the apples as well as the  ¼ c. of apple cider into a saucepan. Set the stove to a low or medium temperature. Cover the saucepan. 1. If you want to add water or apple juice instead of apple cider, that is also fine. C. After 20 minutes in the saucepan, remove the cover and begin to mash the apples. 1. This shouldn’t take very long since the apples should practically fall apart into the sauce. D. For the finishing touch, add the 2 tbsp of brown sugar and the  ¼ tbsp of cinnamon. Then mix again until they have been combined with the sauce. 1. NOTE: You must mix or the applesauce will not ...

Doing History Response Paper Research Example | Topics and Well Written Essays - 500 words

Doing History Response - Research Paper Example By looking at the historical account that is advocated by Foucault there are some similarities in the secrecy and opacity of a sovereign archaic regime. The criminal procedures of these states were secretive, and opaque, to the public and the person who was accused. Furthermore, these procedures used to take place without the knowledge of the accused, or the production of evidence that was able to make an accused to be guilty of a crime. The proposed anti-terrorism laws by the United Kingdom are therefore a reflection of these assertions that Foucault, in his book is able to bring about (Bennett, 56). Another law that similar to the justice system of the medieval Europe, as advocated by Foucault is the Patriots Act of the United States. This law is controversial in the sense that it allows the government to conduct surveillance activities on suspected terrorists, without their knowledge. This aspect of secrecy closely resembles what Foucault described, in the methods that the medieval Europe sovereign states of Europe were using to punish criminals. That is, investigating them without their knowledge. This is an aspect of power that a state was exercising towards an individual (Bennett, 62). Furthermore, the power of the state is depicted in its absolute role as a prosecuting agency. The state has the power of determining whether to prosecute an individual or not. Prosecutors in the medieval times were very powerful people, and they could decide on whom to prosecute, and on whom not to prosecute. This situation also happens in the current times, where prosecutors have a complete discretion on the kind of crimes to prosecute, and the ones not to prosecute. However, in the modern times, prosecutors are also answerable to elective officials and institutions such the legislature. This is for purposes of preventing prosecutors from abusing their power and authority. During the period that Foucault is able to describe, the production of

What would you consider to be purchasings added value to company What Essay

What would you consider to be purchasings added value to company What would you consider to be purchasings core and non-core activities - Essay Example review the strategic frameworks of values added by purchasing in order to somehow provide a conceptual paradigm of factors influencing value added by the purchasing professionals. When companies spot out the considerable percentage of their budget affected by the outcomes of purchasing, the significant prospective benefits from putting into effect purchasing management, and the reality that purchasing management processes and outcomes utilize and affect the entire company, they frequently start to change their perspective of the purchasing role from that of a strategic support group to a tactical potential. The initial step companies frequently adopt toward a value-added approach to purchasing management activities is to set up quantifiable, corporate-wide purchasing management objectives that head straightforwardly to high-level corporate objectives. These objectives may emerge from benchmarking practices, internal audit, or evaluations carried out by an external consultant (Leftwich 2004). The metrics applied to monitor progress toward achieving these value-added purchasing management objectives are outcome-based, such as â€Å"total cost reduction, supplier quality improvements, or number of preferred suppliers rather than function-, process-, or tool-based metrics† (Leftwich 2004, 112) that are entirely inherent to the purchasing responsibility, such as the quantity of agreements and/or purchase orders processed annually or quantity of electronic orders. Nevertheless, only setting up objectives and determining parallel metrics alone is insufficient to jumpstart the shift to a strategic or value-based paradigm to purchasing management. The companies that have been most effective and successful in putting into effect paramount purchasing management practices also allocate tasks and liabilities for achieving the purchasing management goals, starting with high-level corporate purchasing management stakeholders (Lewis 1993). As a final step toward implementing

Assignment on Nokia Essay Example | Topics and Well Written Essays - 3500 words

Assignment on Nokia - Essay Example The Company that has been selected for the study is Nokia. The company is a worldwide leader in the communication industry that has made its presence felt globally. It has stamped its authority through the globe and created an everlasting image in the minds of its consumers. It is interesting to understand that how Nokia has understood and incorporated the various components of creating a unique identity that has made them surge ahead of the competitors. Since Nokia has lead from the front by creating its dominant corporate image, it makes the company an ideal choice for a case study.Company OverviewThe Finnish multinational, Nokia Corporation that is headquartered in Espoo, Finland came into existence in the year 1865, when its founder Fredrik Idestam founded the company. The company mainly focused in manufacturing of mobile devices. It catered to the large market segments including GSM, CDMA and W-CDMA. It also diversified itself into developing internet services and included featu res like music, maps, media and games in its mobile phones. (Moeder, n.d.).The company presently operates in more than 120 countries and its annual global revenue generated is close to â‚ ¬ 50 billion in the year 2008. The company is undoubtedly the world’s largest mobile phones manufacturer with an overall market share of 38% in the Q2 of 2009.The Company has undergone a few conglomerate acquisitions in order to strengthen its foothold in the communication industry. The company acquired Sega in the year 2003, and merged with Siemens.

Contributions that can be made by emotional literacy for social and emotional wellbeing of childrens

Contributions that can be made by emotional literacy for social and emotional wellbeing of childrens How can parents and carers, schools and communities aid the social and emotional wellbeing of children? Discuss what contribution can be made by emotional literacy. For many years, the emphasis on childhood as evolved on the cognitive and physical aspects of child development. Recently, more attention has been given on the emotional and social welfare of childrens development. Childrens emotional maturity and immaturity on their personal happiness, performance and behaviour has finally been recognised, as a consequence, this is currently being recognised by schemes such as, The Healthy Schools Initiative. The Healthy Schools Initiative contributes significantly to emotional health and well-being. All children deserve the opportunity to achieve their full potential. This is set this out in the five Every Child Matters (ECM) outcomes that are key to children and young peoples well-being: The five outcomes are: * Stay safe * Be healthy * Enjoy and achieve * Make a positive contribution * Achieve economic well-being To achieve ECM, The HM document states children need to feel loved and valued, and be supported by a network of reliable and affectionate relationships. If they are denied the opportunity and support they need to achieve these outcomes, children are at increased risk not only of an impoverished childhood, but also of disadvantage and social exclusion in adulthood (HM Government, 2006, pg 32). In a nutshell, the promotion of positive emotional health and well-being helps young people and children to build their confidences and express their feelings. It embeds the understanding and their capacity to learn effectively. Emotional literacy is the ability to understand ourselves and others and to be aware of, understand and to use information about the emotional states of others with competence. It includes the ability to understand, express and manage our own emotions, and respond to the emotions of others, in ways that are helpful to ourselves and others. Developing the Emotionally Literate School (Weare, 2004) Emotional Intelligence is linked to The Nuturing Programme. The programme origniated in the United States as a result of research undertaken by Dr Strephen J. Bavolek who pioneered in the prevention of child abuse and neglect and the development of family life. The progamme aims to enable children to become emotionally literate by exploring ideas which can contribute to learning to mange our emotions. Learning these skills can improve our motivation, help us feel good about ourselves and explores ideas for managing our emotions. Learning these skills can contribute to building self-esteem, which is crucial to provide positive attitude towards living. This is important as it controls how you think, the way you act and more importantly, how you relate to other people. Consequently, emotional literacy leads to emotional health; this health can have a huge impact on your potential to be successful in every aspect of life. All ingredients for emotional literacy are reflected in the Nurturing programme. The programme offers an effective way of encouraging co-operative behaviour, which empowers both parent/carer and children. It is also an emotional literacy programme. It is therefore crucial to state, that as a facilitator we need to reflect upon our own level of emotional literacy, as we cannot help others to become more emotionally literate unless we are emotional literate ourselves. We are all born with emotional intelligence and naturally, wired to our brains. However, how this emotional literacy develops depends on the kind of relationships they have and the adults caring for them. There are five elements of emotional literacy reflect the key principles of the Nurturing Programme. These are required in order to develop and become emotionally literate. Family Links quotes these key principles as:  · Knowing our emotions Self-awareness recognising a feeling as it happens is the first stage. We can eventually learn to stay aware, simply noticing the emotion rather than being overwhelmed by it, however turbulent we may be feeling at the time. This takes a lot of practice!  · Managing our emotions Handling our feelings builds on our awareness of them. Its helpful if we have ways of reassuring ourselves when were feeling anxious, calming down when were angry, soothing ourselves when we are upset, and so on. Every feeling has its value and significance theyre signposts to whats going on in our lives. The ratio of comfortable to painful feelings determines our emotional well-being.  · Motivating ourselves Harnessing our emotions to help us identify our goals and reach them helps us to achieve our aims. If we are kindly in charge of our emotions, rather than being overwhelmed by them, we can also take charge of our actions. We can guide our behaviour positively, and also resist the lure of instant gratification in other words, we develop self-discipline.  · Recognising emotions in others Empathy, the ability to be sensitively aware of what another person is feeling, is the most important people skill of all, and essential for satisfying relationships. Children who are treated with empathy and respect will grow up to be empathic and respectful towards others. * Handling relationships Building on empathy, the art of relationships is based on skill in coping with emotions in others while also managing and expressing our own effectively having good communication skills. Emotionally skilled people are great to be with because we enjoy their rapport. People who have these skills are easy to trust with our feelings, and learning these skills ourselves enhances all our relationships. (Family Links, 2004) Contained in the Nurture programme are four constructs, which fundamentally become the programmes building blocks. All the approaches, strategies and ideas in the Nurturing Programme are based on these four key concepts as outlined by Family Links:  · Self-awareness and self-esteem The art of self-awareness is to know ourselves well what we do and dont like, what our needs are, how we feel. If we are sensitive towards ourselves, its easier to look after our needs. Nurturing ourselves by meeting our own needs helps to boost our self-esteem, making it easier for us to nurture others and particularly to help children develop their self-awareness and a healthy, positive self-esteem.  · Appropriate expectations Children grow up in different ways: physically, intellectually, socially and emotionally. We need to match our expectations to what they can actually do. They learn all the thousands of skills at different rates. What one child finds easy another child of the same age might find hard. If we expect too much or too little of them, children tend to become rebellious, frustrated and angry, or to give up in despair. It is helpful to them if we recognise each small step in their learning.  · Positive discipline All children need discipline to learn what behaviour is OK and what is not. Positive discipline focuses on praise, rewarding their efforts, giving choices, negotiating and awarding responsibility. There are also fair penalties for poor behaviour. It makes life more enjoyable for adults and children, and helps to build self-esteem. Negative discipline, on the other hand, uses punishment and fear; it is stressful for everyone. There is convincing evidence to suggest that developing the social and emotional competence of children and young people leads to improved well-being, self-esteem, pro-social behaviour and higher achievement.  · Empathy This is the cornerstone of the Nurturing Programme. Empathy is the ability to sense how someone else is feeling, to tune in to their emotional point of view. We dont have to agree with what the other person thinks just to be sensitive to the way they feel, and to accept it. An empathic response to a childs inner world, to their excitement, frustrations and fears, fosters a close, trusting relationship, and helps them learn to respond sensitively towards others (Family Links, 2004) The author works with children weekly within the school environment. The work centres on supporting the development of childrens personal, social, emotional and behavioural growth. The aim is to: * Raise childrens self awareness * Develop healthy self esteem and confidence * Help children to manage their emotions and behaviour/social difficulties * Improve motivation and improve learning opportunities in and out of school The children work on individual targets, and sessions help them practice the skills they require to meet these targets both within class and all areas of their lives. A balance of role models promote group dynamics and peer support. A wide range of techniques are used within the session which includes: * Art focused work * Structured play * Drama * Counselling approaches * Relaxation, visualisation and reflection exercises * Circle time discussions * Reflection exercises Parent/carers play a huge role in their childs social and emotional well-being. It is important in its own right, simply because it can affect their physical health for both the child and parent/carer and can have a detrimental effect on how well the child does at school. Therefore, good social, emotional and psychological health protects children from emotional and behavioral problems, misuse of drugs and alcohol, for example. Therefore, it is equally important to pay attention to the social and emotional skills that children develop in their earliest years, as it will enable them to succeed through the transition from primary to secondary school and into adulthood. In a nutshell, responsibility for school readiness lies not with the child, but with the parent/carers who care for them and the educational systems in place to support them. Critically, intervention may not be successful with all children and families, especially those with Special Educational Needs (SEN), English as an Additional Language (EAL) and a withdrawn and shy child. One must take into account the dynamics of the group and these must be taken into account when actively planning intervention. Therefore, group work may not be the appropriate solution, therefore one to one teaching may be a useful strategy in order to provide intervention. This work complements existing national initiatives to promote social and emotional well-being. It should be considered in the context of the Social and Emotional Aspects of Learning (SEAL) programme and related community-based initiatives. These initiatives stress the importance of such programmes to enable children to participate fully in the development to ensure their views are heard. To conclude, we are now beginning to understand that by providing these enriched environments children and young people are more able to develop emotional intelleigence and maturity far more effectively than they used too. Many schools, like mine, is putting so much empahisis into the development, simply because it leads to so many benefits. Therefore, schools are finding ways to explicitly place emotional literacy at the heart of the curriculum with their approach to learning, teaching, delivery, behavoiur and well-being. Staff are being specificially training and coaching enable them to put the theory into practice. It is important to stress, virtually all the interventions described, only work if they are embedded in the whole community. Those efforts can promote resilience and build the strengths that already exist in the family and the community. References DCSF, (2008) Every Child Matters Resources-and-Practice, Nottingham: DfES Publications, (online), extracted from http://www.everychildmatters.gov.uk/deliveringservices/caf/ (Accessed 8th Feb 2010) Family Links The Nurturing Programme Handbook for Parent Group Leaders, 2004 Weare, K, Developing the Emotionally Literate School, London: Paul Chapman Publishing, 2004 Knowledge and understanding of: * 1.2 the emotional, physical, intellectual, social and moral lives of children aged 0-12 as they develop and experience transitions in their lives. Cognitive skills: * 2.4 identify and re ¬Ã¢â‚¬Å¡ect on own values and positions and those of others, and assess their relationships to policy and practice. Practical and professional skills: * 4.3 develop communication and engagement skills that could be applied to work with children * 4.4 understand the importance of sharing information and developing critical analytical practice that will contribute to a) listening to children b) promoting childrens wellbeing and c) multi-agency working with children and families. After many years of emphasis on the cognitive and physical aspects of childhood development, recently more attention has been focused on the social and emotional developmental cycles of children. The impact of a childs relative emotional maturity or immaturity on their behaviour, performance and personal happiness is finally being recognised. Furthermore, the issue of mental (emotional) health has been acknowledged as part of schemes such as The Healthy Schools Initiative. Against a background of increasing social exclusion, a worrying trend in diminishing self-esteem in teenage boys, and increasing numbers of children being recognised as having additional learning needs or presenting challenging behaviour, there is a growing pressure to find solutions. A childs capacity to learn and grow depends to a very significant extent on their ability to manage personal and social tasks. Without the ability to be aware of their emotional states and self-management skills to contain and handle these, their work will suffer. Without the ability to be aware of others, what they are feeling and to practise relationship management skills, their friendships and social support will vanish. There has also been a steady rise in recognition of the importance of sound self-esteem for children. This recognition has emerged through psychological studies into the aetiology of behaviour disorders, learning difficulties and other disturbances to the steady development and maturation of children. This has coincided with research into human Emotional Intelligence and the development of emotional literacy training programmes. Emotional Intelligence is now known to play a very significant part in achieving goals set, as well as being the foundation for personal satisfaction. Many gifted educators and child-care workers have already developed excellent emotional literacy programmes to support and develop children at every level of need. These enable children to learn the skills and abilities to give them greater emotional awareness, more emotional control and strong relationship building skills. This in turn leads to higher emotional intelligence, and usually, sound self-esteem.http://www.schoolofemotional-literacy.com/content.asp?ArticleCode=147 We now understand that by providing these environments, together with specific training and coaching in personal and social skills, we can enable children and young people to develop emotional maturity far more effectively than we could before. Many schools believe that emotional intelligence can and must be developed because it leads to so many benefits. They are therefore finding ways to explicitly place emotional literacy at the heart of their approach to learning, teaching, achieving, behaviour change and well-being. The environments that encourage emotional and social competence are: * an enriched physical environment * an enriched emotional environment. Aspects of emotional literacy The various aspects of emotional literacy as described by Katherine Weare in her book Developing the Emotionally Literate School are outlined here. Self-understanding: * having an accurate and positive view of ourselves * having a sense of optimism about the world and ourselves * having a coherent and continuous life story. Understanding and managing emotions: * experiencing the whole range of emotions * understanding the causes of our emotions * expressing our emotions appropriately * managing our responses to our emotions effectively: for example, managing our anger, controlling our impulses * knowing how to feel good more often and for longer * using information about emotions to plan and solve problems * resilience: processing, and bouncing back from, difficult experiences. Understanding social situations and making relationships: * forming attachments to other people * experiencing empathy for others * communicating with others and responding effectively * managing our relationships effectively * being autonomous, independent and self-reliant. Every parent, every politician, and every teacher want young children to enter kindergarten ready to succeed. Often the focus is on cognitive skills, early literacy, or early math, and indeed there are exciting new developments in early education. But it is equally important to pay attention to the social and emotional skills that young children develop in their earliest years. These skills-how children manage their feelings, follow directions, concentrate, relate to other children and to teachers, and approach learning-will enable them to succeed as they transition to kindergarten and first grade. . Importantly, virtually all the interventions described here work best if they are embedded in a larger community effort to promote resilience and build on the strengths that exist in families and communities. Four core assumptions shaped the guide: * The family plays the most important role in a young childs life. * Responsibility for school readiness lies not with children, but with the adults who care for them and the systems that support them. * The first 5 years of life are a critical developmental period. * Child development occurs across equally important and interrelated domains-physical and motor, social and emotional, language, and cognitive. The guide is intended to be especially useful for: * Child care providers, preschool and kindergarten teachers, and others who work directly with young children and their families. * Families and school readiness coordinators and administrators involved in organizing early childhood school readiness and early literacy campaigns. * Family support advocates and others who provide support to parents and other caregivers (e.g., grandparents and foster parents) of young children. * Community leaders and coalitions who understand the importance of reaching out to young children and families to ensure early school success. * Mental health and other professionals who want to do more to ensure that young children and families get help when they need it. Section I answers frequently asked questions about why it is important to pay attention to social and emotional development as part of school readiness. Section II provides examples of the resources that are available to help programs and community planners as they seek, intentionally, to promote social and emotional school readiness. It is organized in three parts: * Resources to Help Parents describes resources and strategies that can help parents, particularly low-income parents and others raising young children, promote healthy emotional development in young children. * Resources to Help Child Care Providers and Teachers describes resources and strategies that can help child care providers and teachers promote healthy social and emotional development and school readiness. * Resources to Help Young Children and Families Facing Special Stresses describes resources and strategies that can promote resilience in the most stressed young children and families so that these children, too, can enter school ready to succeed. Each part provides examples of specific resources that can be embedded into and adapted to particular program and community circumstances. Section II of this guide highlights several informal and community-based approaches that bring families and community leaders together to develop preventive strategies, connect existing resources better, and take action around high-priority challenges to promote early school success for all young children in the community. The guide concludes in Section III with a set of questions to guide community action and 10 principles to guide action. This guide complements Spending Smarter: A Funding Guide for Policymakers and Advocates to Promote Social and Emotional Health and School Readiness, as well as a series of issue briefs that the National Center for Children in Poverty (NCCP) has developed over the past several years. (For more information, see Appendix B or www.nccp.org.) Both documents recognize that for every young child to enter school ready to succeed, focusing solely on supporting the early physical, emotional, and cognitive development of young children is not enough. There must also be powerful and sustained attention to ensuring that families can earn enough to support their children, to improving the overall quality of child care and early learning experiences, and es- pecially to ensuring that when young children enter schools, the schools are ready for them. However, the guide also recognizes that for some young children and families, without intentional strategies that are focused on social and emotional well-being, even ready schools and ready communities may not be enough. http://www.nccp.org/publications/pub_648.html

Americas Economic Debate :: essays research papers

â€Å"Government that governs least governs best.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thomas Jefferson 43% percent of the National Income (spending) is controlled by state and local sectors instead of the prominent private sector. Why do they immediately control how deep in debt the whole country is in? In the end it is the following generation that will unwillingly be endowed with this record high national debt and growing deficit. It is said that in America our government has marginal influence on our economy; that it does not get involved with our market. Laissez-Fair for example a core policy which America proudly claims to practice, and is included in every US History book in the nation seems to be just that... history. Such accusations are being heard across the nation as Americans are greeted every morning with a headline or two reminding us of how much more in debt our country really is. Many are quick to point the finger at someone; anyone (Bush, Iraq etc.) But the truth is that Bush inherited a receding economy from the all famous Clinton administration. In addition to his inherited downward slope, the events that occurred on the 11th of September did not help, in fact it had a cataclysmic effect on the economy. At this point America was confused; it was only a little over a year ago that politicians were bragging about a $557 billion surplus!(2001) The US was at an all time low and all it could do was sit back and wait for things to turn around, things that made our great economy work; like confidence, security, things that kept consumers want to keep spending. And like the great nation that America is; slowly but surely things did begin to turn around, but the decision to retaliate the attack on our demoralized constitutional republic proved to be just another setback on the latter of the goal to reach a strong and secure economic standard. This is not a history paper but this information will later be used to make a point. The total economy is made up of 2 basic components: the portion dependant on federal, state and local government spending is called the GOVERNMENT SECTOR, the part remaining is not dependant on government spending. In fact it depends on growth of national productivity, savings and real incomes. This portion of the economy is called the PRIVATE SECTOR. In the past the Private sector rightfully so was much larger than the Government sector, but as

Benefits of Running

Running is a great form of exercise that most people should do because it is a great way to keep fit, it is not boring and it is inexpensive. Running is one of the top sports to stay in shape. It is healthy and people burn many calories and it helps with weight loss. Running is also affordable. You do not need expensive equipment and it has no gym fees. Besides running can be really fun, they can ask a friend to join them and listen to music while exercising. Many people do not realize the benefits of running.Running reduces the risk of heart disease, stroke, and high blood pressure among many other things. Running also helps with weight loss, building leg muscle, and improves the mental well-being and boost the confidence of any person. Also studies have shown that people who run on a regular basis tend to live longer than those who do not. If they want to live longer and healthier lives, running is a great way to do so. In addition, running can be really fun. You just have to be a little creative and add changes to the routine.You can ask a couple of friends to join you and make it fun. If you are an independent person then you can run while listening to your favorite music. Likewise, you can also try a different route or try running a different course every day. Pick your city's favorite site and plan a course that runs towards or through it. Another benefit of running is that ii is inexpensive. You do not have to belong to a gym or own some expensive equipment to improve your health. Running can be easy and cheap. All you need is a very moderate amount of sport clothing to do it.The most they are going to spend on is a decent pair of running shoes. In conclusion running is an ideal way to get needed exercise. You can get fit and stay healthy. Running is not boring if you try to be a little creative. Running is inexpensive, they do not need expensive equipment, they just need some running shoes, and they are ready to go. They can also get some fresh air and enjoy being outside. References * www. MedicalNewsToday. com * www. AmericanCouncilonExercise. com * www. MayoClinic. com * www. Runningtimes. com

Edger Allan Poe essays

Edger Allan Poe essays Ssshhh! Whats that noise beneath the floor? Sound familiar, maybe you have heard this revised phrase from shows like, The Simpsons or Friends. That phrase came from The Tell-Tale Heart by Edgar Allan Poe, who was a write ahead of his time. He produced many classic books that are still read today, but like all authors he had to start from the beginning. Edgar Poe was born on January 19, 1809, in Baltimore, Massachusetts, to father Dave and mother Elizabeth Poe. Edgar had a brother, William Henry, and a sister, Rosaline. Shortly thereafter, his family moved to New York where his father, David Poe, resumed his acting career. David soon quit acting and abandoned his family. He died a short time later (Wagenknecht). Soon afterward, Edgars mother, Elizabeth, developed tuberculosis at the age of twenty-four and died, The image of his mothers young, still, white face was to haunt Edgar for the rest of his life (Wright). A young tobacco merchant and importer from Richmond, John Allen and his wife Frances, took in Edgar. His older brother, William, was taken by his grandfather and his sister, Rosaline, was taken by another family member that lived in Richmond. They loved him like their own child. This was how Edgar received his middle name Allan, threw his new family. In 1815, John Allan moved his family to England and while there Edgar was sent to private school. For five years he studied in England with his new family that he loved very much. After his five years in England the Allans moved back to America. It was said that Mrs. Allan loved Edgar very much, but the story was different with John. Although Edgar and Johns relationship may have seemed at times unloving John always took care of Edgar and in return he had Edgars respect (Wright). In 1826, Edgar went back to America; there he attended the University of Virginia. He was an outstanding student and excelled in vario...

Natural Selection and Darwin essays

Natural Selection and Darwin essays In Darwins time most scientists believed that each organism and each adaptation was the work of the creator., but theories began to develop by a number of historians stating that evolutionary changes were an effect to changes in nature. There were many reasons for this, such as geological studies were reveling that the earth was much older than stated in biblical creation. Another reason was the similarities between different organisms. When Darwin traveled to the Galapagos Islands he noticed slight variations that made tortoises from different islands distinct. He also observed from island to island the vast number of finches had slight differences. Darwin also noticed that they all seemed to resemble the main finch on the mainland of Equador. This observation had great influence of Darwins thinking and he began to formulate his Theory. Darwins theory of Evolution consists of four main parts. The first one was that organisms have changed over time and the ones living today are different form those of the past also many organisms have become extinct over time. The second part was that all organisms are derived by common ancestors by the branching process. Populations split into different species but they all have one common ancestor. This part of the theory provided an explanation as to why similar species tended to be in the same geographical area. The third part stated that change is gradual and slow, taking place over a long period of time. This explains the fact that no scientist has observed a sudden appearance of a new species. The fourth part of this is that the mechanism of evolutionary change was natural selection. Natural Selection is a process that occurs over successive generations. Darwins had a in depth reasoning for how it works. It starts with the statement that if all the offspring that organisms can produce were to survive and reproduce they would soon overrun the earth. To pre...

International Relations Essay Example | Topics and Well Written Essays - 750 words

International Relations - Essay Example The 20th century was welcomed with the Arabian war that lasted for twenty five years. The subsequent years were full of expeditions mixed with colonization of various parts of the world by powerful nations mostly from the west. The colonies in various countries started engaging their colonial masters in uprisings mixed with revolutions in the world. The main one is the Russian revolution of 1905 followed by American occupation of Cuba (Schulzinger 234). The Chinese Republican revolution of 1911 ushered in the First World War that lasted for four years. The World War I reshaped the politics of the world because there was emergence of alliances amongst the most powerful countries of the world. The Allies made up of France, The United Kingdom and Russia, the Triple Entente, against the Central powers which was centered on the Triple Alliance of Austria-Hungary, Italy and Germany but Italy didn’t enter the war since Hungary was offensive (Bagby 65). Italy later joined the Allies. Many people died and later paved way for many revolutions even in the colonies because many soldiers were recruited from the colonies and they were now well equipped and experienced to fight the colonizers. The war had been triggered by assassination of Archduke Ferdinand of Austria by a Serbian leading to a revenge and subsequent entry of other countries that were allied to the respective countries. The Allies were victorious as the central powers led by Germany were forced to retreat. This war led to redrawing of the European map because some nations lost huge chunks of land and formation of smaller nations as a result of disintegration of major powers. The world did not get peace even after the first word war, Haitian and China Revolt followed and the Russian Revolution of 1917 and the subsequent Russian civil war the following year. The world was shaken again in 1939 when the World War II started and when through to 1945. During this war, the Axis powers, Japan, Germany and Ital y as they tried to dominate the world against the Allied powers, Britain, United States, USSR and France. The ugliest event during this war was the atomic bombs that were dropped in Japan by the US; the bombs destroyed the cities of Hiroshima and Nagasaki, the atomic bombs caused a lot of suffering to the Japanese (Rittberger 127). There haven’t been major wars again although peace is yet to be realized in the world mostly due to the tension that was caused by the cold war that sparked war in some countries like Korea. The recent armed wars include the US invasion of Iraq, the Somali crisis that is worse due to emergence of Al shabab and subsequent entry of Kenya to try and stamp it out and the death of Osama as Al Qaeda leader. The International relations are taken care of by The United Nations that was formed after the Second World War. Among the most challenging tasks globally has been terrorism and global warming. Terrorism which is as a result of unlawful violence and wa r or general use of terror as means of coercion, is however politically instigated and at times used by a state to legitimize its actions against some groups. Terrorism has been part of the current world due continued disagreements amongst the world leaders thus the many aggressions against one another in the name of

Group Project Assignment Example | Topics and Well Written Essays - 500 words

Group Project - Assignment Example In addition, it tells when and where to say certain things, to use certain words and when to discuss certain topics. Thus cultural norms are important for creating the impression and picture of the group. They govern the general behaviour of members of the group. Employers may also develop a code of conduct to be adhered to by the employees. Such rules are referred to as work norms often followed at the Different organizations have different work norms. These work norms include signing of time sheets by employees at the arrival time. Some organizations require workers to hold prayer meetings before beginning to work. However, most organizations conform to a particular dressing code which restricts workers on what to put on and what not to wear. Another type of norms that can be adopted by a group is prescriptive norms. These are unwritten rules that indicate what should be done. For example expressing gratitude after a receiving a present is considered as a prescriptive norm. A study group may also consider question session before beginning revision as a prescriptive norm. A prayer session before a match for a team is also a prescriptive norm. Proscriptive norm on the other hand comprises of unwritten rules that one should not do. A group may have its own proscriptive norms. Blaming each other for football players due to a loss can be an example of proscriptive norm. Similarly, abusing each other among members of a bible study group can be another example. Norms are generally good for the group. A dressing code among workers is good because it brings uniformity to certain workers such as medical workers. This helps in easy identification and to prevent impersonification. Calling of names and blaming each other among players may bring disharmony in the team. Similarly insulting each other may lead to the breaking up of a bible study group. Norms generally are good since they help a group to achieve their set objectives. Once in a certain